Vocabulary exercise 1. Ss work alone in the first exercise. I give the envelopes with the numbers to each of the Ss; I tell them to take them out and that they should put them in the right order. To demonstrate this, I write a wrong sequence of numbers on the board and cross them out (8-15-16-22). Then I write them in the right order. They have 3 minutes to do this. Ss check with their neighbour for 2 minutes. They are checking with their neighbours. Now I ask the class which number comes first; second and so on. I write them down on the whiteboard. 2 minutes.

I ask them if they all have a piece of paper and a pen to write. I tell them that I will read some words to them and they should write those down in numbers. I check their understanding by asking one of them to tell me a number and I write it down on the whiteboard. Then I tell them to do the same when I read the numbers. 2 minutes. We do exercise 2 – 3 minutes Ss compare their answers with different neighbours. I ask them to provide their answers (in numbers). One of them gives the answer. I write down the answer in words on the board. I’ll ask them to repeat the word in the whole group. Difference between 13/30 and 14/40: -teen/-ty – 5 minutes

Tell them that we are now going to read the text about numbers and what they mean. Do reading exercise 1: Ask to the class: what is lucky (Milli Piango – win lottery). Ask the Ss to say to me: “I won the lottery!” And I answer: “You are so lucky!” What is unlucky? Opposite! (Friday 13; losing keys; broken mirror – do they know any others?) What is common? Let them find the answer by only writing these words on the board. Common: Many cats in Istanbul – it’s common. Many birds in Istanbul? It’s not common. What else is common in Istanbul? Traffic jam. Sequence: Sequence of numbers; sequence of actions: What did you do this morning when you woke up? And then? Write on the board as a sequence – 1-2-3-4 – 3 minutes Write the numbers 13 – 8 – 3 on the board and ask the whole class what they mean. Elicit answers from students. – 3 minutes Give them the text and ask them to check if they were correct with their predictions. – 3 minutes Tell them to form small groups A-B-C

Ss to read the text more carefully. If they don’t understand what they should do, point them to the place in the text where they can find that specific information (example). They work in groups to find examples in the text for the numbers on exercise 2. – 5 minutes

Reading exercise 3 – they can stay in the same group now. Discuss the questions in exercise 3. Report back to class. Write down common mistakes for “be” verb on board