1. The teacher will divide the class (boys vs girls) 2. The teacher will present pictures that shows activities that people can do in spending their free time especially after having a meal. 3. The students will guess the answer 4. The highest pointer wins the game.

1. Display the four types of game players on the board (gloater, rule follower, cheat, sore loser). 2. Ask students to read the definitions quickly (Exercise 1). 3. Pair Work: Ask students to discuss: "Which type of game player are you or your family members?" 4. Conduct brief open-class feedback (1–2 responses).

1. Direct students to Exercise 2 context: "You are planning a barbecue with your family and friends. Here are some activities you could do after the meal. Talk together and decide which would be the most fun." 2. Ask students to read statements 1–4 in Exercise 2 and mark True (T) or False (F). 3.Conduct quick answer check. 4.ICQs:"Are you talking alone or with a partner?" With a partner. "Do you need to agree on ONE final activity together?" Yes. "Should you give your opinion and ask for your partner's opinion?" Yes.

1. Elicit/Present the Useful Language box from the page: Making suggestions: What about...? / Would... be a good idea? Responding: That's a great idea. / I'm not sure. Giving opinions: In my opinion... / I think... Asking for opinions: Do you agree? / What do you think? 2. Concept Checking Questions (CCQs):"When I say 'What about playing football?', am I forcing you or offering an idea?" Offering an idea. "If I say 'I'm not sure', do I completely agree or am I hesitant?" Hesitant / slightly disagreeing. Drill phrases chorally and individually with attention to natural intonation (e.g., rising intonation on questions: What about...?). Have students complete Exercise 5 to consolidate form (about, agree, great idea, sure, would)

Re-pair students. Direct students to the main collaborative prompt (Exercise 7): Discuss all s activity options in the pictures and agree on the single best activity to do after the family barbecue. ICQs: "Are you just picking your favorite right away?" No, discuss all options first. "What must you reach at the end?" A final joint decision. Teacher Role: Selective monitoring for delayed error correction; note down good uses of functional language and errors on a notepad.

1. Content Feedback: Ask 2–3 pairs which activity they chose and why. 2. Language Feedback: Write 4–5 sentences from monitoring on the board (mix of strong phrases and common errors). 3. Ask students in pairs to identify which sentences are correct and correct the mistakes (e.g., "What about to play football?" $\rightarrow$ "What about playing football?"). 4. Wrap up with brief praise on effective peer collaboration and polite turn-taking.