I will start the lesson by showing the sts a short video clip of "Muhteşem Yüzyıl", a Turkish soap opera, in order to introduce the topic of the lesson. Once the video is over, I will ask them if they recognized what this was, and then I will ask them to discuss in pairs, for a few minutes, about the questions I will project on the WB. 1). Do you watch or listen to dramas or soap operas on TV or the radio? If yes, which ones? 2). Which soap operas are popular in Turkey? Why are they popular do you think? 3). What are typical stories in soap operas?

In this stage which uses the ECDWs, I will pre-teach them 6 words, to enable them to grasp more precisely the meaning of the text they will get next. I will use several different ways of eliciting these different words. 1). Easy-going : I will ask them if they know what a calm, unworried, relaxed and tolerant person is. Someone who is easy to get along with. For example, my sister is an easy-going person, everyone gets along with her. 2). Stubborn : I will show two pictures. 3). Inconsiderate : I will give an example of a person who doesn't give their seat on the train to an elderly or pregnant person/ or someone who doesn't hold the door for the person coming behind them when they enter a building. 4). Moody : Mime and explanation, i.e. changing between happy and sad all the time. Someone who changes every time you see them. For example, yesterday when I saw Clara, she said hello to me, but today when I saw her she just ignored me. 5). Unreliable : two pictures. Plus explanation if needed. If you cannot trust a person, machine, or method to do or provide what you want. For example if a car is slow and doesn't work the way it should work. If internet is very slow and you cannot connect then your internet connection is unreliable. 6). Owner : picture. Elicit - Concept checking - Drill - Write : Respect the order!

I will give out two HOs, the text, and the question sheet. I will tell them to first read the first paragraph of the text, fold the 2nd sheet and only concentrate on the 1st exercise. ICQ. Then after a minute or so, they can unfold their sheet and read the entire text. Once they have finished, they can check with their partner. Once I have noticed through monitoring that they have read, answered and checked with their partners (as this is the most important stage of the lesson) I will give them the AK. Then to summarize their understanding of the reading I will change the groups around, and get them to draw a family tree (demo) of the Blake family, I will give a sheet to each group to make sure they are writing it down on a sheet, and then for FB I will get the groups to show one another their family trees.

I will write the following adjectives on the WB : I will tell them to find the opposite of the adjectives I wrote on the WB in the text. Quick FB. Then I will draw on the board four categories of prefixes : un- / in- / im- / dis- and make sure they know these prefixes are used to make opposites of adjectives. I will also check they know prefixes go before and not after the adjective. I will explain that there are very few rules to decide which prefix goes with each adjective, although I will point out that adjectives starting with a c usually take the prefix -in (e.g. correct -> incorrect), and that adjectives starting with a p usually take the prefix -im (patient -> impatient). I will then give them an envelope per group with the right number of prefixes going with the right number of adjectives, and ask them to put them together. After a couple of minutes I will get them to come and stick them on the WB.