Teacher advises students that they will review the vocabulary assigned for homework by acting out situations that explain the meaning of the word (without verbally saying it). Teacher models this activity (demonstration, body language). Teacher puts the students into groups of four and assigns them words on slips of paper. Teacher allows students 10-15 minutes prep-time. Post-activity, each group presents to WC and class has to guess which word they are demonstrating.

Teacher guides students to page 48 of textbook. Teacher writes question words on whiteboard: who, where, what, why, how, which on the whiteboard and asks students to give examples of when to use each (elicit). Ss are then to complete activity 3 on page 38. Ss then think of 10 question words to ask their peers. Post-activity, teacher puts the students in small groups of three and has them ask and answer the questions with group members. Teacher models this activity. Feedback is given post-activity.

The teacher gives examples of sentences with THIS and THAT using classroom objects and body language and asks students if they can notice the rule of when to use THIS versus THAT. T gives various demonstrations using objects and body language to emphasize the difference and writes the 'rule' on WB once elicited from ss. Ss complete the conversation on page 50 Unit 7. Answers on WB. Ss then design a quiz for students using "this" and "that" language- for example, "what's this in English?" "What's that in English"? T models activity on WB. T takes ss downstairs to complete this activity. Students are first given fifteen minutes to look around, find objects write down their questions, then are put in pairs to complete the quiz and answer portion.

T tells students to complete question 1 using "it", "you", "them", then asks students to determine what the 'rule' for when to use each is (elicit and write on whiteboard). Students are then put in pairs and given small papers with topics. They are to create questions out of the topics to ask their partner. Partners should take turns. Post-activity, Ss switch pairs. T monitors and provides feedback. Next, T reviews verb "do" on whiteboard with students, eliciting answers. T then has Ss complete question 3 in pairs, asking and answering questions. T models activity with a stronger student first. T monitors and provides WC feedback post-activity. T has students complete questions 4 and 5 independently- matching questions and answers and ticking the correct sentence. T pairs ss to compare answers. Answers written on whiteboard post-activity.

Teacher writes a list of adjectives on the whiteboard and asks students "what are these?" "Are these nouns/verbs?" Elicit answer. Teacher gives ss 1 minute to brainstorm as many different adjectives as they can. Elicits students to write them on WB. Review as a WC. Post-activity, students are guided to unscramble the words for activity 1 page 52. Answers are written on WB. Then students complete activity 3- matching the words and pictures. Students complete activity 3- T reads from tapescript and Ss compare answers. Review answers as WC. Students are then to practice the conversation with a partner- T models this with a stronger student first. Last activity: T hands out Unit 7 "It's an old computer" activity to ss. In pairs, ss are to match adjectives with nouns. Answers reviewed on WB and feedback given.

Teacher tells ss they will draw a picture of themselves and will think of as many adjectives as possible to describe what they look like and what their personality is like. SS are given examples on the WB as to how to complete the activity. Post-activity, ss put their pictures up around the classroom and others go around to see and ask questions.