Write TIME on the board with these words around it: afternoon, minute, season, day, hour, week, year, month, weekend. Ask SS to put the words in order from a short period of time to a long period of time. Ask the following questions: 1) How many minutes are there in an hour? (60) 2) How many hours are there in a day? (24) 3) How many days are there in a week? (7) 4) How many months are there in a year? (12) 5) How many weekends are there in a year? (52) Open class feedback.

Ask: "What are you going to do this weekend?", "What do you do in your free time?", "Which activities do you enjoy?"

Put SS into small groups to read the sentences and tell each other which are true for them in ex 1A, p 98. Take feedback as a class. Give SS one minute to read "Only 4000 Weekends in Your Life!" for general meaning and choose the sentence in 1a which matches the writer's main idea in ex 1B, p 98. Have SS to compare answers in pairs. Check the answer as a class.

Put SS into pairs to talk about which things in the picture Laura says are good to do at the weekend and which aren't good to do. Tell SS to look at the text again if necessary in ex 1C, p 98. Check answers as a class. Give SS one minute to read Wendy's, David's and Rachel's plans for the weekend and match them with the first three ideas in the text in ex 1D, p 98. Check answers as a class.

Put SS into pairs to discuss what they think about Laura's ideas. Tell them that the information comes from a real book about managing your free time called "What the Most Successful People Do on the Weekend". Ask: "Would you like to read the book? Why/ Why not?" in ex 1E, p 98.

Ask SS to match the verbs in the box with the words and phrases and collocations. Play the recording in ex 2A, p 99 for SS to check their answers. Check answers as a class. Give SS one minute to read the text again and lists on SB p.98 again and find examples of each verb in 1a in ex 2B, p 99. Check answers as a class. Give SS time to think about what they "always/often/sometimes/never" do at the weekend. Put them into pairs to compare and discuss their ideas in ex 2C, p 99. Take feedback as a class, asking SS to tell the class what they and their partner bot do, or do differently at the weekend. Ask SS to go to Vocabulary Focus 12B on SB p.157. Play the recording for Exercise a for SS to listen and repeat the verbs and their past forms. Have SS to complete Exercise b. Check answers as a class. Give SS one minute to do Exercise c. Tell them to use the past simple with a past time expression (e.g., I visited a friend yesterday), the present simple with "always/sometimes/never" (e.g., I always use a computer) or be going to + a future expression (I'm going to go the beach tomorrow). Monitor and help as necessary. Ask SS to tell a partner their sentences. Are any of their sentences the same? Take feedback as a class. Tell SS to go back to SB p.99 in ex 2D.

For Exercise 1, play the recording in ex 2E, p 99 for SS to listen to the pronunciation of the two sounds and words. Ask: "Are your teeth on your lips for the /v/ sound or the /w/ sound? (/v/). Play the recording again for SS to listen and repeat. For Exercise 2, play the recording in ex 2E, p 99 for SS to listen to the words and practice saying them.

Point to the picture of Lee and Marcus (the two men) in the picture. Say: "Lee and Marcus are talking to their friend Marina about their plans for the weekend". Ask: "Do they know exactly what they are going to do?" Point to "No Plan" and elicit Yes in ex 3A, p 99.

Play the recording in ex 3A, p 99 for SS to listen and write Lee's and Marcus's names on the line. Have SS to compare answers in pairs.

Play the recording in ex 3B, p 99 again for SS to listen and tick the things they know from listening to the conversations. Have SS to compare answers in pairs. Check answers as a class. Ask SS to choose the correct questions. Play the recording in ex 3C, p 99 for SS to check their answers. Check answers as a class. Play the recording again for SS to listen and repeat. Monitor and check that SS are pronouncing the questions correctly.

Write 2-3 example sentences on the board using be going to: questions: "Are you going to visit your grandparents this weekend?" "Is she going to buy a new phone?" "What are they going to do after school?" Underline or color-code key parts: Be verb (Are, Is) Subject (you, she, they) Going to + verb (going to visit, going to buy, going to do) Ask SS to notice the patterns and prompt with: "Where do we put "be" in questions?" "What comes after "going to"?" "How do we form yes/no and wh-questions?"

Ask SS to read the information in Grammar Focus 12B on SB p.134. Play the recording where indicated and ask SS to listen and repeat.

Have SS to complete Exercises a and b on SB p.135. Check answers as a class. Tell SS to go back to SB p.99 in ex 3D. Ask SS to put the words in the correct order to make questions. Play the recording in ex 3E, p 99 for SS to listen and check their answers. Check answers as a class.

Divide the class into pairs and assign A and B roles. Student A is Lee. Student B is Marcus. Ask: "Who doesn't have clear plans for the weekend?" (Lee). Elicit or teach some of the expressions Lee uses to show this. (Oh, I don't know. Nothing much. I don't know yet. I'm going to go out somewhere...maybe). Write these expressions on the board and drill them. Put SS into pairs to have the conversations. Student B asks Lee questions 1,2, and 3 in 3e, Student A asks Marcus questions 1,4, and 5 in 3e in ex 3F, p 99. Give them two minutes to write questions to ask their partner using the ideas in the book and "be going to" in ex 4A, p 99. Monitor and check that they're forming the questions correctly. Ask SS to ask and answer their questions in 4a. Remind them to use expressions like "Nothing much, I don't know. and Maybe" if they don't have clear plans. Have SS to listen to their partner and mark their plans on the line in 3a in ex 4B, p 99. Monitor and note down any mistakes with the target language to deal with at the feedback stage. Ask SS to compare their lines with other students'. "Who has clear plans for the future? Who doesn't?" in ex 4C, p 99. Take feedback as a class, asking SS to give some examples of their partner's plans.