Sts will be exposed to a story about a journey based on two best friends travelling. T will use the glossary words, so that they will become familiar with the vocabulary used in the reading passage which they will encounter after the lead- in activity. T puts emphasis on the key vocab as she tells the story and writes the 5 glossary words on the right side column of the board. Glossary aimed: split up, show up, lose your head, emotionally blackmail, take precedence over

After telling the story, T asks the class questions to encourage them to share their opinions on the topic asking questions like; > Do you think I had fun? > Give me reason why? Then teacher gives a HO about 6 reasons to travel, and has students work in pairs to discuss if they have ever travelled for any of those reasons. Students will be given 2 minutes to discuss then students will share their answers talking about each other in pairs. Sts are then asked to work in pairs and discuss what other reasons there are for travelling.

student will be given a reading text on a story of a boy who broke up with his girlfriend and for that reason chose to travel to another country. Sts will read for gist to have an overall understanding of the main idea and focus on the glossary words that I had written on the board to do a contextual guessing of the words by reading around them in the short story. T elicits the words from students after giving them 2 minutes to discuss what the words may mean.

Sts will answer the following questions; > Can you tell me why he went travelling? > Do you agree that travelling can help escape problems? T elicits the answers after a pair work discussion

Sts are each given a strip of paper with either a question or a sentence on it. Their job is to find their accurate pair and line up in front of the board when they do. After everyone has found their match they read their questions and answers to share with the class.

T reflects the cardinal directions on the board and elicits what they are from Sts and writes they down clearly on the board then she also goes over the books in order to practice the use of prepositions in geographical description.

Sts are asked to sit in groups of 4, they all write down the places they have travelled to on a blank piece of paper individually. Then they share the places they have and decide on 5 places to talk about and think of how they could describe there places using the prepositions they have reviewed in the clarification stage of the lesson. Students then share their sentences with the class.