I think it is the best way to start the lesson using realias to the students. I show a bus ticket. I ask: ‘What is this?’ Students answer: ‘A ticket.’ I ask ‘Is it a train ticket? They look and say no. Then I ask so what is this? Students’ answers : it is a bus ticket. I tell the students I live in Karabuk. I come to Ankara every weekend. I travel by bus. It is comfortable and sometimes I sleep on the bus, usually listen to music. I ask: ’Do you travel by train, plane, bus?’ I assume that they answer by using adjectives that they know. I prefer starting the lesson by telling anecdotes and personalising the topic by asking students questions so they can draw attention to the topic and share their opinions.

Before reading the text I give the students matching exercise of words and meaning to be completed in the pre-reading stage of the lesson. I use pictures to clarify the meaning I write the meanings on each picture (see HO 1); students match the words/pictures with the correct definition. Depends on the number of the students I give definition to strong students and I give pictures to weak students then they match them on the board. I apply kinaesthetic learning to my classroom to activate the students.

I will tell them they need to read the material (See HO 2) quickly. I will explain clearly what I want : '' you have 2 mins , without dictionary , read the text quickly.'' and check the understanding by asking Instruction Check Questions? ''Do you read every word?' ''no'' ; ''Do you use dictionary? '' ,''no'', '' Do you read quickly?'' '' yes''. Then I give them time to look at the material. (2 min.) After they look that I will hand out gap- filling activity (See HO 3). I set time limit. (3min.) as the students need to push to read quickly and finish the activity before the time is up. After that, they check the answers with their partners. My main aim is to develop students’ ability to skim the text for gist reading. It is a controlled practice activity. I prefer peer check to give them a chance to speak and if their answers are wrong, they will find the correct answer together. Then we will discuss the answers together with whole class.

For the more detailed understanding task, I would use two different activities, which might suitable for the students. After explaining clearly what they are going to, I will give them reading text which I have adapted from the ticket and written it. (See HO 4) and they scan it. (2 min) Then check their understanding with the help of activities. The first activity that students are going to do is true-false activity. (see HO 5) I will get their attention and show the material to the students, give instructions and set the time (3 min.). After they finish the activity, the I prefer peer check to give them a chance to speak and if their answers are wrong, they will find the correct answer together. Then I give the answer key instead of doing the exercise with the whole class to avoid controlling them all the time and parroting. Students have already skimmed the text; scanning would be applied by using true/false and multiple choice activities (see HO 6). I set the time for multiple choice activity as well I did before (3 mins). The students answer the questions with whole class. The purpose of using true-false and multiple choice activities is to evaluate students understanding and teach them scanning techniques.

I will ask : ''Do you buy a train ticket? , Why do you travel by train? ,How often do you take a train? ,Do you buy online? ,Are tickets expensive or cheap? '' As an example, each of the students answers a question and I will write the questions on the board.It is a whole class discussion. I will do this activity as a preparation task for the second productive activity. Classroom survey: I tell the students to stand up and walk around the classroom, ask these questions on the board to each other, find at least three people to talk and write down their answers.I prefer mingling to engage students new content by moving around the classroom.