T gives students a set of paraphrased sentences of the underlined sentences from reading passage. They work together to match the separate papers with the lines in the text. Students peer check and then T goes to WC FB.

Students are given a list of verb form labels and they have to match them with the underlined verbs in the text. students work in pairs and then they share their work with another pair. Afterwards, teacher checks the answers with the class.

students are given a guided discovery sheet to distinguish passive and active sentences. they read an example sentence from the reading and they will answer some conept checking questions with their partner. Then they rewrite the passive sentence into an active one. Next, they will name sentence 1 and 2 grammatically. Afterwards, they focus on the form and write how passive sentences in different tenses are written. Finally, they'll go back to the reading text and find active and passive verbs.

Ss are given a gap fill text and they have to read some sentences to select a word from the box while they have to consider the tense and put the correct form in blank spaces. Ss are supposed to work individually and next, peer check, WC FB are respectively followed.

Students are given a set of questions on the subject of passions and they talk about them in pairs. After they finish, T listens to some students reporting what their classmates told them.

T pretends to be drinking a cup of coffee and he elicits what he's doing and where he can drink? café ' what do people do there?' chat T asks students to talk with each other and say what do they think of sitting and drinking tea and smoking with a stranger at a table while they are taking a rest? students work in pairs and then T listens to a few comments

students are given a text about a man and a woman at a sidewalk cafe and they are talking about hobbies and passions. students read the text quickly to say which one is an adventurous person? the woman. Students work individually, then in pairs and finally checks the answer with WC.

Students read the text for details to find the examples of the language focus (question tags). T check the answers quickly and then he hands the guided discovery sheet. Students work in pairs. First they go through a concept checking stage, then they complete some senteces with question tags. Next they name this gramnatical point. Afterwards, they form question tags in different tenses which tney review in previoys stages. T checks with class and finally tbey underljbe more examples in the dialogue they read.

Students are given a set of sentences with a question tag at the end of eavh one. They vompkete them individually. Teacher checkbthem quickly and yhen it is time they asked these questions in pairs. After tgey finish, T goes into a WC FB and listen to their repirts.

T has Ss get into groups of three to guess about each other's hobbies using quedtion tags. T monitors them and listens to them. Next, as a WC feedback Ss talk about what they guessed correctly about their classmates.