The pictures from page 58 will be projected onto the board. Students will be asked what they think is happening in each picture. They will be asked if the activity is good or bad for someone's health.

Students will be given the list of words/phrases from 1A and asked to write a + for good or a - for bad next to the words depending on their healthiness. They will work on this individually for 4 minutes, and then pair up for 3 minutes comparing answers. I will then conduct feedback for 3 minutes by asking the class each item and if they put a + or -.

Students will read the text on page 58 for gist and answer question 2C from the workbook. For 2C, they will have to find the numbers in the text and underline the sentence in which they found it.

Students will work in pairs comparing answers to the Reading Activity. They will compare for 5 minutes followed by 5 minutes of class comparison. The story will be projected on the board. During class comparison, the teacher will nominate students to point out the sentences for each number. The teacher will read out the sentence to the class.

I will teach meaning, pronunciation, and then form. Meaning: I will project the sentences from 3A on the board and ask the 3 provided questions. I will ask if we are talking about something in the past or something that started in the past but continues today. Pronunciation: I will say the first sentence out-loud for the class. I will ask them to identify the words I stress in the sentence. I will then ask them to repeat after me and say the sentence 1-3 more times, depending on if I can hear any severe mistakes. I will do the same for sentence 2. Form: I will write the "present perfect + for/since" on the board. I will use ask the students what is the present perfect verb in the 2 sample sentences and underline them. I will ask if we used "for" or "since" in the first question, and what time we have with it. I will ask the students to identify if 1970 is a length of time or a point in time. I will write a T-Chart on the board similar to 3C and write 1970 under "since". I will repeat the same for the second sentence and write 37 years under "for". I will show the phrases from 3C and ask the students where each one goes, writing them in the appropriate column.

Students will complete 4A individually for 6 minutes. They will conjugate the verb in parenthesis and write an appropriate time for "for" and "since". After the 6 minutes is up, they will be paired up to compare their answers for 4 minutes.

I will have 4A projected on the board and ask students to share their answers for each question. This will allow me to correct any mistakes and ensure understanding of the Grammar section before moving on to Speaking.

Students will complete section 7A from the workbook. They will write questions which can be used for the Speaking Activity.

Students will be paired up and ask each other the questions they wrote in Speaking Prep. They should ask more questions to find out more information about their partner.

Students will share with the class what they learned about their partner. If no student volunteers, students will be nominated to share.

I will write 6 sentences on the board, some of which may have been mistakes made by students throughout the lesson. 4 sentences will have an issue and 2 will be proper sentences. I'll ask students if each sentence is correct and how to correct it if necessary.