T shows pictures from previous lesson. "Who are those?" (Jo, Antonia) "What are they doing?" (traveling)

T asks students to read through the text from the previous lesson. "Read it very quickly." "Now with your group answer question number one on your sheet" ICQs Are we reading together? (no) Are we reading alone? (yes) Are we answering the question alone? (no) Are we answering them together? (yes)

T asks students to answer the rest of the questions in the HO. "Work with your group and answer the question 2" T gives an example. ICQs Are we working alone? (no) Are we working together? (yes) T writes the answers to question 2 on the WB Ss check their answers on question 2 from the WB T ask students to answer question 3 and 4 after checking their previous answers. "After checking your answers from the White board. I want you to look at the text again and answer the rest of the questions (3 and 4) on your sheet" "Remember to work with your group." CCQs Are we answering the questions alone? (no) Are we answering them together? (yes)

T gives a quick WCFB T elicits some of the underlined verbs from the text. (wanted, started, came, told) Model sentences: *When she came back to England, she told her friend Antonia what she wanted to do. *Jo and Antonia started their journey on May 28th 2006. *Antonia liked the idea. T clarifies the form of regular verbs "To make the past simple of a regular verb, we just add -ed. [For example wanted, started]" "For regular verbs that end in -e. we just add -d. for example liked, arrived" T does some pronunciation drills asking students to repeat after her and emphasizing /ıd/ and /t/. CCQs Are they happening now?(no) Did they happen before?(yes) What do we add to make the past simple?(ed) Do we add -ed when the verb ends in an -e? (no we just add -d) T clarifies the form of irregular verbs "Words like the ones underlined twice in the text are called irregular verbs. example have, go, come, tell." "There is no spelling rule for irregular verbs. Later I'll give you a list of common irregular verbs you should study them more at home" "Remember the past simple of 'be' is 'was' and 'were' "

T gives students HO2 "look at the text again and answer Q5 with your group." T gives an example. Ss work together to answer the question. ICQs Are we answering them alone? (no) Are we answering them together? (yes) for FB one student from each group goes to another and checks their answers. T gives them the answer sheet.

T asks students to answer Q6 "Ok, I want you to work again with your group and answer question number 6" T gives an example. Ss work together to answer the questions. ICQs Are we working alone?(no) Together?(yes) WCFB teacher asks students to write the answer on the board. Pronunciation drills on the words in exercise 6 with emphasis on the ending /ıd/ and /t/ and maybe (walked, worked) T asks students to answer the second part of the question. "Read the verbs in exercise 6 out loud and put it in the right place" T gives an example of the exercise on the board.

T sets students in a circle for the final stage of the lesson. T asks students to close their eyes and imagine that they went on a journey to Bodrum. "I want you to close your eyes. You are on holiday in Bodrum. You can see the Bodrum castle. You are by the beach. Take a minute and see the blue sky, the sun, the water. Feel the air, smell the food." "Ok I want you to open your eyes" "Welcome back!" T puts question on the WB. "I want you to turn to your partner and ask each other these questions." "Remember to use the past tense when you talk about the past"

T gives students a Word search and asks them to answer them. "Think about the irregular verbs that we took today and try and find them here. There are 10." " in your irregular verbs HO" "you can work in pairs if you want"