[Powerpoint image of "Mustafa" in his cluttered office] "This is Mustafa" (T describes the man in the picture to set the context) - he is always late - he never turns his work in on time - he has so many things to do, and he can't keep track T elicits responses from students to get them thinking within the context of the lesson: "What tips/advice do you have to help him get his work done on time and be more organized?"

T will give Ss the text and HO b/c together -- Ss will read the text for gist "Work individually, read the text and answer the questions for part B (chesting). You have 3 minutes." ICQ: Are you unfolding the paper and doing the whole thing? No. ICQ: Are you working quickly or slowly? Quickly. FB: "Check your answers with a partner. Are your answers the same?" Elicit answers for part B of the HO (in order to gauge the level of clarification needed) "Do we all agree?"

Ss will read the text a second time, for detailed information "Read the text a second time and discuss the answers to part C (chesting- gesturing of unfolding the HO) with the person behind you. You have 5 minutes." ICQ: Are you writing down your answers? No, discussing them. [T will monitor for errors and confusion] FB: Highlight the word 'prioritize' "How can you prioritize -- what are some things you can do to help you?" (referring to tip 1 about making a list & tip 2 about deciding on the best order) - T will elicit based on errors/confusion heard during monitoring

"Work in pairs and find the bolded words in the text to fill out this chart." ICQ: Where are you getting the words to fill out the chart? The text. FB: T will project the answer key/complete chart (which includes stress) -- the chart will be used for the clarification of suffixes, pronunciation and stress [next stage]

[PPT Slide 2] - T will ask 4 students (or more depending on time) to circle the suffix of a specific word on the WB ---T will write '-e' > -ly (responsible > responsibly) and '-ic' > '-ally' (realistic > realistically) on the WB and explain that "we usually replace ___ with ___ to make adverb." - T will elicit the meaning of words without the suffix (improvement/ improve, critical/critic) CCQs: "What does it mean to improve? So if someone is showing improvement, are they doing better or worse?" "What is a critic (food/movie)? So if someone is being critical, are they being sweet?" T will elicit suffix usage from Ss - "What do I add to the verb 'improve' to make it a noun?" (-ment) - "What do I add to the noun 'preference' to make it an adjective?" (-able) CCQ: --"Is a preference something I like better than something else?" Yes. --"I want an apartment with a view, preferably of the Bosphorus." > Will I only buy the apartment if it has a view of the Bosphorus? No. > Is a view of the Bosphorus my first choice as opposed to a view of the Zorlu Center? Yes. T will then drill pronunciation using the marked stress on the chart

To further clarify meaning: definition matching "Work in pairs to match the word in the box with the correct definition, write the letter on the appropriate line. You have 3 minutes." - T will monitor for mispronunciation of vocabulary (pronunciation drill before FB if necessary) FB: T will write AK on WB [c,i,j,g,h,e,f,a,b,d,k]

T will stand at the front of the class holding to bags with vocabulary words inside "Everyone get up and find someone you haven't worked with yet, once you have a partner, both of you come and take a paper out of different bags. Read the word and act it out for your partner to guess and then switch." ICQ: Are you showing your partner your paper? No. Can you speak? No. How are you getting your partner to guess the word? By acting. FB: Who's partner was a really great actor? Will [you] act it out for the class and we'll all guess? --close (10 min break)