T asks the Ss to answer the questions in exercise 1(a) in pairs and elicit answers.

T draws Ss attention to the picture on P7 and introduces Paul and Rebecca and asks about their perceived preferences: e.g. Do they both like watching TV? What programs do you think they like watching? T asks Ss to look at the questions in ex. 1(b).

T asks Ss to listen to the recording and to answer the questions in ex. 1(b). Ss discuss their answers in pairs. T asks individuals to report back.

T asks Ss to work on questions in ex. 2 individually first and then check their answers in pairs. T asks all the pairs to check and discuss their answers by referring to Grammar reference section Meaning and Form on P134. T provides feedback on the board. T draws Ss.' attention to the Pronunciation section on P134. T models the pronunciation and repeats it with more examples. T asks Ss to show the main stress in the relevant sentences from the text, in pairs. T asks each pair to try saying them and listening to each other. T monitors Ss and helps them when necessary.

T asks Ss to complete ex. 3(a) individually and then check the answers in pairs. T checks tasks in open class feedback.

T asks students to write three more questions as explained in ex. 3(b). T monitors the Ss, notes down the problems, if there are any and discusses them.

T writes the sentences from ex. 4(a) on the whiteboard. T draws Ss.' attention to the highlighted words first. T models the sentences orally. T draws their attention to the dots showing the stressed syllables. T asks the Ss to read the sentences out loud. T claps hands to emphasise the stressed syllables, first of the common pairs of words and, then of the questions.

T divides the class into two groups: A and B. T invites each S from group A to ask a questions from group B Ss - the questions from ex. 3(a) as well as the ones they wrote; and vice versa (B ask questions from A).