T shows Aerosmith pic and tells Sts to discuss it in pairs. They should think about WHERE it is and WHAT is happening. T elicits details about pic and writes a few details on WB (ie. concert, band, rock music) T clarifies any vocab related to music and fame that comes up T models question and elicits answers from a few sts. "Have you ever been to a rock concert?" T writes model question on WB.

T models sentence and indicates to sts to listen to HOW they speak. "Have you ever been to a rock festival?" T elicits model sentence from a few students. T models "Have you ever been to a rock concert?" and students repeat (choral drilling). After a few reps of choral drilling, T elicits sentence from a few (3/4) sts individually. If pronunciation seems correct and confident overall, activity finishes, if not T may break down drilling into smaller and smaller pieces before eliciting entire sentence from individuals and/or repeat process with all or any part of the sentence.

T gives example of present perfect question ("(Have) you ever (met) anyone famous?") and past simple answer ("Yes, I (Have), actually.") on board, elicits correct answers to demonstrate activity. T "chests" HO to indicate to fill-in the gaps as demonstrated. T uses ICQs to make sure students understood instructions: Are we working alone or with a partner? Where do we find the verb we need? Sts work in pairs to fill in the gaps. T plays listening R4.5 and sts check answers (listening practice - listening for details). Sts discuss answers in pairs. T checks answers during WCFB, eliciting from students and doing error-corrective feedback.

T models sentence "Have you ever met someone famous?" and gestures to it on WB. T plays listeing R4.5 again and sts listen for pronunciation. T elicits sentence from sts. T models again and draws on WB (different color) the pronuniciation: "---/w/---" T leads choral drilling, breaking down into parts as needed. T elicits a few individual drills. T ends activity with choral drilling of whole sentence.

T models activity by showing card: "miss a plane", elicits question form from Sts. (Emphasizes 'ed' as in "missED" as reminder to conjugate verb.) T may choose to model a few different examples to make sure sts are able to accurately produce language. T "chests" HO, indicating that Sts will work in pairs, ask questions, answer questions with extra information. ICQs: "So will you answer with one word?" (No, give extra info) "Will you both ask questions?" "Will you both answer questions?" T hands out activity. Sts work in pairs. WCFB: T does error-corrective FB by writing a few common mistakes on board, eliciting correct answers.

T writes model question on WB: "held a snake" T elicits Q form from students: "Have you ever held a snake?" and asks Sts. T explains that she has held a snake and says "I have held a snake" Sts write 3 sentences about things they have done. T reminds sts to keep them secret. ICQs: Will we work with a partner? (No, because it's a secret!) Will we write the same thing 3x? (No, 3 different things) (3-5min) T collects sentences from Sts, mixes them up and hands them back out randomly, FACE DOWN! Sts do not look at their paper! (USE ICQs to CONFIRM!) T demonstrates with ex: reads paper out loud and asks a few students "Have you..." Upon finding correct sts. T mimes writing name on paper T asks "extra info" Q (ie. When, why, how?) and mimes writing extra info on paper. On WB T makes 3 columns: Name/Sentence/Extra info as reminder for what students will write. (2 min.) T explains, after you find your person and have a conversation, get a new paper from me. Ok, everybody up! T indicates Sts can read their papers and start activity. (7-9 min.) (expandable/shrinkable depending on time) T ends activity when time is up or papers are finished by eliciting examples from Sts. (1min.) T does WCFB (error corrective) (3min.)