T puts up pictures of different transports. T asks Ss which one they prefer and why. (T listens for adjectives.) Tasks the students what they think the topic of the lesson is. T then starts drawing a picture of a train on the board with students guessing what the picture is until they guess correctly.

T hands out articles as well as 3 strips of headlines and tells students that they are going to read for 3 minutes and guess the topic of the article. Ss then check their answers with their partners. T gets feedback. T then shows a video of high-speed trains. T asks students what they think about the train, how they can describe it. T uses this to brainstorm vocabulary (adjectives). T uses CCQs to get some vocabulary in. 1. What do you think about the speed, is it fast or slow? 2. Is it comfortable or uncomfortable?

T then focuses the students on the language that they might find difficult during the detailed reading task. T uses CCQs to check meaning and uses drilling to help with pronunciation. Example: the fastest CCQs 1. Is the train fast? Yes 2. Is there a train faster than it? No

T tells the students that they are going to read the story again and answer the questions. T hands out the questions. T then divides the students into two groups to discuss the story and check their answers. T gets feedback.

T tells the students that they are going to act as a sales representative for one of the high-speed trains. Students are to prepare a 2 minute sales pitch to a potential client telling them why they should use their train.

T tells the students to stand up and mingle. Students are to approach as many potential clients as possible to try to sell them their services. T listens for errors to use during error correction.

T focus the students on the errors made during the speaking task, T asks students to correct the mistakes. T thanks the students for joining the session.