T demonstrates the first example by opening a slip of paper with TL and acting out the verb, waiting for the Ss to guess. After that T hands out all the verb cards to the students and asks them to act each verb out for the class, putting pictures of them on the board as the class guesses them. Verbs: write dance fly swim read run write jump walk open close

T divides the class into two groups, mimes the verbs and asks the Ss to say the verbs as quickly as they can. The group who says the verb first gets a point.

T will chest a picture of the verb and ask Ss to produce the verb orally. 'I run' 'Merve runs'

T divides the class into two groups and arranges them in a circle with a table in the middle. T demonstrates the game for the Ss by placing two sets of cards face down. T takes two cards and tries to match the picture with the word. Whoever gets the highest number of correct picture/word pairs wins.

T models the activity by providing the first example (I / run / 12 km every Saturday.) T distributes the cutouts and asks Ss to put them together into sentences. FB through peer checking and writing correct sentences on the board. Not many people /write/ letters The Spanish people/ dance/ the flamenco I /fly/ to Barcelona for my holiday Big fish/ swim/ in the ocean We/ read/ interesting books Usain Bolt/ runs/ in the Olympics Children/ jump/ in the park My grandmother/ walks/ slowly

T tapes sheets of paper with 6 verbs on the walls, distributes cards with phrases that could go with the verbs. In groups of three, Ss decide which phrases can be best paired with which verb and stick them next to the verb. run (a marathon; 15 km a weeek; on the beach) swim (like a fish; in a river, in a pool) walk (the dog; 2 km every evening; in the park) read (a book; a letter; a magazine) dance (with a partner; the tango; to the music) close (the door; the window; your eyes) FB provided by student volunteer from each group reading out the phrases