T will start the lesson by asking the Ss to guess the word for the lesson. She will have five photos and will use them as clues. T will show the first photo, and elicit words from the Ss. T will show the second photo to elicit more words from the Ss. T will continue to show the Ss one photo after another, until the word is guessed right. The Ss' goal is to guess the word for the lesson before the five photos are shown. After the word "gladiator" is guessed, T will have the Ss discuss a couple questions in pairs: 1) Who are gladiators and what do they do? 2) Where are gladiators from and when did gladiators exist? This is to generate background knowledge on gladiators. From this exercise, T will gauge whether the Ss understand what a gladiator is. If they do not, T will explain more clearly what a gladiator is. After Ss discuss in pairs, T will ask some Ss to share about gladiators.

T will explain to the Ss that they will hear a conversation about two friends. From the listening, T will pose a question (pg. 38, ex.1): What is the link between their conversation and the photo below? After the Ss listen to the listening once, T will direct the Ss to discuss the question in pairs. After a couple minutes, T will call on one Ss to answer the question.

T will have the Ss read ex. 2 before playing the listening one more time. After Ss are done reading, T will play the listening. Ss will then check their answers in pairs. Then, T will go over the answers with the whole class. T will write the answers on the WB herself (to save time).

T will direct the Ss to ex. 4 and have the Ss work in pairs to discuss the two questions. After a couple minutes, T will ask a couple Ss to share what they've discussed in their pairs. Note: this exercise will be omitted if time is running out.

T will have the Ss do ex. 1 (on pg. 39) in pairs. From this exercise, T will get a better understanding on where the Ss are at in terms of understanding present perfect and past simple. However, after the Ss are done working in pairs, T will write the answers on the board. But before T goes over the answers, she will prepare another exercise to help the Ss learn and understand these tenses (see next stage).

T will have Ss work in pairs again. This time, she will pass out a worksheet with a table on it. Along with the worksheet, there will be functions cut up individually. Ss will need to put the appropriate function in the table (the table is divided into two sections: 1) present perfect, 2) past simple. After the Ss finish, T will post up the answer key and go over the different functions quickly. With this answer key, T will go over the previous exercise's answers, explaining which function is shown in each answer. T will utilize CCQs based upon these functions.

T will have the Ss do ex. 2 (pg. 39) in pairs. After Ss are done, T will write the correct answers on the board. She will then go over each answer one by one, asking Ss which function is being used. T will utilize CCQs to correct any errors.

(Taken from Amy Tates' game) T will demonstrate the game on the WB. She will post up the chart that every S will get. T will fill in the chart accordingly, and will ask Ss which present perfect questions she will ask, and which past simple details she will write. Then, T will handout the chart to all the Ss and give them time to mingle and find people who have the same experiences. After a couple minutes, T will ask a couple Ss to share about the things they found interesting about their fellow classmates. This will help Ss practice saying the present perfect tense and past simple tense in third person.