T asks Ss : "Why are friends important?" "Is it better to have a lot of friend or one special one? T nominates some of the Ss and Ss share their ideas for the whole class Then, T says "todays topic is friendship." T asks students to work individually in order to write down three questions about friends. T gives some examples.Then, T let Ss work with partners to asks and answer questions together.. T monitors them during the activities to make sure they are doing the right thing. Some of the Ss will report back to the whole class.

T asks students to change their partners and discuss about the questions: "When do you call somebody as a true friend?" "When do you call somebody as a true friend?" T takes Ss' opinions by nominating some students. T splits Ss into groups of 3 complete sentence which starts with " A true friend .... " and gives examples by writing on the board before the groups start. T asks groups to share their ideas with whole class. T asks students if Ss agree. T can give pre-vocabulary if T elicit expected answers from the Ss.

T splits into group of 5 and gives HO1(exercise 3 at SsBk page 8) and asks for ordering the mixed up text. T monitors during the work. T gives instructions regarding audio recording and play the recording ones. If Ss need T can repeat it again. Ss will do peer checking. Takes feedbacks by nominating Ss from each group. T gives instructions for HO2 (exercise 3 at SsBk page 8) to complete questions. Ss will complete and answer the questions within the same groups.

T projects the photo from the SsBk pg 8. T gets Ss to pair up , asks them to describe a person from the photo to the partner. T gives information about the record Ss will listen. Then T asks Ss to change partners and make predictions about the possible answers and write them on HO3. Ss listens for the answers. Ss listen second time or third time to correct the false sentences. Ss peer check with the partners. T asks students to report back to class their answers.

Matching game : T splits Ss into groups of five or 6 gives divided pieces of the collocation paper (HO4) and asks Ss to combine them with the right match in the groups and write 3 sentences for three different collocations. T gives examples and monitors during the work. Groups share ideas with the whole class. Teacher asks ICQs questions to clarify meaning. If T realizes that Ss could not understand a collocation T uses ICQs to error correction.