Elicit that the verb form is the present continuous because it's happening now. Mime the following: 1) sleeping 2) watching a film 3) having lunch' 4) talking on the phone 5) cooking 6) reading a newspaper Encourage SS to think of their own actions to mime to their partners. Take feedback as a class.

Ask SS to match the phrases with the pictures in ex 1A, p 82. Check answers as a class. Drill the phrases. Ask SS to look at the message board again to find the in/on/at + noun phrases and add them to the table in ex 2A, p 82. Check answers as a class, making sure students use the right article (a/the) or no article at all, e.g., at home. Drill the phrases. Demonstrate how this guessing activity works by saying "I'm eating lunch", "I'm looking out of the window", "I'm travelling to a different country", until SS to guess the place, using a preposition (on a plane) in ex 2B, p 82. Put SS into pairs or small groups to play the game together. Monitor to make sure they are using a preposition (in, on, at) as well as the place. Have SS to complete the exercises in Vocabulary Focus 10B on SB p.147. In Exercise a, play the recording for SS to listen and repeat the phrases. Have SS to complete Exercise b individually. Check answers as a class. Put SS into pairs to do Exercise c. Check answers as a class. Tell SS to go back to SB p.82 in ex 2C.

Put SS into pairs too discuss the questions in ex 1B. p 82. Check the answer to Question 1 and elicit students' opinions about Question 2. Encourage them to give reasons for their opinions. Do SS agree or disagree?

Ask SS to read the first paragraph of the text and ask: "Which three places does the writer talk about?" (cafe, car, bed). Give SS two minutes to read all the comments and answer the questions in ex 1C, p 82. Have SS to compare answers in pairs. Check answers as a class. Give SS time to think about their answers, then put them into pairs to discuss in ex 1D, p 82. take feedback as a class.

Give SS up to five minutes to write a comment for the website about their own phone habits in ex 1E, p 82. Monitor and help as necessary. In pairs, ask SS to read out their comment and listen to their partner's. Are they the same? Take feedback as a class.

For Exercise 1, play the recording in ex 2D, p 82 for SS to listen to the sound /ə/ in the words. Discuss the question as a class. For Exercise 2, play the recording in ex 2D, p 82 for SS to listen and underline the /ə/ sounds in the words. Play the recording again if necessary. Check answers as a class. In pairs, ask SS to practice saying the words in Exercise 3 in ex 2D, p 82.

Ask SS to look at the pictures a-e in ex 3A, p 83. Tell them the woman's name is Lou. Ask about each picture: "Where is she?" (in the kitchen, in bed, at the bus stop, in a cafe, in the living room).

Play the recording in ex 2A, p 83 for SS to listen for the general meaning and put the pictures in the correct order. Play the recording again if necessary. Check answers as a class. Ask SS to discuss the questions in pairs in ex 3B, p 83. Check and discuss answers as a class.

Have SS to complete Dan's questions. Play the recording in ex 3d, p 83 for them to check their answers. Check answers as a class by playing the recording again and pausing it after each question.

Play the recording in ex 3E, p 83 for SS to listen for the main stress in the questions. Play the recording again, pausing after each exchange so SS can listen and repeat.

Write 2-3 example sentences on the board using Present Continuous: negative and questions: "I'm not reading a book right now" "She isn't playing tennis this afternoon' "Are they studying for the test?' Underline or color-code key parts: Present Continuous negative (am not, isn't, aren't) Present Continuous questions (Am I...?, Is she...?, Are they...?) Ask SS to notice the patterns and prompts with: "Where does "not" go in a negative sentences?" "Where does the verb "be" go in a question? Have SS to complete the table. Play the recording in ex 3c, p 83 for them to listen and check their answers. elicit more negative sentences: point to the picture of Lou in picture b, then point to yourself and shake your head to elicit: "I'm not sleeping". Do the same with picture a of Lou and elicit "I'm not cooking'.

Ask SS to read the information in Grammar Focus 10B on SB p.132. Play the recording where indicated and ask SS to listen and repeat.

Have SS to complete Exercise a on SB p.133. Check answers as a class. Elicit some more negative sentences by saying: He's working = He isn't working; You're looking = You aren't looking; She's listening = She isn't listening and etc. Have SS to complete Exercise b. Check answers as a class. Individually, ask SS to complete Exercise c. Monitor and help as necessary. Put SS into pairs to ask and answer their questions. Tell SS to go back to SB p.83 in ex 3F.

Divide the class into pairs and assign A and B roles. Student As look at the picture on SB p.114 and make notes on what the people are doing. Student Bs do the same on SB p.112. Explain that three are five small differences between Student A's picture and Student B's picture. Ask and answer questions to find the differences. Note down any common mistakes with the target language to deal with when giving feedback. Take feedback as a class, identifying the five differences. Tell SS to go back to SB p.83 in ex 3G. Tell SS that they will now practice using all the language from the lesson. Go through the task with the class. Remind SS how they started the phone conversation in Unit 9C Exercise 5a. Give SS two minutes to prepare what they're going to say in ex 4(speaking), p 83. Monitor and help as necessary.