Warmer will link to previous lesson and add new lexis on physical appearances and personal characteristics. Project the 'My Dating Profile' on the w/b. (H/O 1). Tell Ss they should fill in this profile with their own information. Elicit sentences that Ss could write for each category. T gives out H/O 1. Ss fill out the profile. Teacher gathers the complete 'My Profiles' and redistributes them to other Sts. T places Ss in pairs and each partner must describe the profile. T gathers up the profiles again and calls random Sts forward to read out the profile. Whole class must guess who the 'My Profile' belongs to.

Task 3A is projected on the w/b and Sts are grouped together to discuss what the missing words should be. (PPT Slide 1) T calls a S from each group forward to fill out a missing word. Group discusses the answers. T confirms the answers (PPT Slide 2)

T projects 3b questions on the w/b as a guided discovery and Ss should answer the questions in pairs. (PPT Slide 3) T calls individual Ss to the board to write the answer. T projects the correct answers. (PPT Slide 4) T projects PPT slides on the w/b that clarify the meaning, form and pronunciation of the target language (TL). T explains basic verbs, highlight the he/she/it form.(PPT Slides 5-17) T then asks random Ss to conjugate projected verb tables for the verbs 'to Fight', 'to Watch' and 'to Love'. (PPT Slides 18-20) T projects the the positive, interrogative and negative forms of the verb 'to Be'. (PPT Slide 21-25) T then contrasts this verb against most others that have a different auxiliary verb 'to Do' in the negative form. T drills the Pronunciation of the Positive, Negative and Question forms as he goes through each slide. T introduces Exercise 5 on Pronunciation which is the final -s / -es (PPT Slide 26) T drills the sounds chorally and individually.

Use grammar ex d to make a link to the practice in ex e (p100 & 106) T projects example Slide on board and Sts in pairs form the questions. (PPT Slides 27 & 28) T gives out H/O 2 and explains the information gap activity. T instructs pairs to do 1B first. T monitors the pair work. Class feedback on the activity Pairs work on 1A with their partners.

T distributes cut outs from page 210 of the TsBk U1B (Hand Out 2). Each cut out has the context words of a sentence but is missing the grammar words. Each student has a cut out and they need to make a grammatically correct question with it. They ask their partner their question and their partner gives a freer practice response. T monitors the pair activity checking for errors that can be used for the Delayed Correction stage.

T gets sample questions from Sts and writes them on the board. GW is for the class to analyse the questions for grammatical errors.