Teacher tells students he comes to ITI walking: "I walk to ITI" and asks a couple of students "You?". T doesn't correct students but might give prompts (bus, metro, taxi)

T writes "TRANSPORT" on WB and posts the transport pictures on the WB leaving enough space between them for strips carrying the names of the vehicles for students to post. T divides class into two teams, gives them the strips carrying the names and 2 minutes within their groups to discuss the best answers. T gives the strips to sts and asks them to come to the board and match. The team finishing first, with correct answers, win. T checks understanding by asking about the more difficult words, e.g. "What do we take to come from Uskudar to Eminonu?", "What's a quick way to go to Australia?" T drills pronunciation of difficult words as he goes.

T writes up "I like pizza" and writes "verb". He points to the sentence and asks sts "where's the verb?" eliciting "like". T says "underline" as he underlines the word. He writes another sentence "I sleep at 11." and does the same for the first sentence. T chests sentences (ex. 1c) and clarifies that sts need to underline the verbs. T gives HOs and gives sts 1 minute to do task. T gives sts 1 minute to compare with a partner. T elicits answers and clarifies meaning where necessary.

T chests sentences gapped for verbs (go, come) and means of transport (by metro, by train) and asks sts individually to complete them in 2 minutes. T monitors trying to make sure are sts are writing appropriate answers. If some students seem to be off task when time finishes, T checks different asnwers for each item. T demonstrates the second stage of the activity. He reads his first sentence and then chooses a student and says "you?" getting them to say their sentence. T then names two other sts and asks them to do the same. Finally they all stand up in a mingle form of interaction to find out about other students in class. T monitors closely, correcting any errors. T ends activity in 1 or 2 minutes and get sts seated. He then gets FB from a couple of sts.

T explains that students are going to see pictures to match to words. T will read definitions to help sts find the right picture. T tells sts not to shout out answers. T gives HOs and starts reading the defitions of the words in the right order: 1. raise money for charity: take money from some people to help other people like poor people, sick people, or students. 2. an idea: a plan or thought 3. a journey: a travel from one place to another 4. a tuk-tuk: a car with only three wheels used as a taxi in Asia T gives sts 1 minute to compare their answers with a partner. T gets WC FB and checks answers. T CCQs the new vocab and drills pronunciation

T writes up the following questions: 1. Where's this? 2. Are the girls from Asia? 3. What do they want to do? T divides class into small groups and asks sts to unfold the HOs containing the text and to fold it again to cover the text but keep the picture. T asks sts to discuss the questions saying what they think (making predictions) in 2 minutes. T gets FB but doesn't confirm answers.

T gives instructions: "Read the text to check your guesses. Take 4 minutes." T asks sts to unfold the HOs and read the text. T asks sts to compare their answers in pairs. T gets FB and checks answers. T elicits that Bangkok is the capital of Thailand and that Brighton is a city in England.

T tells sts they're going to read the text again to find more details and gives HOs containing the scanning for details questions (ex 4 p 71) (NB. the same page will be used by Eda). T gives sts 4 minutes to read. T asks sts to compare their answers in groups, having shuffled them to give them interaction with different sts. T gets WC FB and checks answers.

T writes up the discussion question: "Was it a good idea or a bad idea for Jo and Antonia to travel from Bangkok to Brighton by tuk-tuk? Why?" T gives sts 3 minutes to discuss in their new groups. T gets WC FB