Whiteboard will be set up with two pictures: a man with a woman in a thought bubble, a woman with a man in a thought bubble, and a set of wedding rings. Students generate WC* ideas for what women look for in a husband and vice versa. *If we have enough students, this could be done on a gender basis or just in two groups. This would be more fun, so I hope we have 4 at the beginning of class!

With a partner, students make a prediction: what were the two most important qualities for men and women in 1939 and now? Instructions: To get the activity rolling, model the exercise on a whiteboard a grid. ICQ: How many things? 3. Pre-teach: dependable, emotional stability, intelligence Then, students are given the reading, which consists of four different lists. Students are given three minutes to read and are told to listen for the differences between now and then. FB: WC discussion of differences.

In groups, students discuss the following questions. While students are reading, write them on the board. Also, write some formulas to help the students structure their language: People in 1939 said love was fifth because _____________, People will say that ________ is #1 in 2050. 1) Why was love ranked 4th and 5th in 1939 than now? Why is it first now? 2) What will be #1 for men and women in 2050? As for procedure, simply write the questions on the whiteboard and prompt students to discuss in groups or pairs, depending on how the classroom is distributed at the moment. ICQ: N/A FB: Students share what they or other members of the group thought.

On the board, write the following formula: I think that _________ is important because ____________. This promotes a more interesting speaking exercise to follow but also provides an introduction to the TL of the grammar lesson to follow. ICQ: How many sentences? 3 Write about just men or just women? For all people. FB: N/A

With a partner, students are asked to combine their lists into one list of three. At this stage, it might be good to move one student so that the pairs get shook up. Students will have three minutes for the first part. ICQ: How many many can you choose? Then, depending on the number of students (8 are needed), students will combine into two large groups or combine into one large group to consolidate the list down to three final choices. Students have 5 minutes for this part.

Students will each be give a picture of a man or a woman. Each character has things that he or she wants. The student's job is, by asking questions using the TL (Steve says thinks that he wants someone with a good personality), to find they're ideal match. This activity will be demo'd to start out. I'll give myself and a student a matching pair, then use the TL to ask them question. I'll ask for the answer from the student. ICQ: What do you do? Find your match. What do you say? Steve says that he wants ... do you have? Can you look at someone's card? No.

Pre-teach: Students complete a survey about their dating preferences. Though not a typical end-of-lesson exercise, it is necessary for Khaled's lesson and remains well within the context. FB: Students compare their answers with their partners.