Project the picture of Migros and several items from the market on the w/b. Get students answer to the questions " What time does Migros open? What time does Migros close?" Get students interested in the topic by projecting the pictures of an exhibition, a concert, a cinema on the w/b, clarify these three words, and ask them where they go in there free time.

Project the pictures in e7 on the w/b, let the students say if they're adverts for a cinema, a concert or an exhibition. Give instructions about e7 to the students; gesture to show that students are going to listen to a recording, and write down times on the adverts from gap 1 to gap 5. ICQs: Are we listening? Are we writing times? Play the recording, let the students complete the exercise. Let them do peer check before giving the answer to the teacher. Answer key for feedback.

Project the prices in e8a on the w/b and ask students how they say those prices. Give the vocabulary of different price units to the students and let them read after the teacher to learn the correct pronunciation. Play the "Guess Its Price" game to let the students practice lots of variations of prices: divide the students into two groups, give them an item and the price range of than item, let them guess the price. The group who says the correct price first gets a star. Prepare a list of 7 items in total.

Project the pictures of e7 with the times filled in the gap, get students to look at them and say what is missing from the adverts. Then give students instructions to listen to the recording and write down the missing ticket prices a)-f) on the adverts. Play the recording and let the students finish the exercise. Give students some time to do peer-check and get some feedback from the students to decide if they need to listen again. If not, give the answer key for feedback.

Ask students if they like going to the cinema in their free time. Introduce the context of e9 to the students. Give them clear instruction of matching the ticket seller's part of the conversation a)-d) to Kate's sentences 1-4. Give students individual time to finish the exercise. Play them the recording to let them check their answers. Set the students in pairs, let them practice the conversation by role-playing.

Give students example sentences by holding real items in teachers hand and stress on "is"/"are". "How much is the mobile phone?" "How much are the pens?" "How much is the ticket?" "How much are the tickets?" Let students repeat after the teacher. Give students the instruction to complete e10 then give them the handouts. Let students complete the exercise in a group and give feedback.

Teacher introduce the conversation context to the students. Teacher gives students instruction to fill in the gaps with the provided sentences to complete the conversation. Do this by chesting. Hand out the exercise to the students and give them time to finish it in groups. Set a pair of student to read out their completed conversation.Then give answer key by eliciting the completed dialogue on the w/b for all class to check.

After CP, tell students to turn over their handouts and direct their attention to the w/b. Teachers read the sentences and let the students repeat after her. As they practice, teacher gradually erase words from the w/b. One word of each line at a time.Erase more word. Eventually students will be able to practice the conversation without any support. Teacher then ask students to practice the dialogue in pairs. Teachers monitors during the pair practice to check if there's any problems to deal with in feedback.

Teacher writes down 3-4 errors students have made during the previous activity. Ask students to correct those together in WC.