Teacher shows the students a photo of Charlotte Ramirez with her mom and friend and ask them to brainstorm about what today's topic might be about.

Students provide their opinion altogether. Teacher encourages and takes notes of good language produced by the students to refer back in the feedback stage.

Students will be shown a title of an article written on the w/b: 'Who do you think knows you better, your mother (or father) or your best friend? Why?'. To answer the question, students work in pairs.

Students report back about their opinion as the whole class. Teacher notes down good language produced by the students to refer back in the feedback stage.

The words like 'experiment', 'a date', 'prefer' and 'a beard' will be pre-taught to the students. These words will be written on the w/b and the meanings will be elicited from the students. Then separate sheets with definitions of the above words taken from www.oxfordlearnersdictionaries.com will be disseminated among the learners to help them check out their assumptions/answers.

It is a controlled activity. Students read the introduction and the first paragraph of the article for gist to check their ideas from the pre-reading stage in pairs. (ex. 2b). 2b. Students read the introduction and the first paragraph of the article and answer the following questions. Who knows you better - your mother or your best friend? 'In our weekly experiment, single people who are looking for a partner ask their mother and their best friend to help. This week's single person is Charlotte Ramirez, a 25-year old web designer. Her father is Spanish and her mother is English. She lives in Brighton and she doesn't have a partner at the moment. Her mother, Alice, chooses a man she thinks is perfect for her daughter and her best friend, Katie, chooses another. Then Charlotte goes on a date with each man. Which one does she prefer?' 1. What is the idea of the experiment? 2. Who is Charlotte? 3. Who are Alice and Katie? 4. What do Alice and Katie have to do? Then what happens? Students check their answers in pairs. Teacher monitors and notes down any good language to refer back in the feedback stage.

Students report back their answers to the questions from ex.2b as the whole class. Teacher encourages good language produced by the learners and notes down both good and in-need of reformulation related sentences.

Now, the students are going to read for specific details. To help them with this, they will have to do True/False task with regard to the text: True or false. Put a tick into the correct place. 1. Charlotte likes going to the cinema and she doesn't like staying at home. (true______ false ______) 2. I'm quite friendly and sociable and I get on well with most people. (true_______ false________) 3. Charlotte doesn't have a good sense of humour. (true_______ false_______) 4. Physically, I prefer men with a really nice long beard. (true_________ false______) 5. I like men who are into literature and art, and classical music.(true__________ false________) 6. Perhaps Katie could find me a guy who is physically more compatible. (true_________ false__________). Teacher monitors and helps students if/when the need be.

Students check their answers on true/false exercise. Teacher monitors and helps if the need be.

Students report back their answers about true/false exercise as the whole class. Teacher encourages good language produced by the students.

In this case, the students will match the highlighted words from the text with their definitions in the form of cards cut and all mixed up in pairs. 1. Sociable - Someone who is sociable enjoys being with people and meeting new people. 2. Feel like something/doing something.-To want something, or want to do something. 3. Get on well with somebody - Become friendly with (someone) 4. Sense of humour - The ability to understand funny things and to be funny yourself. 5. Smile - To make a happy or friendly expression in which the corners of your mouth curve up. 6. Be into something -To be interested into something in an active way. 7. A guy - A man 8. Be compatible (with) - Able to have a harmonious relationship; well suited. Then, the students answer the questions on ex.2d by using the ready-made phrases from the above activity. Ex.2d 1. What does Charlotte like doing? 2. What's she like? 3. What kind of men does / doesn't she like? 4. Who does she think is going to choose better? Why? Teacher monitors and helps students if/when the need be.

To check how well the students understood the task, T asks the following CCQs: 1. If you like being with people and meeting the new ones, are you sociable? - Yes. 2. If you feel like watching a good film, do you want to watch it? - Yes. 3. If you can understand your friend very well, does it mean you get on well with him/her? - Yes. 4. Is this a man? (pointing at a male student in the class) - Yes. Can I call him as a guy? - Yes. 5. Do we smile when we are happy? - Yes. 6. If you go to a gym every day and spend 4 hours there, does it mean that you are into sports? - Yes. 7. If I tell you a funny story and you laugh, does it mean that you have a sense of humour?- Yes. 8. If a husband and a wife understand each other very well, are they compatible with each other? - Yes.

Students look at the form and prepare to give information about their friends. To perform the task successfully, they should first answer the following question in writing: 'Do you have a friend who is looking for a partner? Help him / her to find one!' 1. Name_____________________________ 2. Personality________________________ 3. Relationship: Single Divorced Separated 4. Age______________________________ 5. Job______________________________ 6. Appearance ______________________ 7. Likes ____________________________ 8. Doesn't like ______________________ As the speaking activity, the students work in groups. They ask and answer about the people around the class and compare their information. Students ask each other whether they think the two people are compatible or not.