T asks: "Do you go to the cinema? How often do you go to the cinema? what types of films are there?" The questions are aimed as a revision of what they have learned in the previous sessions. Then, T sticks as paper on the white board which has "love story" on it and asks students to elicit the vocabulary related to the love stories, happy ends&sad ends. In this section, teacher sptilts the class into 3 groups and asks them to produce as much words as possible related to the happy&sad ends. Later on, teacher writes down some words such as "joy, passion, excitement, sorrow, tear, grief, melancholy."

T says: "You are going to listen to a music of a film soundtrack and I'd like you to think of those questions while you'r listening: - The type of the film? - How many characters are there? - What happens in the beginning? - What feeling does the music give to you? - What might happen in the end? - Is the feeling the same in the end as in the beginning. Additionally; T writes down useful phrases on the board to help to Sts during the writing activity: " There is/are ____________ people in the story. First, _________ and _________. After/But _____________. I think ______________. In the end, ______________. CCQ: "Are you going to answer the questions or think on the questions to write your story? " (Think on th story) " Are you going to think about the story while you're listening to the music?" (Yes)

The T plays the music (01:10 minutes) and let them think on and imagine the probable story via listening. The students are expected to take notes based on the questions on the white board.

T gives 7 minutes to the Sts to let them write their story: " Now, I'd like you to write the story which you think is suitable to the music. You can take help from the vocabulary on the board or the phrases." (Note: T prepares the computer for the next section to show the movie intro, so they will be introduced with the real story.) After setting up the preparation for the next section, T monitors them if they are on task and if they need help with the sentence or vocabulary, T supports them. Students checks their stories with their partners and T asks about some students' stories. (Note: T takes notes for some mistakes with the students' sentences to cover during the feedback session.)

After writing their own stories, T lets them watch 3,50 minutes video to highlight them about the new story and also to set a topic for the following discussion and writing section. T, then, gives handouts which includes the real story of the movie: "There are two people in the story. Their names are Carl and Ellie. First, they get married and they are very happy. They have a 'life-long dream' to travel to 'Paradise Fall' in South America and they are very excited about it. They want to have a baby but they can not, that's why Ellie is very upset. Then, Ellie gets sick and can not achieve her dream. However, she asks Carl not to give up his dream. In the end, does Carl put his life-long dream into practice?" I'M NOT SURE ABOUT THİS PART. !!!! IS IT A GOOD IDEA TO GİVE THEM HANDOUTS TO READ AND UNDERLINE THE CONJUNCTIONS OR SHOULD I WRITE IN ON THE BOARD AND ASK THEM TO FIND THE APPROPRIATE CONJUCNTION (I'LL STICK THEM AROUND AND ASK THEM TO FIND THE SUITABLE ONE), OR ANOTHER IDES: I CAN GIVE THEM PAPERS AND THERE WILL BE GAPS SO THAT THEY CAN FILL THE GAPS WITH THE SUITABLE CONJUNCTIONS IN THE BOX? T clarifies the meaning of "life-long dream" and "postponing dreams" with examples. T elicits from the Sts first and then explains: "a dream you’ve always had or something you’ve always wanted to do" and "to delay your plans" Later on, T sticks papers around the class having sentences with "because," and asks "why do people postpone their life-long dreams?" Sts first write their answers individually and then forms 3 groups to discuss about other reasons, then T lets them share their ideas with the whole class and writes down mistaken sentences to correct.

T corrects and explains the mistakes of some sentences given by the Sts.