Get trainees to choose each a picture and then talk about why they made such a choice. Analyze with them why can't they talk fluently about their choice, instead they will be saying a sentence or two.

Get trainees in groups of four, ask them to write notes answering these questions: - Which of the tasks focus on oral fluency and which focus on oral language practice? - How are these types of tasks different? - How can you categorize the tasks? Try elicit answers on the board. 1. To provide semi controlled practice of the present perfect simple and progressive to ask about past actions with a connection to the present. 2. To provide oral fluency practice on the topic of crime. 3. To highlight strategies for making and refusing polite interruptions. 4. To provide freer personalized practice of causative 'have' and 'get'.

- Trainees are asked to look at a picture of traffic jam, they are asked to describe what they can see as well as how it makes them feel. - Tell students they will look at a traffic problem in a city in England to find solutions for, but before that they look at helpful language. - Ask trainees to prepare the language they will use. - Get students to use the TL in pairs - give feedback on pronunciation and linking.

- Get trainees think about the speaking activity. - Elicit stages on the board. - Give worksheet HO3 - Move focus to differences between fluency and accuracy based activities. - Give HO4

- Get trainees match the dialogue. - Ask them to match each dialogue with the speaking techniques on the board. - Ask trainees about coursebooks they teach, how do they help learners develop such skills, if they don't how can they (the trainees) help.

- Give trainees HO5 - Ask them to work in pairs to answer. - Get feedback.

Give each trainee a word to match with a partner