T gives each pair a different picture of Emma Bunton T asks Sts to stand up and check the pictures which other Sts hold Sts mingle with each other and discuss about the pictures Sts go back to their chairs and the T asks them to share their opinions T writes "Emma Bunton" on the board

T checks some words with the Sts by showing pictures or giving a definition (cook, peas, plate, shepherd's pie) T uses CCQs to check the meaning of the words T prevents possible confusions by comparing the words (cook(n)-cook(v), peas-beans, plate-dish, shepherd's pie-lasagna) T models and drills for the pronunciation of the words

T tells the Sts that they are going to read a text about Emma Bunton T writes the title of the text on the board and asks Sts to guess the general idea of the text T shows the HO, tells Sts to go over the text for 30 seconds to get the main idea of the text T uses ICQs to make sure that Sts do not need to understand every word T asks some Sts for their ideas

T asks Sts to look at the next exercise T tells Sts to find the sentences from the text and decide if the sentences are true or false, Sts also need to correct the false statements T tells Sts toread the glossary before starting to read T uses ICQs to check if the Sts understood the instructions Sts check their answer with their partner then one by one they come to the board and write the correct answer T check the answers with WC

T shows the HO and tells the Sts that they need to find a different person for each statement by asking questions to each other T uses ICQs to make sure they understood the activity and sets the time Sts stand up mingle with each other and during this time the T monitors them (maybe play a background music to energize the Sts more) Sts go back to their seats and check their information with their partners to see if they have any common findings T asks Sts to report their findings for each sentence