T asks Ss to look at the picture of the apartment. T asks "Apartment number 1. What do you see?", then do the same with the other apartments.

T asks Ss about the flat number 5, focusing on "they can't sleep". T asks Ss why and gives them some time to talk in pairs about the reasons. Afterwards. T tells Ss they're going to listen to the problem and find out why. Ss listen and talk to their pairs about why they can't sleep. Finally, T does whole class feedback.

T tells students they're going to listen to the same conversations, but this time to fill in the blanks with the verbs on the top. T gives the handouts, gives some time for Ss to read and try to fill in the blanks before listening. T then plays the audio. After playing once, T lets Ss peer check. Play a second time if necessary. Peer check again, then whole class feedback.

T gives the worksheet to Ss and tells them to look at the photo and answer the questions below it, about meaning, form, and pronunciation, individually. Set a time limit of 5 minutes. After that, Ss peer check. Then, T writes down the sentences in the form section on the board to highlight the correct form, then drills pronunciation with Ss, focusing on contractions for the positive and negative form.

T elicits the question "What am I doing?" for Ss to produce "You're teaching", or "you're speaking". Then, writes the word "what" on the board and points to another person, to elicit "what is he/she doing?", then answer. Finally, T gestures at the whole group to elicit "what are we doing?", and Ss answer. Then, T shows the CP activity and tells Ss they're going to write questions and answers. Ss then do it individually, then peer check, before T does a whole class check. After that, T tells students to read the dialogue and fill in the blanks with the verbs in the correct form. Ss do it individually, then peer check and finally T does a whole class feedback.

T tells Ss they're going to play a game. T divides the class into groups of 4 or 5 people and hands out the strips of paper with actions in it. T models by miming one of the actions with the whole class and then tell them they're going to do the same. A S takes a strip of paper, mimics the action and the rest of the group has to produce a full sentence (eg. She's driving a bus). T monitors and takes notes for delayed feedback.

T shows the picture of other apartments and tells "You're going to ask questions with 'what' and answer them in pairs. T takes notes of good language and mistakes, focusing on form, for delayed feedback.