After greeting the students, teacher asks a question about a S's life. NOMINATING: "Do you go to work? Do you go to work in the morning? Do you have time for breakfast?" - Student: yes... no... After S answers, teacher thanks and asks SS is they know about Can's breakfast? T – WC_POWERPOINT: Lead – in to the reading & Eliciting vocabulary items Guess! Does Can have breakfast at home? - SS answer  He doesn’t have time for breakfast at home.  After that, T starts a discussion about her routine very briefly: Guess! Does Aylin make dinner at home? - SS answer  I usually make dinner at home!  Does Aylin do some housework in the evening? - SS answer  I always do some housework!  Is Aylin in a hurry? - SS answer  Yes, I am always in a hurry...   I am in a hurry for... w...! sc....! Is Aylin tired?   Yes, I am really tired! So... Is Aylin stressed? - SS answer  Yes, I am usually stressed... Eliciting: “stressed” will be elicited a) by the visual on powerpoint b) through miming enacted by the teacher Concept Checking Question: Is Aylin relaxed? Modelling: Teacher plays the sound file: “I am usually stressed.” Choral Drilling: Whole Class say it out loud, and then only women, then only men: “I am usually stressed”. Word stress / Word Pronunciation: STRESSED (sound file) projected on the white board.

Transition: Following that, teacher asks whole class: What about you? Ask your partner! Teacher chests the question cards, and tells the SS: INSTRUCTION: You will work in pairs. Take these cards, one for each pair, and answer the questions. Student A: ASK - Student B: ANSWER Student B: / ASK - Student A: ANSWER. Content of the cards: Student A: - Do you go to work every day? - What time do you go to work? - Do you have time for breakfast at home? - Are you tired? Student B: - Are you married? - Do you make breakfast for your family? - Do you make dinner for your family? - Are you tired? Student A: - Do you go to work every day? - Do you take the bus or metro to work? / Do you go to work by car? - Are you tired? Student B: - What do you do in the evening? - Do you go to British Side Course? - Are you tired?

1. Title – Predict what you think it is about (T – WC) Transition: (Teacher chests the reading passage) Now you know about my routine, and your routine. Do you want to know about Louisa’s routine? INSTRUCTION: GUESS! Look at the picture of Louisa and say: • Is she happy  / Is she unhappy?  • Is she tired  / Is she relaxed?  • Where does she go? • Does she go by bus?  Eliciting CYCLE: Miming is enacted by the teacher.

Transition: Are your guesses correct about Louisa? Let’s look at her daily routine and find out! INSTRUCTION: Look at Louisa’s daily routine A) Louisa works as a guide at the national gallery in London. Eliciting: A visual is attached next to the sentence on powerpoint. Concept Checking Questions: • Does Louisa work in a museum? • Does Louisa work for tourists? • Does Louisa give information to the tourists? Drilling: (modelling): Teacher says it out loud: “Louisa is a guide”. Choral drilling: T – WC: Whole class says it out loud: “Louisa is a guide”. Word Stress / Pronunciation: “GUIDE” projected on white board with (Sound file here) B) Louisa: «I’m always in a hurry.» Eliciting: HURRY: A visual is attached next to the sentence on powerpoint. ALWAYS:  Monday...  Tuesday...  Wednesday... Concept Checking Questions: • Does Louisa always run? • Does Louisa have time? • Is she relaxed?  • Is she stressed?  Drilling: (modelling): Teacher says it out loud: “Louisa is always in a hurry”. Choral drilling: T – WC: Whole class says it out loud: ““Louisa is always in a hurry”. Word Stress / Pronunciation: ALWAYS projected on white board with (Sound file) / HURRY (Sound file) C) Louisa: «I go to pick up George at 5.30.” Eliciting: A visual is attached next to the sentence on powerpoint. Concept Checking Questions: • Does George’s class finish at 5.30? • Does Louisa go to George’s school? Drilling: (modelling): Teacher says it out loud: “Louisa picks up George from school”. Choral drilling: T – WC: Whole class says it out loud: “Louisa picks up George from school”. Word Stress / Pronunciation: PICK UP D) Louisa: «I don’t go out in the evening because a babysitter is very expensive.” Eliciting: A visual is attached next to the sentence on powerpoint. Concept Checking Questions: • Is Louisa George’s mother? • Does George have a babysitter? • Why doesn’t George have a babysitter? Drilling: (modelling): Teacher says it out loud: “A babysitter is very expensive.” Choral drilling: T – WC: Whole class says it out loud: “A babysitter is very expensive.” Word Stress / Pronunciation: BABYSITTER on white board (Sound File)

Transition: Do you see that Lousia is very tired... very s....? (stressed elicited here). Let’s look at the reading and see! (Teacher chests the scimming handouts) INSTRUCTION: You work in groups. GROUP A / GROUP B. Answer the questions about Louisa with your group. Group A: Does Louisa have a lot of time? (Why?) Group B: How stressed is Louisa? Why? *** They have a time limit.*** My Position: Sitting in the middle of the white board area. After 2 minutes, I will start monitoring. FEEDBACK: Running Dictation: The answers are hidden somewhere along the corridor. A group member runs to get the answer. If they still need a clarification, I will help.

Transition: Let’s test our memory about Lousia now! INSTRUCTION: Work in Pairs. Read the text, and remember (gesture) the coloured words. Fill in the missing information on the sentences about Louisa. 1. ___________ I do some housework. 2. I don’t have time for breakfast _________________________. 3. We __________________ because the bus is expensive. 4. I have a sandwich for breakfast in the __________________. 5. __________________ dinner I do more housework or answer e-mails _________ 9. PAİR CHECK: After that, students check answers with other pairs. FEEDBACK: T writes the answers on white board.

Transition: Very good that you remember Louisa’s daily routine! Now, do you want to test yourself? INSTRUCTION: Look carefully for 1 minute, then close your books and ask questions on the cards to your pair! CHANGE PAIRS! QUESTIONS: 1. What time does Lousia get up? 2. What is Lousia’s job? 3. What time do they cycle to school? 4. What does she have for breakfast? 5. Where does she have breakfast? 6. What time does she pick up George? 7. What does she do after dinner? 8. What time does George go to bed? FEEDBACK – If necessary and after the task.

Transition: Now we know everything about Lousia. She is really stressed, right? I want to talk about Simon. He also has a problem! He asks for professor’s advice! Lead – in: T asks a strong S: Do you drink a lot of coffee? Why? Pre – Check Vocabulary: "advice" - T says that she has a problem, she goes to the doctor and doctor gives her advice. Concept Checking Question: Does doctor listen to me? Does doctor tell me "Aylin, sleep more! Aylin, go on holiday!" Stress and Pronunciation: "ADVICE" is written on white board. Drilling (modelling): Teacher says out loud: "advice" Choral Drilling: SS say out loud: "advice" INSTRUCTION: Listen to Simon! Hear what he says to professor Parker. Hear 5 things he says. Number the pictures: 1, 2, 3, 4, 5 Listening Pair check Listening Pair Check Feedback INSTRUCTION: Write the 5 sentences you hear! Listening Pair check Listening Pair Check Feedback INSTRUCTION: Now you listen again. Answer the questions about Simon. Listening Pair check Listening Pair Check Feedback END OF THE LOVELY LESSON! :)

MINGLING ACTIVITY SS start walking in the classroom and ask each other questions by looking at the cues on the white board. INSTRUCTION: Now, let's find interesting information about our friends! Stand up, and go to another student, ask your questions!