I will write the word 'where' on the board and draw a timeline marking the present as 'now'. I will then ask the students where we are? Where is the school? On the timeline, I will mark the past tense. I will tell the students that yesterday I was at a birthday party. I will ask the students what sort of things goes on at a party. Do they dance? Do they have a few drinks? Do they talk to their friends? Do they gossip? To clarify the meaning of gossip, I will use gestures implying that I am whispering to someone and listening to their response, to which I will give a shocked expression. I will ask the students when they gossip, what sort of questions do they ask? The students are sure to respond with questions such as: How they are? Where did they come from? Are they working? Etc After the question ‘where’ is uttered, I will write it on the board and elicit the past tense form of ‘is/are’ which they will have knowledge of from their previous lesson. I will then ask the students where they were yesterday. Were they at work? Were they at school? Were they at home?

In the handout, I will ask the students to discuss in pairs who the people are and where they think they might be. I will have the students predict what the audio will be about.

Ss will listen to a recording where two men are having a conversation about an office party. The students will be asked to complete a true or false activity based on what they had heard. They will work in pairs after listening and discuss.

The students will be asked to complete the questions in the bubbles in pairs. (exercise 2 a.) They will then listen to the audio again and check if they had completed task 2.a. correctly. This will be followed by feed back.

The teacher will drill the pronunciation difference between where /wer/ and were /wər/.

The students will complete an activity where they will be given images of individuals with a corresponding place they had been the previous day. The students will practice their productive skill of speaking. In pairs, they will ask one another where a character was/were or whether that character was at the place indicated. This will be followed by whole class feedback where the teacher will ask the students where a few of the characters were. Some of the questions will be incorrect.

This exercise has two parts. Part A: In pairs, the students will complete a multiple choice fill in the blank exercise with 'where', 'were' or 'was'. Part B: The students will write the question that corresponds with their answers from the previous activity. The students will write the question in the spaces provide. While monitoring, the teacher will write common problems that the students are saying. During the error correction phase, the teacher will write the sentences on the board and elicit the correct grammar from the students. To prepare the students for freer practice, the students will complete a final exercise from the course book hand out. In pairs, the students will be asked to complete exercise 3 a. of the handout where they will reorganise 5 sentences into the correct syntax. The T will write each sentence in a series of cards and stick them to the board. During error correction, each pair will come up to the board and organise the sentences correctly. Using CCQs, the T will elicit the meaning being communicated from each sentence. There are bound to be errors made and students may find this activity challenging.

I will have the students perform a role playing activity where they are at a party. The students will ask each other the questions they had formulated from exercise 3.a in the semi controlled practice. The students will have 5 minutes to mingle before the teacher asks them what they had learnt about one another.