- On the WB and with the use of the classroom projector, I'll show the students some means of transport and ask them to label them. -I divide them into two or three groups and give them the cut-ups on some of the displayed means of transport and their matching pictures. - Students move around and check the other groups and correct each other. I'll monitor to ensure they're right. - Drill some words and deal with their parts of speech, pronunciation and stress. - Refer to the difference between British and American use of terms, such as " taxi & cab" -In order to personalize and engage the students,I'll ask them to tell each other about their favourite means of transport.

- After finishing the first activity dealing with the names of means of transport, the upcoming activity is going to be concerned with verb collocations associated to the means of transport. - After regrouping the students, to make sure they interact with different partners, I provide them with cut-ups with verbs colocations. - Students work in group then check the answers from the other groups and correct each other. I'll monitor, provide correction when needed.

- So far the students have dealt with two lexis related tasks which were planned to prepare them the pre-listening stage. - The previous activity aimed to enable the students to use appropriate verbs collocations within the target language. So, at this stage, they're able to produce adequate sentences to the personalized questions I'll ask them. 1." How do you usually come to school/ go to work?" -> the anticipated answers: " bus, tube,.." 2." Imagine all the public transports has stopped, how will you go to work/school"? -> " on foot, by bike,.." 3.Is it possible that the public transport stops for a day or so? If yes, which case? from this point, I'll try to elicit the word strike. the students may use the word "protest" which exists in their mother tongue (Turkish) I'll ask them to give an word which has the same meaning, hoping to elicit it. If the students do not know it, I'll provide it to them and I'll stick a picture of a strike for illustration. Then, I'll first drill it then write it on the WB dealing with its part of speech and allocate its stress. - I might ask them why do people strike and I'll brainstorm their ideas on the WB. - I'll concept check the word " strike" by asking some questions. For instance, Do people in Turkey strike?/ Where do people in Istanbul strike? - On the WB, I'll stick the picture of a newspaper headline and ask the students to comment on it to prepare them for the listening. - I play the listening track and let the students check their predictions

- Before listening, I ask the student ` what the man`s message to people on strike?` -Students listen to the track and answer the question. Then, to check the students` understanding and to provide them with more detailed comprehension questions. I`ll hand them three comprehension questions to answer. - I play the track again, the students work individually then check in groups.

- In order to provide a speaking practice for the students and let them express and exchange ideas. I set a speaking task. -In this task, the students are divided into two groups, both of the groups is going to state the reasons of strikes, but each of them is going to state the advantages and the other group is going to state the disadvantages of strikes. - Afterwards, students in the same group take turns telling an advantage to the other group, and vice versa.