Greet the students by using a wheel of names to ask how they are feeling. Then depicting 6 photos quickly trying to elicit from them to guess the topic. Once the context has been set, I will make sure that their prior knowledge along with the schemata would be activated through an engaging physical game. They will be divided into 3 teams and the black board will be divided as well. A piece of colorful chalk would be handed to the very first person from each team on the front row. I will play music then they will run to the board writing one word about "free time activities". ICQ: How many words will you write? One word. ICQ: What will you do next? Pass the chalk to next team mate. The game is called "run to the board".

They will be either working on their own or with a partner competing Ex.1 on page 14 where they will have to match 12 collocations (verb + noun) revolving around pastime activities. (Peer check) Then we will listen to the designated audio track checking the responses as a whole class feedback. They will be assigned exercise 3 to complete and then the text which has been turned into visuals will be displayed on the screen (the answers will be checked).

The word "diary" will be elicited from them through an engaging game called "What's in the box?" then they will be shown a diary they will be completing some sentences (filling the gaps) about Felix's diary. They will check together then I will offer linguistic scaffolding putting them in pairs to ask more questions concerning his diary.

The lesson will be wrapped up with a "mingling activity" where they will be handed a handout containing "find someone who...". They will be given ample time to use the target language asking several peers in the classroom. At the end of the lesson we will collect some interesting points they have found out about each other (the ultimate purpose is to promote the sense of collaboration and personalize the topic). Feedback on the content (asking for report) and the language.