- Teacher uses the questions from the previous lesson (ex.7, P. 73) to draw students' attention that the two lessons are related to each other. In this lesson I do it by: - Teacher have the questions in (ex.7, P. 73) on different cutouts randomly on the board, and writes the words (place, time, person and manner/way) on different places on the board (matching activity). - Teacher draws students' attention that these questions are from the previous lesson. - Teacher elicits the matching activity from the students and even get students to do match on the board. - Teacher uses body language to refer to each form of the questions. For example, the teacher points to her watch to refer to ''when''. - Teacher asks students to do these actions when hearing each of the wh-question forms. (This helps setting the context, getting students involved in the lesson and helps kinesthetic learners to associate wh-question forms with bodily movements).

Kamal has already introduced the context of the previous lesson (a reading passage about last holiday), and the warm up stage draws the connection between the previous lesson and this lesson.

Wh- Questions and yes/no questions - Teacher puts students into groups. - Teacher explains the task (each group of students receive a printed table and cutouts of the above mentioned wh-questions and yes/no questions, and students have to put the words in the correct place). - Teacher draws the table on the board and models/give example on how to complete the task. - Teacher tells students that they are competing against each other. * Students work in their groups to complete the task. - Teacher asks the first finishing group to write the answers on the board.

- Teacher clarifies the form of the wh-questions and the yes/no questions as it is mentioned in the language analysis sheet, and focuses on some anticipated problems and errors. - Teacher uses the time line to show students that these questions are to ask about something happened in the past. - Teacher uses the back chain drilling (one or two questions).

Gap-fill task - Teacher puts students in pairs (a and b). - Teacher gives first instruction to complete the task (put these questions in the correct order). - Teacher models/ gives example on how to complete the task. - Teacher asks ICQs to make sure that students understand instructions. For example, are you going to show your paper to your partner? No. - Teacher gives handouts to students. * Students work individually to complete the task. - Teacher gets feedback from students. - Teacher gives second instruction to complete the task (work with your partner to fill in the gaps). * Students work in pairs to complete the task. - Teacher asks students to check answers by looking at their partners' papers. - Teacher corrects errors.

Ex. 11, P. 73 SB (This activity is to help students use the language to answer questions about themselves). - Teacher gives instructions to students. a) Work in pairs. b) Fill in the gaps - Teacher models/ gives example on how to complete the task. * Students work in pairs to complete the task. - Teacher gets feedback from students. - Teacher tells students to answer these questions about themselves. * Students work individually to complete the task. - Teacher gets general feedback from students. - Teacher corrects errors.

- Teacher tells students to write three questions they want to ask to anyone three students in the room (except teachers). - Teacher models the task. * Students write down their questions. - Teacher tells students to talk to each other to ask and answer the questions. * Students talk to each other to ask and answer the questions. - Teacher gets monitors students and notice their errors. - Teacher gets general feedback from students. - Teacher corrects errors he/she has noticed.