Warm-up: The students will be asked to create a visual alphabet using the letters of their first names. For each letter, they will draw and label an object in English that begins with that letter. For example: B:Book, E:Envelop T:Tea, U:Umbrella L:Lion Lead-in: TT shows a short video about "What do you spend the most money on?". The teacher asks students' ideas.

Pre-teaching: The teacher shows the meaning and pronunciation of the vocabulary in the reading text as a pre-teaching through Canva. During the pronunciation part, students are asked to repeat after the teacher. Then, the teacher gives the definition of the words and the students guess them through Thinglink. Pre-reading: Students look at the picture and they describe it. Then, they look at the title of the story to have an idea about the reading text. After that, the teacher asks questions about shopping in Türkiye.

While & Post Reading: The teacher sets the timer for 3 minutes and the students read the text. They highlight the words they have just learned in the text. After reading, the teacher asks; "Is it similar in your country?" "What information surprises you?" After the questions, students are asked to do the questionnaire on their own in 3 minutes. The teacher creates three columns in the classroom. Each colums represents the answers of the questionnaire such as Column "A", Column "B", and Column "C". After this, the teacher gives 3 minutes brain break to refresh students' minds. While & Post Listening: When the break finishes, students are asked to listen to shop assistants talk to a radio journalist. Before listening to the text, students read the questions. After the listening part, students answer the questions in 3 minutes. When they are done, the answers are shared with the whole class. The teacher asks "Do people do strange things during sales in Turkiye?" Students have 3 minutes to talk to each other. Then, they share their ideas with the whole class. After the listening activity, students play a game of "Never Have I Ever." The teacher reads out a series of statements, and students respond by raising a card that says either "Yes, I have" or "No, I haven't" to indicate their personal experiences. ICQ's: How many minutes do you have to read the text? What will you do while you read? Will you work alone or in pairs? How many minutes to complete the questionnaire? How much time do you have to discuss with your partner? What do you show when the teacher reads a sentence?

To introduce the grammar point, the teacher first asks students a series of personalized questions to elicit examples of the present perfect and past simple tenses. These include: Have you ever bought something online? Have you ever found money on the street? As students respond, the teacher writes their answers on the board, dividing it into two columns: one for present perfect, the other for past simple. Once several examples are collected, the teacher asks: "What's the difference between these two groups of sentences?" Students are encouraged to observe and discuss the differences in structure and usage. Then, students are asked to complete activities 4a, 4b, 4c, and 4d. When they are done, the answers are taken from the students. When the students finishes the activity 4d, they ask the questions that they have worked on to their partner. The teacher sets the time for 3 minutes. Once it is finished, students are asked to share their answers with the whole class. ICQ's: How many minutes to complete the activity? One column is for Past Simple, what is the other for?

Before the speaking activity, the teacher presents the base forms of the verbs that students will need to form "Have you ever..." questions. Working in pairs, students are asked to identify and write the past participle (V3) forms of these verbs. Once they have completed the task, the teacher reveals the correct answers, and students compare their responses. Following this, students walk around the classroom and ask their classmates the "Have you ever..." questions provided in the coursebook. During this activity, the teacher monitors and supports students as needed. When the time is up, students are directed to a Padlet link where they can share their ideas and experiences. ICQ's: Will you work alone or with a partner? What will you write? Base verbs or V3 forms? Where are the questions from?

The teacher writes some errors and good examples on the board. The students are asked to look at them as a pair. The teacher praises interesting and funny ideas.

As a fun closing activity, the lesson ends with a tongue twister challenge. Volunteers are invited to come to the front and try reading the tongue twister aloud as quickly as they can.