Quick introduce myself and write my name on the board. I will put some pictures on the wall (broken down car, locked myself out, dead phone, the battery is running out, ladder, inside) and give students words and phrases. They have to find all pictures and match with phrases. WCFB to clarify meaning. ICQs: are we writing? CCQs: 1. Locked myself out. Am I in the house or out of the house? 2. Broken down. What else can be broken down? 3. My battery is about to run out/ go dead? What should I do?

Look at your pictures and remember. Have you ever lost your keys, your phone, locked yourself out or the battery of your phone gone dead during important conversation? What did you or would you do in these situations? Discussion in pairs. Choose one or two story to WCFB.

I will give students handouts with 6 questions, 2 questions per each dialogue. First, they will read the questions, then I will play the first dialogue. I'll let them check the answers in pairs then play the second and third dialogues. If necessary dialogues can be played again. WCFB. ICQ: Will we listen or read? Will we write the answers? Answers: 1.Rob's mum is visiting him. 2.He is locked himself out of the house and his wallet is inside the house. 3.Jon's car is at the garage. 4. Amy offers to drive to the station. 5. Rob's going to find a ladder. 6. Rob's mobile dies, the battery runs out

Students read the sentences and tick the sentences that are correct, they also correct the sentences which are wrong. Then students listen to the dialogues again and check the answers in group of 3. They can see the right answers on the board. I ask some questions: whose car is at the garage? who picked up Rob's mum from the station. Students predict how Rob can get into his house. I will write some ideas on board. Then the next listening (dialogue with his mum) to check their ideas. 1.Have you ever put your keys or phone into a pocket or into your bag and forgotten about it? Raise your hands! 2.What do you feel when you find it?

Ss are given a handout 2. They have to match beginnings and the ends of 3 sentences with target language 'to be supposed', 'to be meant to'. To emphasise that but is used to explain why the plans didn't happen or isn't going to happen. Check in pairs and discuss the meaning. Q:What does I'm supposed to and I'm meant to mean? Your opinions. 1.c 2.b.3.a

Write 2 sentences on the board. I am supposed to be picking up my mom from the train station, but my car keys and wallet are in the house. CCQs 1.Was I going to do it? Yes 2. It was my plan, wasn't it? Yes 3.Can I go out and take my mom now? No 4.Did I have to take my mom? Yes Rob's meant to be picking his mom from the train station, but he has locked himself out of the house. 1.Was Rob going to do it? Yes 2.Have he decided to meet his mom? Yes 3.Should he be at the train station now? Yes 4.Is he able to be there now? No Write the form on board with blanks and elicit form from students using finger highlighting. ___supposed to____ to be(am,is,are) supposed to be Verb-ing ___meant to_____ to be(am,is,are) supposed to be Verb-ing.

If time: do controlled practice activity from Workbook, Ex.1,p.24 Ss complete the conversation using the phrases in the box. Peer-checking. Ss nominate each other to give the answer. Semi-controlled practice: Ss complete 4 sentences with their own ideas, then write 2 more ideas and share this ideas in groups.