The teacher tells the class that he went to a lot of places this weekend and did a lot of things. He has green cards with the places he went (such as "swimming pool", "football stadium" or "cinema"), and blue cards with the things he did(such as "went swimming", "watched football", or "watched a movie"). Half of the class will get a place card and the other half an activity card. Students need to find the person that has the other half of their card (so "swimming pool" matches with "went swimming"). The questions they have to ask to find their matching cards are elicited (e.g. "How can you ask what place I was?" "How can you ask about the things I did?" To make it simpler, the teacher can also write on the board: "I went to Antalya." and then wipe out Antalya. Pointing to the blank and saying "How do you ask?") They have to ask the following questions to find their other half, which are written on the board in the matching color: Where did you go last weekend? (for students who need to find the place card that matches their activity card. Answer form: I went to the ... ) Or: What did you do last weekend? (for students who already have a place card and need to find the matching activity). The teacher demonstrates on his own first with two different cards. Then he gives a card to a student and asks them the question, with the student then answering and also asking their own question. The teacher then gives cards to two other students and has them ask each other, before giving out the rest of the cards. He also tells the class to stick their matching cards on the board when they find the other half of their card. ICQs: Are you going to sit at your table or walk around? Walk around [mime]. Are you going to show your card or ask questions? Ask questions. Do blue cards match with green cards or blue cards? Green. Together with the class, the teacher corrects wrong sets (if any). Important: In case the exercise takes too long, the answer key can be shown with the projector or passed around to save time.

The teacher explains that the students will read three short texts, with the first sentence missing. They need to match the correct first sentence to the texts. The texts are written by different people describing their day. Students don't need to know every word, they just need to quickly read through the text and decide whether the day was bad (=a. Sunday was an awful day), good (=b. Saturday was a nice day) or tiring (=c. On Monday I was tired). So they should look for words which mean bad/awful, or nice/good, or tiring/busy. (ICQ: Are you reading or talking? Reading. Are you reading quick or slow? quick. [Mime eyes traveling fast or slow with hands]). They can check their answers with their partners and after getting the correct answers, the teacher can write them on the board. The teacher then uses the projector to show the text with the following questions on the board and asks the students to answer them in pairs: Text 1: How was the exhibition? (demonstrated by the teacher, underlining (make sure to demonstrate 'underlining') the relevant section: The exhibition was wonderful.) When did she get home? Text 2: Did he go home by bus? Text 3: Why was she unhappy? Students that finish early can come to the board and underline the relevant sections for their answers.

The teacher tells the class that they will look at more short texts in which people describe their weekend. The class will be divided into groups of four, with each person getting a different text card. They will also each get a table which shows the information of their person (i.e. a place and activity for each day of the weekend) , but with blanks for the activities of the other people. They have to fill in the blanks by taking turns asking each other questions, namely: 1. Where did you go on Friday/Saturday/Sunday? (example answer:" I went to the cinema." ===> fill in 'cinema'.) 2. What did you do? "I watched the Titanic." ====> fill in 'watched Titanic'.) The teacher first demonstrates the exercise, by giving each table one version of a text and table (Burak), and then going through the example questions with the whole class, having them ask him (Julia) questions too. He then gives his Julia text and table to a strong student and directs him/her to question the rest of the class. The teacher then gives another student a different version, directing them to ask one other student the questions, and making sure they fill in their answer in the blank column. The teacher then tells the class he'll give them the other texts. ICQ: Are you going to work in groups or alone? In groups. Are you going to show your text to each other? No. [Mime keeping close]. The teacher monitors to see whether students ask full questions and use the past simple correctly, taking note of any common errors for later error correction if necessary. When the students have finished asking questions, they can lay their tables side by side to check their answers or check the answer keys placed around the room.

If there is enough time left, the teacher writes two questions on the board: Where did you go on your last vacation? What did you do/see? The teacher demonstrates with the class, having them ask him the first question (answering that he went to Antalya. What did you do? I slept on the beach and swam in the sea.) Then he asks one of the stronger students the question. After that, he has one student ask another, until the exercise becomes clear. The class is then instructed to stand up and talk to different people, taking turns answering questions (ICQ: Are you going to sit at your table or walk around? Walk around [mime walking]).