T asks what the students do in their free time, elicits sevareal activities. Then sets task to match pictures with the phrases (12 in total), each student receives 1 phrase and should match it with the correct picture on WB. Drilling phrases: go cycling, go running, go clubbing, watch sport on TV, listen to music, listen to the radio. Feedback and drilling: WC

The students receive pictures and words that they should match together.

T sets the task to read Trevor's email and answer questions: Where is Trevor? and Who is Polly?. Then asks what they know about Cerro Paranal ( an well known observatory in Chile). Feedback: S-S, WC. T elicits some ideas and write them on the WB.

T task to listen and check if their answers written on WB are correct. Feeback: S-S, WC

T get them to read and choose the correct answer ex. 2c p.32 (individually), and then the second listening takes place. Feedback: S-S, WC

T sets ex 3a asks the students' opinion 'What does Trevor do in his free time?', then in pairs they choose 6 activities from ex 1p.32( the activities from the beginning of the lesson). T elicits 6 ideas on WB

T sets tasks to listen and check if their answers were correct, check with another partner. Feedback: S-S, WC Note: the students might need the second listening here

T asks questions: do you like the tory? do you want to be an astronomer? T sets a Bingo game, gives an example. S1: Do you play tennis? S2: I sometimes play tennis./ I never play tennis. Structure on the board: - Do you......? - I always, often,sometimes, never ......

T writes errors and good language on WB, ss correct the errors