Greeting: 1. Form groups: three groups. A, b, c 2. Set the context (story): something that changed my life (to grab their interest) Task #1 1. I want you to think of two things that changed your life. In your group. (you have 2 minutes) • ICQ: are you going to think of what changed your life? • ICQ: are you going to give me two examples? Task #2 1. Display Sylvia’s picture 2. ask them to guess how old Sylvia is? 3. Guess what changed her life. (2 minutes) 4. Feedback time • Eliciting on the wb using brainstorming

Group Task 1. Read the questions of ex 1 • What is it? • Why does she like it? • What does she plan to do next? 2. Then listen to the exercise (track 1.16) 3. Answer the questions alone 4. Peer-check with your group • ICQ: are you going to read the questions of ex 1? • ICQ: are you going to listen to the exercise? • ICQ: are you going to answer the questions? • ICQ: are you going to check the answers with your group? 5. Feedback • Stand up and check your answers with another student from another group • Then I would give the answer key on the whiteboard using PowerPoint slides and projector.

Exercise 2 (a and b) 1. I teach grammar using the so and such rules and four examples: • So + adj • Verb + so + adverb • So much + uncountable noun • So many + plural countable noun • Such a lot of + noun • Such a/an + adj + noun Examples • He did it all so quickly that I didn’t have time to make us a cup of tea. (so + adv) • I didn’t know it was so easy to use that I enjoyed it. (so + adj) • It’s so cheap that I bought it. (so + adj) • It has made such a difference to my life that I am happy now. (such) Task #2 2. In your groups, read exercise 2a and answer the questions in your group. • ICQ: are you going to read ex2a? • ICQ: are you going to answer ex2a in your group? 3. Listen again and answer these questions (ex 2b) 4. Peer-check the answers 5. Feedback • Elicit answers on the whiteboard and give them the answer key.

Group Task; ex 3 and 4. Instructions 1. Read the questions in exercise 3 and 4 and answer them in your group. 2. ICQ: • Are we going to read exercise 3 and 4? • Are we going to answer them in groups? 3. Peer-check your answers 4. Stand up and check your answers with someone from another group • ICQ: are you going to talk to someone in another from? • ICQ: are you going to check your answers? 5. Feedback • Then each student read one answer to one question (from ex 3 and 4) out loud and I write the answers on the whiteboard for all to check. 6. Vocabulary lesson (to convey the meaning; I will use images, demonstration, mime and CCQs ) • So far (I will mime it, and demonstrate it) = present perfect time expression • Such as = (for example) • Or so = to this degree, approximately (I will use hand gesture) • And so on = together with other similar things 7. CCQs • What do you like to eat? Such as… • Is the weather hot today? Or so.. • Give me examples of Turkish food names; 8. Group Task: in your groups, look at the WB and match the meaning. • In your groups, match the word with its meaning. • ICQ: are you going to match the meaning in your groups? • Feedback: students come to the WB and answer the questions one by one. 9. ex5 task: Read exercise 5 and answer it with your group • ICQ: are you going to read ex 5? • Are you going to answer it with your group? 10. Feedback • Stand up and check your answer with a person from another group. • ICQ: are you going to stand up? • ICQ: are you going to check your answers with another person? • Then I give the answer key on the WB.

Group Task 1. Read ex 6 and 7 2. Stand up and discuss the questions with another student 3. ICQ: • Are we going to read ex 6 and 7? • Are we going to discuss them with another student?