The T asks students if they remember Nadin and elicits answers to the questions: Who is Nadine? - She is Carol's friend. Where is she now? - In the cafe. The following questions are written on the board: Where does Nadin work? - She works in the mobile phone shop. What does she do in the week? - She studies English and Italian. Where does she live in Manchester? - She lives near the University. What does she do in her free time? - She plays tennis and goes to the cinema a lot. To elicit the answers I stick the pictures on the wall.

T suggests Ss to have a look at the questions on the board and elicits answers to work out the meaning. What types of sentences are they? - questions. Are they yes/no questions or Wh questions? - Wh- questions. What question words do you know? - where (Where is used for a place), what ( what is used for somebody or something), when (When is used for a time or date), why (why is used for a reason). (Then T highlights the form: What is "does"? - the auxiliary verb. Does it have meaning? - No. (Pointing at words:Nadine, she) What is it? - A subject of the sentence. (pointing at the main verb: What is it?) - Main verb. Is there 's' in the main verb? - No. Why? - T shows draws an arrow from the main verb to 'does'. Is there 'does' in the sentence with the verb 'to be"? - No.(example: Where is Nadine now?) T shows the form on the WB: Wh+does+subject (he, she, it)+main verb....?

T draws Ss' attention to the questions and takes the question words off the board and have these questions left: Does Nadine work at the weekend? Does she live in Manchester? Does Tom know Nadine? Does she like Manchester? Look at these sentences. Are they questions? - Yes. What type of questions are they? - Yes/No questions. Why? - Because there are only two possible answers: 'yes' or 'no'. T highlights the form of the yes/no question: "Does+subject (he, she, it)+main verb..." T asks students to give short answers to these questions in pairs (1-2 min). Then T checks up the answers and writes them on the board. When all the answers are written, students check whether they were right or not. T writes short answers on WB: Yes, he does / No, he doesn't. Yes, she does. / No, she doesn't.

T highlights again the forms of wh-questions and yes/no questions and then she asks Ss to do ex.4 d) in SBs at page 41. We use 'does' with he, she, it. We use 'do' in questions with I, you, we, they. Do we use the main verb in short answers? - No. T aks Ss to listen to questions and short answers in ex.5 and mark the sentence stress. Ss do it on their own. After listening T checks that Ss pronounce 'does' correctly in the questions. Then Ss listen to the recording again (if necessary , pausing after each question or short answer for Ss to repeat the answers). Is 'does' stressed in questions? - No. Ss do ex. 6. Do we stress only important words? - yes ( the words, that carry the meaning): question words (where, what, etc), names (Tom, etc), verbs (live, etc), and nouns (week, etc). Grammatical words such as articles, prepositions and pronouns are usually unstressed in natural spoken English. Ss practise questions with the correct stress and pronunciation.

Ss do ex 7 in pairs as shown in speech bubbles. While Ss are working, T is monitoring and checking the questions with the correct stress. T asks to read the questions and answers in pairs with the correct stress and intonation. If there are errors, draw Ss' attention to M,F,P.

At this stage Ss will practice speaking (ex.8). First the T groups Ss: 'A' and 'B". Then T shows the picture and says that the woman in the picture is Nadine. She instructs Ss to fill in the gaps in the questions about Nadine's routine and to use only 'does she' and the correct preposition. The first question is written on the WB to give an example: What time___ ____ get up ____ the week? Next T gives out the handouts with one task for 'A's and another one for 'B's. Students do the task on their own first, then T checks only the words they need to fil in the gaps, so that the students don't hear the questions they are about to be asked. Answers for 'A' and 'B's are the same. Then Ss work with their partners, A asks questions to B, B looks at his picture a)-e) and answers the A's questions. T reminds Ss to use short answers where appropriate. Then Ss swap their roles,exchanging the cards and this time student B asks questions 1-5, student A looks at pictures a)-e) and asnwers her/his partner's questions. While Ss are working, the T starts writing numbers (1-5) and letters a)-e) of the answers on the WB to be ready to write the answers on WB. If there are errors, the T elicits the correct answer from Ss and if possible the rule.