I'll greet the students with a warm smile. I'll ask the kids about their favorite hobby. (Drawing, reading, origami, scientific experiments.) I'll say now I know that you like travelling and all of you have travelled some were. Can you please tell me about something that is acceptable or not acceptable where you travelled? I'll model by saying some examples: Showing affection in public is inappropriate. It is rude to cut in line. You should be careful not to eat in the street. Students will raise their hands to answer. We will take turns until all students have answered. I'll compliment the students on their wonderful answers saying you are such brilliant students.

Language Analysis: Eliciting the Rule: Teacher writes some of the sentences the students came up with in the lead in on the board to show the pattern of verb +ing and to +verb, Teacher asks the students about the verbs of the sentences and marks them. Eating food on a subway or bus is bad manners. Showing affection in public is bad manners. People might stare at you for walking around barefoot It is rude to cut in line. It is acceptable not to tip cab drivers.

• Using Exercise 1C, I'll ask the students to choose the correct verb. Students can use the comments mentioned in the short texts. They have got 4 minutes. They have to work in pairs. ICQS: Are you going to choose the correct verb or rewrite the sentences? )Choose the correct verb) How many minutes do you have? (4 minutes) Are you going to work in pairs or individually? (In pairs) Answers: Cutting inline is bad manners. You might offend someone by standing too close. You can offend your host by not taking off your shoes. It s polite to bow when you meet someone. It is customary not to tip cab drivers. • I'll use these sentences as marker sentences. I'll repeat saying the sentences a few times. (Teacher drills the structure) • Then, I'll ask the students to repeat the sentences after me. (Choral drilling) • Then, I'll choose a group of students to repeat the sentences together. Teacher: Ahmed, Amira, Amal and Adel, read the sentences again, please. • Finally, the students repeat the sentences to each other in pairs. Teacher: Ahmed, repeat the sentences to Amira. Amal repeat the sentences to Adel. • Then, the whole class repeats the sentences altogether

1) Meaning: • Ill clarify the structure of the verb +ing and to +verb through reading the rule from the book p.25. (Affirmative and Negative) Structure: Form • verb + -ing as a subject Eating in public is bad manners. Not shaking hands is impolite. • verb + -ing after prepositions You can offend people by eating in public. People might stare at you for not wearing shoes. • to + verb after It's . . . It's bad manners to eat in public. It's impolite not to shake hands. • Position of not Not precedes the word it negates. Be careful not to point at people. You can offend people by not bowing. Use • Verb + -ing is often used as a subject. Eating in public is bad manners. ( = the act of eating) • Verb_+ -ing is the form of the verb used after a preposition (e.g., You can offend people by eating in public.). This is an important rule in English for Ss to know. • It is possible to use to + verb as a subject (e.g., To eat in public is bad manners.). However, in many cases, it sounds much more formal than the gerund (verb+ -ing) and in some cases, a little old-fashioned for conversational use. The use of It as an "empty" subject followed by to+ verb is much more commonly used (e.g., It's bad manners to eat in public). • Not generally comes before the word it negates. Changing the position of not will often change the meaning of the sentence. It's acceptable not to tip.(= It's OK if you don't tip.) It's not acceptable to tip. (= It's not OK to tip.)I

Students are given an exercise to apply the grammar rules. It’s exercise 2A p.25. The exercise asks the students to complete sentences about eating at restaurants using verb +ing or to +verb.. They should work in pairs and they have 5 minutes. ICQs: Are you going to complete the sentences or correct them? (Complete) Are you going to work in pairs or individually? (In pairs) How many minutes do you have? (5 minutes) Answer: 1- to take 2- to call 3- Arriving, not showing 4- to sit down 5- to complain 6- for not paying 7- Talking, taking 8- not leaning, giving 9- Asking 10- not to thank, not saying

Task 2B is considered semi-controlled practice. Students are required to discuss the statements they answered in exercise 2A (if and come up with additional etiquette advice. It is considered semi controlled because the questions have more than one possible answer, Yet, they still depend on the students’ opinions. Students have 5 minutes. They should work in groups. ICQs Are you going to state your opinion or rewrite the sentence? (State my opinion) What will you do next? ( Come up with additional advice) How many minutes do you have? (5 minutes) Are you going to work in pairs or in groups? (In groups)

I will ask the students to do exercise 2C, it is considered freer practice as it allows the students to express themselves freely. The students are given some situations and are asked to come up with some etiquette advice for these situations. Students will do this exercise in pairs and they have 5 minutes. ICQs: 1- Are you going to give advice about what to do in these situations? (Yes) 2- Are you going to work in groups or pairs? (In pairs0 3- How mny minutes do you have (5 minutes)