W/C: I will show some pictures of common activities that families do on the weekends (picnic, driving in a car, swimming, beach, eating in restaurants). I will elicit and check meaning of the vocabulary country (village, fields), beach, 'a drive', picnic, beach, swimming pool, 'go out to eat'. Ask: What are these? (restaurant, beach, swimming pool) Ask: Who are they? (family) Ask: What are they doing? (eating out in a restaurant, driving in the country, swimming in a swimming pool, walking on the beach) CCQ: Are they driving to Syria or Iran? (no driving in the country) CCQ: Are there cities in the country? (no) Is there a lot of traffic in the country? (no) PAIRS: I will put Ss in pairs and get them to talk about all the different things that families do on weekends.

This is a good prediction task - it will help engage Ss with the text so that they can check if they were correct. W/C: I will write three country's names on the board and ask what people might do in these different countries. I will ask if they think everyone does the same thing or not. I will list their ideas under each country's name. I will also have phrases on paper which Ss can put under the three headings after they have brainstormed. That way, if they can brainstorm the words themselves, then it's great, but if there are still some things they haven't thought of then I can get them to choose which country they would belong to by adding these extra prompts to the wb and asking Ss to decide where they should go. Ask: Are they all the same? (no, cultures are different)

I will give Ss the three readings and three pictures and ask them to match the pictures to the readings. Check with their partners. w/c fb: Ask: Why do you think: A is Saudi Arabia?; B is Australia; C is Spain? (In Australia, families V1...)

I will use examples from the text so that I can mimic looking for the verbs in the text. I will write on the board: _____ to the beach _____ a picnic Mimic looking in the text and say "beach! Here it is! go to the beach" and then write go on the board. Mimic same for picnic. INDIVIDUAL: Showing the verb gap-fill h/o: Say: Working alone, look for these phrases in the texts and write the missing verb from the text. ICQ: Will you work alone or in pairs? (alone) PAIRS: Check (control) your answers in pairs. W/C fb: Check all answers. Ask: are weekends the same in every country? (No. Saudi Arabia (Th-Fri))

I will write any additional phrases and things that people do on weekends on the board (phrases that we haven't collocated the verb for). I will first ask them to discuss the answers in pairs (if they don't start calling out answers). As a whole class we will write the verbs for these on the board. Then I will demonstrate to Ss to work in groups to 'write' what people in their country do at the weekends. I will demonstrate using big green/red/blue cut-outs on the WB (Ss with then use small versions). We will need to make three sentences. - At the weekend, a lot of people go for a drive. - In the afternoon on Sundays, they have a picnic. - In the afternoon, they often go shopping. I will then move time expressions around and ask if they are still ok. Then Ss can play around and make some varied sentences. (The cutouts have adverbs of frequency often, sometimes, usually as well). Showing small cutouts, I will ask Ss to arrange the sentence puzzle pieces (Green-sunject, Red-time phrases, Blue-verb/noun phrases) into things Turkish people do on the weekend. I will emphasise that we are talking generally, not about a particular family (The subject cards are 'they, families, Turkish families). I am doing it like this (Not my family) because throughout the lesson we will having been speaking about Australians, Saudi Arabians, and the Spanish in general terms, and then they can compare Turks to these other cultures (in their minds - not today's class). They can then speak and write about Turkish people generally. I don't want them to think of just their families, but what Turkish people do. I will encourage Ss to have a go at writing some of their own phrases. I have some blank Green/Red/Blue cards so Ss can get creative. W/C fb: On the board I will ask Ss to write some of their sentences (or blue-tac the cards) to see how many different things we can write. Ss will get fb and correction by agreeing or disagreeing what is written on the board. Hopefully they will start to see the prepositions used (although I'm not paying attention to this). w/c/fb: Ask Ss how Turkey is different from other countries.