The Teacher says that there is so much traffic on the road and she comes here by minibus, then by metrobus and then again by minibus. She says that she wants to fly to ITI by helicopter. Then she asks the students how they usually get to ITI. There are pictures on the WB with the names of different means of transport to help Ss to do the task. The Ss have to complete the sentences in the hand-outs about themselves using the vocabulary from the WB and discuss their answers with their partners. The T demos the exercise. While monitoring the T understands whether she has to highlight: the usage of the preposition 'by' with means of transport; explain the difference between 'taxi'(British E.) and 'cab' (American E., but also used in UK); and the difference between 'come' and 'go'.

The T points to the picture (tuk tuk) on the WB and asks if the Ss they know what it is. The T asks CCQs to elicit the answer. The same procedure with: Thailand, a journey, raise money for charity (see Language Analysis). The T drills the words chorally and individually, highlighting the pronunciation.

Students look at the photo and discuss what they think the article is about. This can be done in pairs or with the whole class. The T writes all the ideas on the WB, but doesn't say if they are right or wrong at this stage. The Ss read the article to find out which of the ideas are correct. The T ticks the correct ideas and crosses out the wrong ones. The T also checks what the Ss know about Bangkok (the capital of Thailand) and Brighton is a city in England.

The Ss look at the task first and then do exercise on their own. Ss compare their answers in pairs saying the dates, places and numbers to each other. The T checks answers with the class writing them on the WB.

The T suggests Ss to talk about the journeys:Do you think it was an unusual journey? Are you ready to travel so far? The T puts questions in different places of the room for the Ss to discuss them in pairs (see the list of questions in materials). The Ss are supposed to walk around the classroom in pairs and answer the questions. The T monitors the Ss and writes some errors on the separate piece of paper to be corrected later.

T will do the delayed feedback / error correction following the freer speaking activity writing the wrong Ss' answers on the WB and correcting them.