*T projects a photo of Hannah and Jamie. *T points to the photo and asks: Who are these people? Sts respond. *T points at a couple and asks: What are their names? Sts respond. *T asks: Who do they remind you of? Don't they remind you of any recent story that you have read? Sts respond "One day October evening" story, a story about Hannah and Jamie.

*T projects 1,2 pictures representing the phrasal verbs (e.g. invite somebody to dinner, wait for somebody); *T elicits answers from Sts; *T projects phrasal verbs related pictures with appropriate definitions under them; *T points to the pictures and asks: Match two pictures with their definitions. Sts match. *T points to strips of phrasal verbs' beginnings with endings and asks Sts to match them in pairs. *T asks ICQs if needed. *T says: You have got 3 minutes. *Sts work in pairs for 3 mins. *T projects answer key on the w/b. Sts check their answers. *T also provides Sts with hard copy answer keys for further kinaesthetic activity.

*T applies kinaesthetic approach. *T says: There are 11 pictures on the walls around the class displaying the phrasal verbs that you have just matched in pairs. *T points to the handouts with definitions and says: Match each phrasal verb with a letter on a picture. *T says: You have got 3 mins. *Sts walk around the class to match phrasal verbs with pictures. *Sts check their answers with someone they haven't talked today. *T projects answer key on the w/b for feedback.

*T projects a few phrasal verbs on the w/b to carry out the drilling (the ones that are more problematic for Sts to pronounce): 1. drive along the high street; 2. take somebody to a restaurant; 3. run across the road; 4. be in a hurry *T drills backwards, Sts repeat.

*T points to the text and says: You are going to re-read the story about Hannah and Jamie. *T says: You have got 2 mins. *T projects 5 (five) photos from the story on the w/b. *T says: Look at these photos and try to re-tell the story to your partner using the photos and the phrasal verbs. You have got 5 mins. *Sts re-tell the story to each other. *T takes some notes of language used for delayed FB and correction.

*T gives Sts "green, red, blue, yellow, pink" cards. *T says: Green student sits with green, red with red, etc. *T projects two different smileys on the w/b. One 'happy', another 'sad' *T asks Sts: What do you see? Sts respond: A happy smiley and a sad one. *T says: There are two different endings to the story about Hannah and Jamie: A happy ending and a sad ending. Think about your happy/sad ending to this story and use the phrasal verbs to help you. *T projects the ready-made phrasal verbs from the previous stage on the w/b to help Sts with productive task. *Sts can take some notes to help them produce the story ending. *Sts work in pairs and tell each other their possible endings to the story. *T names Sts "Fenerbahce, Besiktaş, Galatasaray" to re-group them for telling their happy/sad stories to another partner. *T asks Sts to vote for the best story. *T takes some notes of language used for delayed FB and correction.

*T asks Sts: What do you think is going to happen in the ending you have chosen? Sts respond their possible endings. *T asks the Sts to vote which ending they would like to listen to. Sts vote. *T plays a happy or sad ending related recording for Sts to check if their ideas were correct. *T asks Sts: Who chose a happy/sad ending? Sts respond. *T gives Sts a handout with questions to answer while listening to some details of the story. *T asks ICQs if the need be. *T re-plays the recording, Sts answer the questions. *Sts check their answers with partner/group. *T carries out delayed error correction based on the notes taken while monitoring the speaking stage.