T sticks the photos of London and Bangkok on the board and ask students how one can travel between them. "How can you get from London to Bangkok?" As students bring up different ways to travel, T will put pictures of transportation modes on the board. airplane ship bus motorcycle car bicycle train

T ask the Ss how they usually get to ITI and other places in Istanbul. T highlights the preposition 'by' on the board. T writes the model question on the board and distributes slips of paper with different destinations and in groups of three Ss practice saying how to get there. "How do you usually go ________?" - I usually go by metro. - I never go by taxi. During feedback T drills different transportation phrases.

T sticks the picture of a tuk-tuk on the board and elicits ideas about this mode of transportation. "What kind of machine is a tuk-tuk? Is it fast or slow? Is it comfortable? Is it easy to drive? Where can we find tuk-tuks?" T draws the pictures of Jo and Antonia on the board and asks the students to predict what kind of journey they might have in a tuk-tuk. elicit ideas about unusual journeys and their purpose: Why do people go on long journeys? Mention Jean Béliveau who walked around the world for 11 years. -- to do something unusual Why would you go from England to Thailand in a tuk-tuk? -- to raise money for charity Pre-teach the concept of 'raising money for charity' and the word 'journey' CCQ: Is a journey usually short or long? (long) Are charities getting money from people? (yes) Are they helping people who need it? (yes) examples: UNICEF, Kizilay

T tells the Ss to read for the first time, fast, and scan the text for information they will need to complete the first reading task, which is matching verb expressions with details like dates and numbers. T distributes the HO and has Ss read. FB in pairs, then quickly as a whole class

T chests the HO with questions and tells the Ss to read more carefully the second time in order to answer questions about the text. FB in pairs