Show TP 6 PPT, Slide 1. Script: Look at the pictures. (Point the pictures) and look at the questions. Please read them. (point questions and give students time to read the questions) Now, discuss these questions in pairs. You have 4 minutes. Feedback: Who had different ideas about the pictures? Who had similar experiences in their childhood?

Script: You will listen to three people. When you are listening, pay attention to these questions. (Show TP 6 PPT/ SLIDE 2) Play the recording. (02:35) Questions: 1. What is the topic of the conversation? 2. Do the speakers agree or disagree with each other? Post-listening script: Discuss your answers with your friends. You have 2 minutes. Monitor students. Show the suggested answer. (TP 6 PPT/ SLIDE 3) Feedback: Any different ideas? Elicit ideas if there are any disagreements.

Script: ( TP 6 PPT/ SLIDE 5 Conversation Box)You are going to listen to the same recording again. This time focus on the language and complete the box. (Chest "how to manage a conversation" HO.) Read the sentences before. (Point the blanks where you want the students to fill in) You will work alone. Distribute "how to make a conversation" HO. ICQs: Are we focusing on every detail? (No, Just the language) Are you working alone? (Yes) Play the recording again. Observe students carefully, repeat only the relevant parts of the recording if needed. (05-24 secs- 00:30-00:40 secs-01:22-01:51 secs- 02:25 secs) Students check answers in pairs, then as a whole class using the answer key. Script: Let's have a quick vocabulary check. (Show TP 6 PPT/ SLIDE 6, Chest vocabulary HO) Together with your pair, look at the pictures, read the sentences and circle the correct answer. You have 2 minutes. Check whole class using the answer key.(TP 6 PPT/ SLIDE 7 Vocabulary ak ) Script: Now, I am going to read these sentences. (TP 6 PPT/ SLIDE 8 )Please listen to me carefully. Say the first sentences as a statement you firmly believe and the second in a more tentative way using a wider range of intonation, dragging out words a little more and pausing between words. Sentences: Only children are lonely Parents are very strict on the oldest one. CCQs: Which statement do I feel more confident about? How do you know? (Elicit how we use our voice to convey we are tentative/sure about things)

Script: I will play the recording. (00:59) You will listen to 4 different statements. Listen and decide which statements are more confident and which statements are more tentative Please take notes. (listening 1.5) ICQs: Are we only trying to find the tentative statements? (No, tentative and confident ones) Are we taking notes? (Yes) Post-listening/ script: Discuss your answers with your pair. You have 2 minutes. (Show the statements TP 6 PPT/SLIDE 9 Intonation statements) Show answer key. (TP 6 PPT/ SLIDE 10 /Intonation Listening ak) Practice saying these sentences with your partner with a similar intonation. (3 minutes) Distribute intonation and discussion handout. (folded) Script: Please unfold your paper. Look at these questions. (Point to the questions, keeping the HO on your chest) Use the language from how to box. (Show slide 5 again as a reference) You have 7 minutes. (could be extended if time allows)Work in groups of 4 and discuss them.(depends on the number of students, if the number of students is uneven, T. can assign the groups) ICQS: Are we discussing about the things in "how to... box"? (No, we use the language there to discuss these five questions) Are we discussing in groups? (Yes) Questions: 1. Parents tend to be stricter with their firstborn children. 2. Middle children have the worst time. 3. Younger children are usually spoilt. 4. Only children tend to be self-sufficient and not need many friends. 5. We are attracted to people who are born in the same position within the family. Monitor students while they are discussing. Take notes for the feedback stage.

Delayed error correction Do speaking error correction on the board. Elicit answers.