p.24, 1 & 2 List activities in #1 in handout. Distribute the handouts. Work in pairs. Ss ask and answer the questions about the activities in handout. (see p. 24, #2) O/C FB T asks one or two Ss to share their ideas with the class.

Ss listen to the interview with a psychologist Simon Palmer about men and women. Before they do, they read the gist of record (p. 24 Listening #1). T asks "do you think that men and women like the same things as their friends?" (yes/no) T sets a task: p.24 Listening #3. T plays the recording. Pairs check their answers. T elicits the correct answers.

Ss listen to the interview again. Before they go, T asks Ss to note down examples of the present simple questions and short answers. T plays the recording. Pairs check their answers. T monitors to see if students need to listen again. Recording is played again as necessary. T elicits the correct answers.

Ss make questions in the present simple on p. 25, Grammar #1 individually. Work in pairs and check the correct answers. T observes and helps as necessary. O/C FB, eliciting the answers onto the board. T asks concept checking questions to check the understanding of meaning if necessary.(Since Ss already know the grammar to an extent, I would skip "showing the form on the board".) Grammar #3 and 4. Work in pairs. Pair A asks questions, and pair B answers. When finished, change the roles. T observes and helps as necessary. T lists good language and errors onto the board. O/C FB. p. 28 Pronunciation #1 and 2. Ss listen to the pronunciation by proficient speakers. T drills 3 words from the different stress types in the chart of Pronunciation #1. T elicits word stress in Pronunciation #2.

p. 25, Speaking #1-3 T tells Ss to write 1-2 sentences about what things they do with their friends from the lists of Speaking #1. Work in pairs. Interview their partners by using the present simple questions (Speaking #2). T observes and helps as necessary. List the good language and errors in their talks.

T asks Ss to share one or two of their stories. T writes examples of good language in their talks and language which needs further work on the board. Pairs discuss the language, discussing how to correct or reformulate the language which needs more work.