1. Greet the students. 2. Set the context: Show the students a picture of someone bored at work (on the ppt). 3. Ask them: - “Where is he now?” (In the office, at work…). - “How does he feel?” (Bored, unhappy…). - “What is he thinking?” (To leave work, to have a break…). - “Is he waiting for something?” (Yes, the weekend, the holiday…). - Now, what about you? Do you like the weekend? I know that you come to class every Friday and Saturday but what about the evening? What do you do after the class? - Ask your partner about their weekend activities? And let them ask you. - Demo: A: So, Ahmed what do you usually do in the weekend? B: (I play football…) A: Oh, right! Who do you play it with? B: (With my friend Ali). What about you? …. - Content FB: Did you find someone who does a similar activity as you? (Communicative purpose of the task).

A: (Listening for gist) ex. 3a: 1. Look at the pictures. 2. (Point at picture no.1): - How many people are in this picture? (two). - What are their names? (Tim and Emily). - (Point at the two texts under the photos): What’s this? (an email) – and what’s this? (a Facebook post). Do you know who is the one sent it? (No). Listen to match the speaker to the message. 3. Now, read them silently. (Give ss 30 seconds to read). 4. Listen to the track to know who how was the weekend of each speaker. - While listening take notes of what they did. 5. Play the 1st part. (Monitor. Just to make sure that they are on the task). - Give them time to do it individually. - Pair check. - Feedback. 6. Demo with them. “What did Emily say A or B?” (B). And Tim? (A). 7. Move to the 2nd picture. - How many people are in this picture? (two). - What are their names? (Rachel and Simon). - Read the sentences in the two boxes. (Give them time to read). - Listen to them talking about their weekend. Take notes. - Play the track. - Pair check. - Feedback.

B. (Listening for detail): ex 6a.: 1. Listen again to complete the missing parts in these questions with (did), (was) or (are). ICQs: - How many words are you going to write here (point at the gaps)? (1 word). - Are you going to write names of people? (No). - Are you going to write (did, was or are)? (Yes). 2. Read the questions first (give them 30 seconds to read silently). 3. Let’s do no.1 together. 4. Play the audio track. Stop it when the answer of no.1 is mentioned. 5. Give them time to answer. 6. Pair check. 7. Open class feedback. 8. Play the rest of the track. 9. Pair check. 10. Feedback. Ex 6b: Now, read the situations in this box (point at ex. 6b) and think which questions from this box (point at ex 6a) are you going to ask them. You can ask more than one question. - Demo: Read the 1st one first. What will you ask “someone who was ill (tired/ sick) at the weekend”? (What was wrong?) and (Are you okay now?). - Give them time to answer. - Pair check. - Feedback - Do the rest with your partner. - Give them time to answer. - Feedback. MPF: M: (on the board): “Where did you stay?” CCQs: - What will you answer with? (a place). - Do I want to know more about what you say? (Yes). - Do I care about you? (Yes). P: (on the board): “Where did you stay?” Before highlighting the phonological features on the board, move away from the board and ask students to listen to you pronouncing the model WH-question correctly. Anchor yourself in the middle of the classroom and face the students. 1. Grab their attention and let them focus. 2. Listen to me: “Where did you stay?” (x3) Focus on the: - falling intonation of the question. - the /dj/ sound uttered when pronouncing (did you). - the schwa sound when pronouncing (you) in the connected speech. 3. Choral drilling. 4. Group drilling. 5. Individual drilling. 6. Highlight the phonological features on the board (with a different color marker). F: Using the fingers: (Thumb: where, index: did, middle: you, ring: stay) - “Where” is the question word. - “Did” is the auxiliary (helping) verb. - “You” is the subject. - “Stay” is the main verb. Write the form on the board. Where did you stay? Wh-word + AUX v. + Subject + Main v. ? Change the subject to check SVA. Where did (she) stay? Where did (he) stay? Where did (I) stay?

Ex 8.a: Now, think of what you did at these times (last weekend, last week, ….) and write notes not sentences. So, Mostafa, what did you do on Monday? (went to work, played football, etc.) Write these notes on the lines here (point at the lines beneath). ICQs: - Are you going to write sentences? (No, just notes). - Are you going to write about your friend? (No, about myself). Go ahead. - Monitor.

1. Students will be grouped into A and B and will be working in pairs. 2. Each one form A is going to ask one student from B will take turn in asking questions and follow them up with other questions to keep the conversation going. 3. Each student will ask at least two questions for each time: last weekend, before coming to class and so on. And then they will be the one answering the questions. 4. When the pair finishes they move to other people to ask. 5. Divide. Nominate. Demo. 6. How many questions are you going to ask for each person? (two). 7. What will you do when you finish asking X? (they ask us). 8. Monitor (and make sure they mingle).

Content FB: - So, Ahmad, what did Ali do in Friday evening? Was it interesting? - Toaa, who went to work in the weekend? How was it like? - Shaaban, what did your friend do last week? Who did he go with? - Mohamed did you find someone who did the same activity last week as you? Linguistic FB: - Praise correct language. - Ask them to correct faulty language. Wrapping up (if needed/in case we have time to do so).