-I will show the picture on the WB from the ppt. -Ask students in pairs to discuss the photo and describe it. -Then ask questions like, where is the man? How are they feeling? where is the little girl? Is she in the background? -Gradually setting the context and checking if they know some words which they will go through in the next stage

-go back to the picture on the wb and give students a HO which contains the useful language box. -they will discuss the picture and the language and relate to it -T will ask CCQs: Where is the man? Where is the little boy? where are they? and write the sentence on the wb and drill. -I will not spend extended time on this stage, but I need to make sure the ss understand the language before they write their own descriptions

-before any instructions T will regroup the Ss. -Then mention their task and give them their worksheets -ss shall firstly read through the text, I should have told them not to worry about the gaps and discuss with their group friends whether it is suitable with the picture on the wb or not -I will monitor and listen to their answers -Then I will instruct that they have to fill in the gaps with the words I will give. They should work in their groups -While monitoring if I feel the ss are doing good and a group has finished with all the fill-ins correct, I will tell them to stick their sheet on the wall as a quick answer key for the others

-There will be four pictures each marked with a number (1-4) on the wb from the ppt -One student from each group will come to the board and I will whisper a number to each one and they will silently write on a different paper to show their groups without the other groups noticing. -after talking about how the plan is set for the text, the students will be given their next task instructions and work together. One from each group shall be the secretary and write while the others are interacting ideas, they can also use their imagination, but make sure they include the useful language. -They will write for their work to be published in a magazine -monitor and note down any common grammar or language usage mistakes for delayed error correction -I will stick the pictures on the wall and their writing, Ss will get up and read and match the photo they think best suits the description. -Have a class discussion

-go through mistakes, error correction and extra CCQs -then give them a freer speaking practice if there is time