- After greeting the students, a video is reflected on the board. The students are asked two questions before they watch the video; 1. What is that boy trying to learn? 2. What does he do to achieve this? - Then, the students watch the video, and then they are paired up and asked to share their ideas with their partners. 2 students are nominated by the teacher, and they share their ideas in class.

- Two phtases are elicited by the teacher (have a steep learning curve, pick it up) 1. (have a steep learning curve) "You have to learn something really quickly to succeed, so you ........". - A CCQ is asked by the teacher; "- If you have a steep learning curve, do you have a lot of time to learn something?"/ No. - After that, the phrase is drilled by the teacher, and written on the board. The same stage is done for the following phrase. 2. (pick it up) "If you learn something without really trying, it means that you ...........". "- If you pick something up, do you work hard to learn it?"/ No. "- If you pick something up, do you learn it easily?" / Yes.

- A handout is shown to the students and asked to work alone. - They are instructed to match the conversations with the pictures. (Students will listen to 3 conversations, but there are 5 pictures. There are two extra pictures. I want the students to focus on the last conversation, too). "- You'll listen to the conversations just once, match them with the pictures." - After they listen to the recording, the students are asked to compare their answers with their partners. - Finally, the feedback is given in a W/C format.

- A handout is shown to the students, and then they are asked to listen to the recording again and fill in the blanks with the expressions in the box. "- Lİsten to the recording again, use the expressions in the box, and fill in the blanks". - After they listen to the recording, they are asked to work in pairs and compare their answers with their partners. - Finally, the feedback is given in a W/C format.

- Some sentences including the key phrases are reflected on the board. - Those sentences are drilled by focusing on the stress and intonation. "- I had to learn a piece of music." "- I used to practise them over and over again." "- About a year and a half ago, I took an interest in the language." "- I was amazed how quickly I started picking it up." "- An occasion where I had a really steep learning curve was when I got the job." "- I had no time to myself." "- I really didn't know what to expect."

- The students are informed that they will talk about their own learning experience using these expressions. - A handout with a few questions is given to them, and the students are asked to take notes instead of writing full sentences. - Two ICQs are asked by the teacher; "- Are you going to take notes or write full sentences?"/ Take notes. "- Are you writing about your life experiences or your friends' life experiences?"/ our life experiences - The students take notes for 3- 4 minutes.

-The students are paired up and asked to share their experiences with their partners. - After both of the pairs finish sharing their experiences, the pairs are switched and the activity goes on like this. - The students try to share their own learning experiences with as many people as possible (depending on time). - The teacher provides a brief demonstration: "- About three years ago, I took an interest in playing the guitar. Since I worked really hard, I had no time to myself, but I was so ambitious that I had just three or four hours sleep a day, and I used to practise it over and over again..." - The teacher monitors the students and takes notes about the good and bad use of TL by the students. - After the students have enough opportunities to express their learning experience, a question is asked to the students by the teacher; "- Who has the most interesting learning experience among your friends?" - After the students share their ideas in a W/C format, a delayed FB is provided by the teacher.

- The students are paired up and asked to make some comments about the little boy that they've seen in the video. "- Do you think Titus (name of the little boy) succeed in playing basketball?" "- If yes, How?" "- If no, Why not?" - After the students share their ideas with their partners, another video related to the same boy is watched, and the students check their predictions.