-T starts the class with a very simple question "Are you good at driving?" and then elicit some ideas from the WC. -Then, T shows Ss some slides and asks them what they are doing and pre-teach some words.. -Next, ask them if they are dangerous or not. and whether they do them or not while driving. -After that, T sticks some papers on the wall, and ask the WC to walk around the class with their partner to discuss the sentences. -T monitors them and help them if necessary. -Finally, elicit some ideas from the WC.

-T gives Ss a HO and asks them to read the sentences very carefully. -T tell Ss they are going to listen and put the items in order on their own. -T asks some ICQs and then plays the recording. -Monitoring them happens without them knowing. -T asks them to pair check and after that he checks with the WC.

-T gives Ss the audio script and asks them to read it in pairs. -T asks them to find any useful language which can help them to talk about dangerous things while driving and why they are dangerous. - T monitors them and help them find more statements. - T elicits some of them and writes them on the board. -Finally,T writes some of the useful phrases on the board. like: *The reason is obvious....... *This is incredibly dangerous. * ........... is the most dangerous thing to do while driving. * Listening to music doesn't distract me.

- Firstly, T shows Ss some slides to pre-teach some words such as, helmet, cyclist, motorway and speed camera. -Then, teacher gives Ss a new HO including some sentences about driving. -Ss in pairs reads the sentences and decide if they are true or false. -T elicits some ideas from the WC. - Then, T gives a small HO including some phrases which mean 'agree' and 'disagree'. -Ss in groups discuss the sentences again and this time they say if they agree or not and they are asked to make a clever use of the useful lnaguage. -T monitors them and write some of their mistakes and getS FB.

-T asks Ss to listen very carefully and look at the board. -T writes some of the common mistakes on the board and asks Ss to think about them and say whether they are correct or not. -If Ss cannot understand the mistakes the T can give them some clues. For example, T can underline the wrong parts and asks some CCQs. -Then, T writes the correct sentences on the board and dill them with the WC and asks them to write them down in their notebook.