Tell SS to write "go and go to" on a piece of paper. Say the following words and tell SS to write them next to "go or go to". 1) the shops 2) shopping 3) a different country 4) home 5) work 6) a party 7) on holiday Ask SS to compare answers in pairs. Check answers as a class (go: shopping, home, on holiday; go to: the shops, a different country, work, a party). Open class feedback.

Write "Nice places to visit near here" on the board and elicit a few places of interest in the area. Put SS into pairs to discuss the questions for a minute in ex 1A, p 76. Take feedback as a class.

Ask SS to discuss the questions in pairs. Play Part 1 of the video in ex 1B, p 76 for SS to understand the general meaning and check their answers to the two questions. Check answers as a class.

Play Part 1 of the video again for SS to listen to the conversation in more detail and decide if the statements are true or false in ex 1C, p 76. Check answers as a class. Ask: "Which word in the conversation means "difficult to carry?" (heavy).

Ask SS to think about their answers to the question. Ask SS to discuss the question in pairs in ex 1D, p 76. Take feedback as a class.

Play the recording in ex 2A, p 76 for SS to hear the pronunciation of "different". Discuss the answer as a class. Write different on the board and hold your pen above the word. Ask: "Which letter don't you hear?" Play the recording again if necessary. Elicit and underline the "e" in the middle of the word. Ask: "How many syllables does this word have?" (two) and "Do you hear all the letters?" (no). Play the recording again for SS to listen and repeat different. Listen and check they are pronouncing it as two syllables /'d ı f r ə n t/. Play the recording in ex 2B, p 76 for SS to listen and underline the letters they don't have. Check answers as a class, writing each word on the board and crossing out the letters that aren't pronounced. Say each word individually and ask SS: "How many syllables do you hear in each word?" (restaurant 2, interesting 3, favourite 2, every 2, family 2, vegetable 3, camera 2). In pairs, Ask SS to practice saying the words in 2b. Monitor and check SS are pronouncing the words without the schwa /ə/ sound which is normally lost.

Point to the picture of Megan on the phone and Sophia with the clock. Write on the board: :"The clock is really____. and ask SS which word goes in the gap: "small or heavy" (heavy). Drill the word. In pairs, ask SS to guess the answers to the two questions about Megan. Elicit SS' guesses and write them on the board, but don't confirm the answers yet. Play Part 2 of the video in ex 3A, p 76 for SS to see if their guesses were correct. Check answers as a class.

Play Part 2 of the video again in ex 3B, p 76 for them to listen to the conversation in more detail and underline the correct answers. Have SS to compare answers in pairs. Check answers as a class. Ask: "What verb does Megan use when she asks James to meet them at the station in the car?" (pick us up = meet us with a car). Point to the picture c. Say: "The clock is very heavy". "What verb does Megan use to Sophia?" (put it down). Write these two phrasal verbs on the board.

Play the recording in ex 4A, p 77 for SS to listen and underline "can" or "could" in each request. Check answers and discuss the question as a class. Ask SS to put the replies into the correct place in the table. Play the recording in ex 4B, p 77 for SS to check their answers. Check answers as a class. Draw attention to the fact that "no problem" means yes. Play the recording again and drill all the replies. Point out that when we say no to a request, we usually give a reason. Elicit some possible reasons (e.g., I'm busy, I'm tired). Have SS to complete as individually the mini-conversations with the phrases in the box. Play the recording in ex 4C, p 77 for them to check their answers. Check answers as a class. In pairs, ask SS to use the ideas to practice making and responding to requests in ex 4D, p 77. Monitor and check they are pronouncing the requests and replies correctly.

Tell SS to practice using all the language from the lesson with a partner. Divide the class into pairs and assign A and B roles. Give SS one minute to look at the conversation map and think about what they're going to say in ex 5A, p 77. In SS' A/B pairs, ask SS to role play the conversation they've prepared. They then swap roles. Note down correct usage of the target language from this lesson, as well as any mistakes with the target language. Correct errors as a class at the feedback stage and share the good examples too.

Give SS one minute to read Sophia's online post and answer the question in ex 6A, p 77. Have SS to compare answers in pairs. Check answers as a class.

Ask SS to go to Writing Plus 9C on SB p.162. Go through the information in Exercise a with the class. Have SS to do Exercises b and c. Check answers as a class. Tell SS to go back to SB p.77 in ex 6B. Give SS ten minutes to prepare and write an online post about a trip to another place, using the ideas given. Remind them to use the past simple and words like, "first, next, and after that" for making the order clear in ex 6C, p 77. Monitor and help as necessary. Ask SS to read their partner's text. At the feedback stage, ask: "Do you like the activities your partner did?" and ask for examples.