T pre teaches the word charity. T: “You’ll watch a short scene from a sitcom. What do you think happens with the wedding money?” Ss briefly predict in pairs (1 min). T plays the Friends scene (Phoebe & Mike giving their wedding money to charity and wanting it back – 1–2 mins). Gist question on board: “Are they happy to give the money to charity? Why / why not?”

2.2 Wall race with make / do / give (using 2b items) (5–6 mins) Put three posters on walls: MAKE – DO – GIVE. Give groups small cards with the 2b collocation parts: a lot of friends, me directions, some volunteer work, me good advice, a good job, a payment Ss walk around, decide which verb goes with which phrase and stick them under MAKE / DO / GIVE. Check quickly as WC; write final table on the board. 2.3 Book task 2b + 2c (3–4 mins) Ss open books to 2b. They use the wall / board to complete the gaps with make / do / give, then listen and check. In pairs, Ss answer 2c: Which of these things did you do in the last year? Which would you like to do?

Show title: “Get happy – give your money away!” Prediction Q: “According to the article, who is happier: people who give money away or people who spend it on themselves?” Ss read quickly for gist (3–4 mins). Compare answers in pairs → WC feedback.

SS will answer Detail questions from the book What were the two main results? → Ss read again, answer individually, check in pairs, then WC feedback. Book task 2a (now as language focus): Ss look at 2a. They underline the collocations with give / make / do in the last three paragraphs of the article. T checks answers and links them back to the wall/board table.

Set-up (2–3 mins) Arrange chairs in two lines facing each other (or inner/outer circles). Give each student one or two different question cards. On the board, write the model: When was the last time you…? It was… / I was… / I felt… Demo (2 mins) Choose one student and model a short exchange in front of the class: T: “When was the last time you gave money to charity?” S: “Last month. I gave some money to an animal shelter.” T asks 1–2 follow-up questions: “Why did you choose that charity?” Emphasise: Student A asks their question. Student B answers and gives some detail (2–3 sentences). Then swap roles with a different question. ICQs: “Do you stay with the same partner all the time?” (No) “Do you only say ‘Yes/No’, or do you give details?” (Give details.) Speed-dating rounds (8–10 mins) Round 1 (2–3 mins): Students facing each other work in pairs. A asks their “When was the last time…?” question; B answers; then they swap roles. After time, clap or ring a bell: One line (or outer circle) moves one seat to the right; the other line stays. Repeat for several rounds so each student talks to multiple partners and uses several different prompts. Encourage them to ask one follow-up question each time (e.g. “Where were you?” “How did you feel?”). Whole-class feedback (3 mins) Stop the activity and ask 3–4 students to report something interesting they heard: “Tell us about one nice thing your partner did.” On the board, note 2–3 good sentences and (if needed) gently correct / upgrade one or two common errors.