- T asks one of the ss ( most preferably the st that the T aims to build further rapport with ) what did the st do in her/ his weekend. - T then, chests the flash cards in an order intended to pre-teach some vocabulary ( chosen based on the background awareness ) and asks several ss when do they do the indicated verbs or activities. that is to personalise the context. - T puts the first one or two chested flashcards on their place on the chairs which indicate the ss prediction of when they ( the activities ) are done. that is to set the task. - T : " now discuss and put these activities on the chairs. When do we do them ? " followed by ICQs. - T gestures standing up and hands the flashcards to the ss. - certain music will be played to attempt generating some desugesstopedic environmental features. - T monitors and tests their prior knowledge and take note of any difficulties. These previous steps are to be as a post listening activities where schemata is properly activated by asking ss about their own weekend and weekday activities. - T feedbacks. -------------------------------------------------------------------------------------- - T slightly changes the activity and makes it harder by adding more places to put the flashcards on. - T : " now, here are the Friday night activities of Lobna, and there is Hamed's activities, listen to the conversation and change the activities. " followed by ICQs, demonstrating the task is a must. - T plays a record and ss - while listening - reacts and changes the places of the flash cards onto the new correct places . this will act as a during listening activity for detail, however ss won't be reacting with texts, but realia, flashcards, the classroom materials and the board. - T monitors then feedbacks.

- T hands out the written exercise and " now solve number A " - T monitors and quickly prepare the classroom for a specific feedback activity in which ss will use physical movement and move in indicated areas in the class to indicate their answer and the written activity is designed with the feedback activity to comprehension checking. this is done as an attempt to feedback in an organised and a more communicative way. - T feedbacks exercise A - T " now answer exercise B in Pairs " followed by ICQs if needed - T feedbacks in the aforementioned way. - T : " answer exercise C in groups " followed by ICQs if needed - T monitors and feedbacks - T, then, drill the LF in choral and individual drilling. - T may have to feedback the whole exercise at once.

- T hands out the written task. - T sets the theme of the next task by saying " in this room, there is a prize or treasure for each one of you, but to get it, you must find 7 envelopes and deliver it to their owners " " then they will ask you a question, and you must answer to that question to get the piece of the puzzle " that is required for them to find their prize. - Ss then, after finding the pieces hang it on the board in its indicated place by OHT. - Ss find their prizes strapped to the bottom of the chairs.