Teacher gets students attention. Confirms names by writing on left of whiteboard. Teacher sits down in chair at the front of the classroom. "I have a problem. My friend called last night. He is working many hours, every day. He is so tired. He eats McDonalds a lot. You know, the weather in Canada is sooo cold (shiver). It snowed yesterday. Does it snow in Istanbul? (quickly check concept) He was very sad. What am I going to tell him?" T-S (1-2 min) Elicit from students what my friend needs to do? Work less, rest, eat better, TAKE A HOLIDAY. (Teacher can pretend to take notes on what to tell the friend" SSS-T (1-2 min) Teacher "Why take a holiday?" E.g. How is he going to feel? Is he going to be happy? T-S Students Respond T (2 min) SSS-T Encourage use of GOING TO be

The will not be a specific pre-reading/listening task as I don't consider there to be "blocking" words in the text. Students in Turkey know where Greece is. There is a picture of an orangutan in the article. Anticipated problem: Where is Borneo? Island that is part of Indonesia and Malaysia. Instructions: You will each be given a hand-out with a story. There are two different stories. Read the article INDIVIDUALLY first for 3 minutes and think about the five questions at the top. Teacher reads the five questions aloud. Do not write answers, just think. Fold story page to hide the story (as two different pictures can confuse students) to show questions and fold again to reveal vocabulary guide at the bottom. Questions are the same, but vocabulary is different. Check understanding: How many stories are there? How many questions? Are the questions the same for both groups? Reading in a group or as individual? Are you writing answers to the questions? Teacher will assign students to groups - "Team Borneo" and "Team Greece" and get students to physically move to sit with others on their same team. (Teacher will make selection "random" (Victoria or Sally) but stonger students will be paired with weaker ones and ensure one strong student in each group.)

Students will read the text individually at first S - 3 minutes Teacher to sit quietly. Teacher: Now working in pairs take turns asking each other the five questions and respond with full sentences for 3-4 minutes. T-SSS 1 minute Students will discuss their responses in groups within the Groups Victoria/Sally or as pairs if limited students. GW 3-4 minutes Teacher will monitor progress of groups. Teacher: Now as a group, you are going to use your answers to the five questions to tell the other team about your story. You can write down your answers. Take 2-3 minutes to prepare. Are you working as a group or individually? Will one person tell the story or the whole group? T-S 1 min Students will work in a group for 3 minutes to prepare group response. Teacher to monitor groups. S-S 3 minutes Teacher selects first group. Arranges students so teams can present to each other. Students present story to other group. Teacher checks pronounciation and grammar forms and if content is logical. SS-SS 3 min

Teacher: Group that went last will now go first. Come to the whiteboard and as a group, draw a timeline that shows the events from questions 2, 3, 4, and 5. Second group, here is the other story. Please read it individually. Group 2 - Are you reading individually or in a group? Group 1 - where are you drawing your timeline? As a group or individually? T-S 1 min Monitor timeline group more carefully. For reading group, students will be able to do student-student support. Confirm second group is reading the text. GW - 5 min S - 5 min Anticipated problem: Reading group could finish at different time. They could begin to discuss their timeline as an appropriate use of time. Teacher: Second group - have a look at the timeline on the Board. Do you have any questions for the other group or does it look okay? T-S 2 min Did the actions in past happen more than once? Which item on the timeline is the change? Does she do actions once or all the time since the change? What is happening now? Teacher: Second group - Come to the whiteboard and as a group, draw a timeline that shows the events from questions 2, 3, 4, and 5. First group, here is the other story. Please read it individually. GW - 5 min S - 5 min Group 1 - Are you reading individually or in a group? Group 2 - where are you drawing your timeline? As a group or individually? T-S 1 min Monitor timeline group more carefully. For reading group, students will be able to do student-student support. Confirm second group is reading the text. Teacher: Second group - have a look at the timeline on the Board. Do you have any questions for the other group or does it look okay? T-S 2 min Did the actions in past happen more than once? Which item on the timeline is the change? Does she do actions once or all the time since the change? What is happening now? Teacher (depending on errors in pronounciation or understanding) - any words you would like to ask questions about? If one of words in the vocabulary box, use concept checking questions to elicit meaning OR HAVE OTHER STUDENT EXPLAIN, review pronounciation using phonetics provided and drill pronounciations chorally and individually. Explain form.

Teacher: Did any of the stories take place in the future? Are they going to be the next story? With a partner, discuss these questions. I will write them on the whiteboard. T 1 min Teacher will write a question on whiteboard - ask one student AT RANDOM to read aloud. What country would you like to visit? e.g. I would like to visit......Antarctica USE ANTARTICA LONELY PLANET BOOK Why do you want to go there? e.g. I hope to ......see penguins. POINT TO COVER PHOTO How long are you hoping to visit? e.g. I hope to visit for.....two weeks Can you afford to go now or are you going to save money? I am going to save money Are you going to borrow something for the trip? I am going to borrow a warm jacket from my brother. Teacher will choose one student to come up and ask the teacher these questions and model the answers. T-S 2-3 mins Students will discuss in pairs the questions on the whiteboard in free practice. Pair students with someone from the opposite group. Teacher to monitor pairs of students and monitor interaction. S-S 5 min If students finish the discussion early - Have students present what other student presented to the group if time for all students to participate (5 minutes) or ask students to guess TRIVIA - Top 5 places Turkish people went in 2017 - Georgia, Greece, Bulgaria, Germany, Italy.

Target language area - GRAMMAR Review modal verb used to Form - I used to work in an office. Subject+used to+base form of present verb I didn't use to work in an office Subject+did not/didn't + use or Subject used to + not + base form of present verb. Did you use to work in an office? Did+subject+use to+base form of present verb Meaning: to describe an activity or a state that happened many times in the past to refer to an activity or state that was true in the past but is no longer true https://grammar.collinsdictionary.com/easy-learning/used-to Pronunciation features: I used to work in an office weak pronunciation of to tə contraction didn't in the negative __________________________________ Review present perfect continuous Form - I have been smoking since I was 10. Subject+has/have been+verb-ing I haven't been smoking since I was 10. Subject+has/have not + been + verb-ing Have I been smoking since I was 10? Have/has + subject +verb-ing Meaning: actions and states that began in the past and are still continuing at the time of speaking. actions and states that began in the past and have only just finished repeated actions https://grammar.collinsdictionary.com/easy-learning/thepresentperfectcontinuoustense Pronunciation features: I've been smoking (contraction I've, he's) been - week form /bin/ I haven't been (contraction n't been) been - week form /bin/ ________________________________ Review future be going to/be hoping to + infinitive Form - I am going to visit France. Subject+be (am/are/is) going+infinitive I am not going to visit France. Subject+be (am/are/is) + not + infinitive Am I going to visit France? Be (am/are/is) + subject +infinitive Meaning: Be going + infinitive is used to express intention and make predictions https://grammar.collinsdictionary.com/easy-learning/future-reference Pronunciation features: I'm going to visit France (contraction I'm, he's in positive and negative and possible in question form) going - week form /goin/ __________________- For vocabulary - Form, Meaning, Pronunciation see Handout 1