1- Remind students with the last session about things they can't live without . 2-Give them a personal example that I can't live without my mobile phone , i know it is a very bad thing that waste my time and make me anti-social one but I'm trying to get rid of this . 2- Ask students ' do you remember things you can't live without ? ' 3-Ask them to check their answers in pairs . 4-Ask them about each other .

1-Give students instructions about task 1 that they will listen to six people each person is talking about something they would hate to be without . 2-Ask them to complete the table while listening . 3-Give them HO1 and play the recording and check the answer of the first column with the class. 4- warn them that a description is not given for every item . 5- play the recording again if necessary . 6-Ask students to compare answers . 7- Check answers as a class .

1-Elicit language used to introduce objects . I could't live without my ... / one thing I'd hate to be without is ... 2-Elicit language used to describe objects . I bought it when I .... /It was given to me by my .../ I've had it for .../It's made of ..../It's quite (small).../ It used to belong to ... 3-Elicit language used to say why it's important . It's really important to me because .../I need it for ..../It's very valuable. /It's got great sentimental value ./It reminds me of ..../ I'd be really lost without it . 4-Write these Chunks on the board as a written reference for the students .

1- Ask students to think of five things they would hate to be without . 2-Tell them that they can be large or small ,expensive or cheap and they could be (photos ,clothes , things with sentimental value , jewelry ,CDs or books ,useful everyday objects . 3-Ask them to take notes or think using some or all the following - what the object is . - where /how/when you got it . - description of the object (colour ,size ,etc). - why it's important to you . - what you use it for . - why you couldn't live without it . - any stories / memories associated with it . 4- Ask students to present their list with partner . 5- Monitor and help if needed . 6- Note down errors to deal with during feedback .

1- provides feedback on student production and their use of the target language along with correcting errors and mistakes they commit during their speaking time.