T shows two photos referring to the reminiscence, projects them as a slide on the whiteboard and gets the students to work in pairs and discuss about the following questions: -what are these people doing in those photos? -how do they feel? -do you think they miss something in their past? -what do you think they miss in their past? -do you sometimes look at your old photos? -how do you feel? T elicits the phrase 'reminisce about the past' in this stage. T gets feedback by asking each pair's opinion.

T explains that Ss are going to listen to the listening track about the three people talking about their memories in the past. T hands out a worksheet including the activity of numbering the sentences that Ss have heard in the listening track. T gets the Ss to work in pairs. Ss swap their papers and check each other's answers.

T gives the audio script of the track to Ss and asks Ss to read the script and underline other expressions which might be used when reminiscing about the past. T takes feedback from the Ss by nominating Ss and asking them what they have found in the text.

T hands out the worksheet which is designated within the scope of MPF. The worksheet includes six sections; the Ss will be introduced the meaning of the TL in the part A, focus on the form of the TL in the part B and C, go over the pronunciation of the TL in the part D, E and F. T goes over this worksheet with the Ss and provides them some pair work here in the part D, E and F.

T explains that the Ss are going to put the phrases into correct categories and hands out them the worksheet. When the Ss complete their work, T asks them to swap their paper with their partner and tell them to check each other's answer while T projects the answer key on the whiteboard.

T explains that the Ss are going to prepare a talk about the memories in the past and use a guideline. T gives the worksheet included activity 12a-b, p. 89. T gives some time to the Ss to prepare their talk and then, asks again to show their target structure they have chosen for expressing the memories in the past to their partner and find out if they choose any similar structure and memory to talk.

T assigns the students as new groups of three of four (depending on the class size) and asks them to talk about their memories in the past by focussing on where, when, what happened; how they felt about it at the time, how they feel about it now and using the TL phrases (activity 13, p. 89).