The teacher show three pictures that indicate people doing different activities in different style. Then he has students given their opinion about the different lifestyle the people in the picture lead (i.e. They are organized. They are always in a hurry, etc). They are also asked to give a justifying reason for their verdict and say whether they consider them in their own lifestyle. In the process of warming up, teacher never reject the students' opinion bluntly and is welcome to any kind of ideas. Then in the end of this stage, teacher tries to motivate the students and arouses their curiosity to find some new information about timing in the text. All the mentioned process provided the basis to built up a good rapport.

Students are asked to discuss how they remember all the things to do each day/week/month in pairs and share their opinion with their group to come up with the best solution how to remember all things in Istanbul. Teacher pretends that he is so pleased with their ideas and skilfully asks some questions which leads to pre-teaching some vocabulary to put students at ease when they go through the text. Pre-teaching vocabulary is implemented by eliciting technique which engages the students to recall their knowledge background and rack their brain to find the words. When the words are taught, the CCQs are asked to give reassurance that the students all understood the meaning. After all teacher encourages them to read a text in which five time-saving tips are presented.

Students are in groups of six so that they can check their answers in pairs. The text are shown to the students and is instructed before being given. The instruction is that they have to read it individually and silently without any help to get the gist of the text in at most three minutes and match the name of the people mentioned with photos a-d. They are suggested to have all their focus on the text because they are going to tell the story in turn. This instruction comes along with Yes/No ICQs as well to make sure they are going to be right on the task. When the papers are given, they start skimming the text and the teacher keeps monitoring them to check if something is wrong. When the limited time is over the teacher asks them to check their answers with their groups and finally gives them the answers. To check the students' comprehension, the teacher gets students folded their text and asks if there is any volunteer to summarize the text. When a person starts to tell the story voluntary, the teacher asks them to listen carefully because he stops the students who is summarizing the text at once and asks another one by chance to follow him. After that students are asked to go over the next task. In the scanning stage, they are supposed to read the text for the second time to replace the phrases with the correct form of phrasal verbs individually. After limited time, they are asked to check their answers with different partner. Then they are given the answer key.

The intonation and stress of the phrasal verbs which has been found and replaced by another verbs must be practiced. Hence the teacher tries to elicit the words again and work on their pronunciation and stress. He drills them and if it is necessary he writes the words on the board and marks the stress and drills them for the second time. Then students are given time to read the sentences and decide whether they are true about their real life. In the end they must check their answers with their partner.

The teacher gestures to the students to stand up and lines them up from the tallest one to the shortest one. Then he asks one person from each side of the line to be in pair and talk about their last time when they forgot to do something and it caused a terrible problem. in the end some students are randomly asked to tell their partner's memory.