T will find out who in the class is a Fenerbahce supporter and who is a Galatasaray supporter by asking , 'Who likes Fenerbahce? ' and 'Who likes Galatasaray?' T will then write some previous results on the WB and find out who this was a good/bad day, amazing/terrible day for by asking yes/no questions. Then T will show a few pictures of memorable days and elicit from the sts what kind of days these are.Then in pairs, T will ask sts to discuss 'a happy day' from their past by asking 'What was your happy day?' As an ICQ, T will ask sts if they will write or talk ? T will also ask sts if they will talk about a happy day or a sad day? T will monitor sts, listening for any obvious mistakes during the speaking activity. As feedback T will ask a couple of selected sts about the happy days of their partners.

T will chest HO and explain to the sts that they have to match the pictures with the correct adjectives. T will do a demo with the first one. T will ask sts to check their answers in pairs once they have finished. As feedback, T will ask pairs for the correct answers.

T will introduce vocabulary associated with the reading exercise by showing images and trying to elicit the lexis from the sts before sticking these images on WB. T will then drill the words before giving out pieces of paper to the sts with the spelling of the words to stick below the relevant pictures. T will then highlight the stress on the words and drill again both chorally and individually.

T will chest the HO and tell sts that they are going to read about 3 peoples 'amazing days'. T also tell sts she is going to play a recording of what they say. They must read and listen at the same time. T writes the question ' What were their 'amazing days'? on the WB. As an ICQ, teacher asks students, ' Are 2 people talking? using a hand gesture. When the recording finishes, T asks the sts to work in pairs and discuss the 3 peoples 'amazing days'. T monitors and listens for any obvious errors in pronunciation , grammar etc. As feedback T asks pairs what they thought were the peoples 'amazing days'.

T will chest HO and tell students there are 6 sentences about the 3 texts. She will tell them that they need to choose the correct ending for the sentences by reading the texts again ( in a few minutes) and scanning for the specific information. T will do a demo with the first one by trying to elicit the answer from the sts. Once they have completed the exercise, T asks sts to check their answers in pairs. As feedback, T will ask each pair to read one sentence with the correct ending.

T shows students images of big events that some students may find memorable or were actually there. If necessary T will also write a few prompts on the WB such as ' I was at......' It was......' , I was with ...etc T asks the sts to talk in pairs and tell their partners of a memorable, amazing day they experienced. T gives her own example, 'the first 'Turkish Grand Prix' in 2005. Then T monitors sts during the speaking activity, making note of any errors. If there are early finishers, t asks them to change partners and tell their new partners about the memorable day of their old partner and as feedback sts will share these with the whole class.

T will give sts feedback on any oral errors she heard them make during the productive stages of speaking. T will highlight any errors with form or pronunciation on the WB and then will get sts to do more drilling both chorally and individually.