Write these free time activities on the board. 1. go for a walk 2. go to a football match 3. go shopping 4. read a book 5. go to a party 6. play a video game Write these adverbs of frequency on the board: often sometimes never Ask SS to say how often they do activities 1-6.

Give SS time to read the questions and think about their answers. In pairs, they ask and answer the questions in ex 1A, p 68. Take feedback as a class. Ask SS to look at 1 and 2 and guess the answers. Take feedback as a class. Write the most common guess for each question on the board (a or b) in ex 1B, p 68.

Play Part 1 of the video for SS to listen and check the correct answers to 1b in ex 1C, p 68. Check answers as a class.

Play Part 1 of the video again for SS to listen and tick the correct sentences. Have SS to compare answers in pairs in ex 1D, p 68. Check answers as a class.

Play Part 2 of the video for SS to watch or listen and answer the questions in ex 1E, p 68. Check answers as a class.

Play Part 2 of the video again for SS to answer the questions in ex 2F, p 68. Have SS to compare answers in pairs. Check answers as a class. Ask: "What is Henley?" (It's a small town near London). "What does Megan say about it?' (She went to school there. It's a beautiful place).

Ask SS to think about their answers to the questions in ex 1G, p 68. Have SS to compare their opinions in pairs or small groups.

Play the recording in ex 2A, p 69 for SS to listen and underline the words they hear. Check answers as a class. Ask: "Are both options possible?" (Yes) and discuss the answer with the class. Write the four sentence beginnings on the board: We could go..., We can go...., Shall we go...? Let's go.... . Play the recording again and ask: Is "could" stressed? (no), Is "shall" stressed? (no). Have SS to complete the conversation with the words in the box. Play the recording in ex 2B, p 69 for them to listen and check their answers. Have SS to complete the conversation with words and phrases from 2a and 2b in ex 2D, p 69. Check answers as a class, accepting all possible answers. Ask SS to practice the conversation in 2d with a partner, taking turns to be A and B. Ask stronger students to change free time activities and the times/days in ex 2E, p 69.

Play the recording in ex 3A, p 69 for SS to listen for the main stress in the underlined words in the two expressions. Play the recording in ex 3B, p 69 for SS to listen for whether the intonation rises or falls after the stressed word in the two expressions in 3a. Check the answer as a class. Play the recording again for SS to listen and repeat the two expressions.

Divide the class into pairs and assign A and B roles. Give SS one minute to look at the conversation map and decide what they're going to say in ex 4A, p 69. Tell SS they're going to act out a phone conversation. Elicit the opening lines of a phone conversation and write them on the board: A: (ring, ring...) B: Hello? A: Oh hi it's me, (name). B: Hi (name), how are you? A: I'm fine, thanks. Listen, shall we... . Ask SS role to play the conversation they prepared in 4a. They then swap roles in ex 4B, p 69. Correct errors as a class at the feedback stage.

Give SS one minute to read the text message and answer the question. Have SS to compare their answers in pairs in ex 5A, p 69. Check answers as a class.

Ask SS to go Writing Plus 8C on SB p.161. Go through the information as a class. Draw attention to the reference to using past simple. Have SS to do Exercises b and c. Check answers as a class. Tell SS to go back to SB p.69 in ex 5B. Give SS five minutes to write a thank you note to a friend in ex 5C, p 69. Encourage them to use the ideas given. Monitor and help as necessary. Ask SS to read their partner's note. Ask a few students: "What does your partner say thank you for?" Do SS to say thank you for the same or very different things?