T receives a phone call...demonstrates a conversation about her day off, makes plan with a friend, mentions a date, then gives the telephone number of another friend. After setting the example, Ss are asked to have a conversation, including a date and telephone number in it. T shows the slide of pictures, people speaking on the phone, writes the telephone number and the way the numbers are pronounced on the WB.

T shows the context on the WB through power point slide. Shows the HOs and gives the instructions, sets an example with two Ss. T guides Ss in clarifying unknown vocabulary. Then asks students to do the survey with one-another in the class, walking around.

Role-playing of a few pairs

elicited Ss sets example in pronouncing for two different phone numbers. T corrects if necessary. Then practice pronouncing the telephone numbers on the WB, through a slide. Each time one student tells the number, others repeat.

T makes sure there's silence in the class. Then prepares Ss to listen to different telephone numbers. Ss repeat the numbers after hearing. Then T gives HO's with true and false telephone numbers. And asks Ss to underline the correct one.

HOs are swapped

Ss to stand-up and ask each other telephone numbers until they get four of them

Ho are shown, instructed and given to Ss for Listening ex: 1 Ss are to work in pairs W/C feedback

Ho are shown, instructed and given to Ss for Listening ex: 2 Ss are to work in pairs (different) _ strong Ss x weak Ss W/C feedback + correction of false statements by eliciting Ss.

Ho are shown, instructed and given to Ss for Listening ex: 3 Ss are to work in pairs Elicit Ss to write the answers on the slide, on WB as feedback