Teacher introduces and asks sts about emblems of famous Turkish football clubs on the board. Students take a little time to guess the clubs. They come to the board to write the name of the clubs. Teacher launches a simple discussion about the favorite, or most winning team.

After the lead in, teacher exposes the TL and emphasizes the structure in a small talk about his favorite team and uses: 'remember' or 'forget', or 'stop' to watch/watching such matches Teacher asks sts what structures were emphasized, and to come and write what they remember.

Teacher uses the examples written on the board and adds two or more sentences to offer sufficient examples on TL: (verb + to/ verb + ing) focusing on the verbs 'forget-remember-stop' + to/ing.

Teacher elicits from the sts the form, meaning, and pronunciation of those structures. Now, teacher offers random examples and sts choose from the meanings written on the board.

Chest HO: teacher introduces the HO and instructs to do Ex. 1. To use the vocabulary from the box, teacher asks to check the words in the box. PW: sts put the words in short and simple phrases to CCQ them in a relevant context to our lesson. Sts attempt the activity individually. FB: comes in the next activity, Listening-Ex. 2 where they listen and check their answers. Now, sts come to the board and fill in a table ready for them with two columns Verb + to/////Verb + ing to write down the examples from Ex. 1 under the right column: Sts discuss the sentences to further clarify form, meaning and pronunciation of the structures. Now, sentences are drilled further.

Ex. 3) Sts work individually towards discovering the meaning of the grammar rule from Ex. 1. PW: sts carry out the activity bearing in mind the meaning of the sentences now on the board under two columns from Ex. 1. FB: sts check their answers. Teacher calls on sts to say out their answers for verification. Board race game: Board race: teacher puts the meaning suggested in Ex. 3 on the board next to which students write complete sentences. The winning group gets the most sentences with correct meaning or finishes before the other. Now, sts sit down and relax to write sentences that are true to them using 'forget-remember-stop' to/ing.

Ex.4 Chest HO: Sts attempt to do the activity individually. Now, sts listen and underline the verb structures used. A table is ready with two columns to put the verbs under 'like-love-try to/ing'. Teacher runs an elicitation on the parts of speech, sound and pronunciation of the sentences in the table. Now, sentences are drilled further.  FB: Now sts discuss the difference in meaning of the structures in the two columns. Teacher (1-1) calls on answers.

Ex. 5) Sts work individually towards discovering the meaning of the grammar rule from Ex. 4. PW: sts carry out the activity bearing in mind the meaning of the sentences now on the board under two columns from Ex. 4. FB: sts check their answers. Teacher calls on sts to say out their answers for verification. Mime the sentence! GW: [1 min-preparation for both groups] A student comes to the front and mimes the sentence. Sts have to guess what s/he is saying. If they get it right, a point for the group. If not, they discuss what's right and learn from the mistake. Now, sts sit down and relax to write sentences that are true to them using 'try-like-love' to/ing.

Role play [1 min-preparation + 2 min presentation for 3 groups] Teacher offers three different situations where sts practice their language. Situation 1: (Doctor-Patient) - use: 'remember-forget-stop' + to/ing. back to back phone call! Doctor is not happy with the patient because s/he is not taking medication on time. Situation 2: (Father-Son/Daughter) - use: 'try-like-love' + to/ing. Father-son/daughter conversation about dad's sports passion in the past. Situation 3: (Boss-Employee) use: 'like-love-try' + to/ing. Boss asks a few things to be done, but the employee forgets to do all of them. Teacher monitors the activities and FB after each situation for more effective production.