T greets the students and shows two different pictures on the PowerPoint, invite Ss to guess what's going on in each picture by asking students to answer some questions about the pictures. T asks students to work in pairs and discuss over the questions and come up with some answers. Students give some answers and guess what the problem is in each picture.

Introduce the difficult words in the listening: 1- Pick someone up is phrasal verb with Pick (v) (synonyms) to take, get or bring someone or something from somewhere or (context) I always fight with my husband over whose turn to bring the kids from school. What's the verb for "bring"? Give Ss 5/10 Sec to think then say it twice first (model), then drill it. Finally write it on the board. 2- Give someone a lift is expression with a lift (n) (Description) while you driving your car, you notice a person standing a lone on a high way street in a raining night waving to you to drive him/her to the nearest bus or train station then you take him/her to this destination, what do we call this? Give Ss few sec to think then say it. Modell, drill then write it on board. Highlight stress and linking. CCQs: Have you ever give a stranger a lift? (No) Can you do this while driving at night? (Maybe) or Give a lift = Give a ride or drive someone to somewhere by your vehicle (synonyms)

Set the listening task: You're going to listen to 2 conversations try to figure out the problem in each one(listen for gist), and take notes on how the problem is resolved. I'll ask these ICQs: 1- How many dialogues are you listening to? (Two) 2- How many problems will you write or take notes? (Two) Ss listen to the record and take notes after discussing the answers with Ss. I'll spread HO1 among Ss to fill-in the gaps and they will listen again (listen for specific info.) I'll ask ICQs: 1- How many sentences you should gap-fill? (Four) 2- Are they ordered by speakers in each picture? (Yes) I'll play the audio and monitor and I might play it one more time if Ss were struggling to answer. I'll ask them to check in pairs, then nominate for feedback.

I display the answer key on ppt as the TL is color-coded. I ask Ss CCQs to elicit the meaning: 1- Does the speaker decide to do the action at the time of speaking or beforehand?(At the time of speaking) 2- Is this instant/quick decision or planned decision? (Instant decision) 3- Is the speaker offering something to do with other person?(Yes) After eliciting the meaning from the students, I draw Ss' attention on the form of the TL, then I write the form on the board. They will be seeing it on board as a written-record with highlighting the form. Model and drill the contraction form ('ll) and clarify the pronunciation, stress and linking within plenty of sentences.

I'll distribute HO2 in which students need to write full sentences giving instant decisions and offers to each situations by using (will) with the best answers. First, they answers individually, then checking answers in pairs. I'll display answer key on ppt as OC feedback.

I'll ask Ss one by one to pick up one of folded cards (I created as prompts and put them as one set for each table) such as "I've forgotten my pen", ask each student to unfold the chosen card, read what's written loudly then the rest have to respond with an offer or instant decision. I'll do some open pairs as demonstration, ask Ss to start the activity, monitor. Get linguistic and content feedback from their responses. Correct their errors anonymously on board after praising the ideal ones.