- T shows 2- 3 interesting pictures about weekend in order to engage ss's mind and motivate them - T elicits their ideas about weekend and let them talk about weekend - T asks them : which day do you prefer : Saturday or Sunday ? why? slides page ( 1-3)

- T shows ss a conversation video about last weekend in order to provide a model of production, but before playing ( gives the instruction before playing ) asks ss to take some notes( listening for the gist) a bout video while they are watching - T puts them into break out room to share their ideas in pairs, after that they must share their ideas as a whole class (video)

- ( Pre- teach vocab): T shows a set of adjectives to them which end with ed and some of them end with ing , - T points to the highlighted ones and asks them why ed and ing at the end of the adjectives are highlighted - T elicits their ideas and they will talk about the reason for a short time - T check the meaning by asking CCQs - T asks them to drill these words by repetition - T shows the written form to them and phonetics - T shows the stress of the words ( ECDWS) - T gives some controlled practice about adjective to do in pairs, T gives feedback to them while they are answering in the class - T shows the answer key - T plays the audio to follow the lines of practice. slides ( page 8- 21 : extra practices)

- T shows a sample of conversation about last weekends to ss, and some sample questions about asking someone's last weekend. - T repeats these sentences asks them to repeat after her as drilling - T chooses two students to take roll in the class and perform the conversation . also asks them to take note while they are interviewing each other because after interview T asks them to tell about their partner's weekend, and also T will change the partners ( swap rolls) - T says them in order to make the speaking more exciting tell a lie about 1 question and your partner must guess which one is lie during the conversation. This ‘lie’ must make their weekend sound very exciting. - T asks for ICQ - T monitors and helps when necessary, while they are working in group, and takes notes their errors -Before Sts swap roles, the student asking the questions should try to guess the lie. - When the time is up, T asks each Student A to share their answers about his or her partner in the class - T swaps rolls slides page 4 and 6

T puts students in pairs, A and B and explain that they are going to do a speaking task. Student A has to tell Student B how they spent the previous weekend. (T gets them to interview each other) - T explains that students have a limited time. but 4 or 5 minutes works well for each part of speaking( 1 Q about Friday, 4 Qs about Saturday , 3 Qs about Sunday), after each part they must talk about in the class then they will go to next part (next day)

- T takes notes their errors while they are interviewing each other - After the speaking procedure , T writes the errors on the board one by one and asks ss to correct them( in different ways correction) - T makes a list of errors on the board and puts ss into breakout room to correct them in pairs and take notes of correct version ( T asks for ICQ) - ss should share their idea in the class about correction - T asks below questions for correcting the errors by ss. -T; Can anyone correct this sentence? It has one missing word/ one word missing/ You need to add one word” “The words are in the wrong order/ You need to change the words around/ change the word order/ mix the words up”