-Have projector ready. -Project the picture of fridge magnet collection. -Engage interest by telling the students about the fridge magnet collection. -Ask students if they or someone they know collects anything. -Ask them to tell their partner about it. -Collect feedback from a few pairs.

-Show pictures of collection items and have students name them.

-Tell students to match each speaker to one of the photos. -Play CD 1, track 3-7 -Students check their answers in pairs and then as a whole class.

-Project the listening practice 2. -Tell students to match speakers with the questions. -Pass handouts for SS. -Play CD 01 track 3-7. -Project the tapescript and check their answers.

-Have students compare what-clauses with regular sentences that selected from tapescript and elicit the difference in meaning. -Help students guess the difference more easily by modelling the sentences out loud with emphatic pronounciation. Possible eliciting questions: Why would someone use this(what-clause) instead of this(regular sentence) ? Which one draw your attention more? Why? -Project "what clauses" slide in order to show the form. -Model and choral drill the sentence. -Have students complete the rewrite exercise.

-Ask students to think about what they discussed during the warmer. -Ask students to talk to their partner saying things that they like, dislike, or want using what-clauses then have them share their ideas to whole class. -Demonstrate the speaking activity from the Teacher's book with a student. -Project the page and ask the student to choose a square then ask him/her to make a sentence with the topic using what-clauses. -Tell the students that if the other person agrees that your sentence is correct, then you can circle the topic, (have him/her circle his/her topic) that square cannot be played again. The next person then has a turn. -Tell the students to do this activity in pairs and the first student to get four squares in a straight line (horizontal, vertical or diagonal) is the winner.