I will attach some pictures to the board of people who are having a date. To elicit the word "date" I ask them several question: Where are these people? What are they doing? Are they sad? At the same time I attach to the board 4 cards with letters "d", "e", "t" and "a" to help them to guess the word "date". CCQs: Do a boyfriend and girlfriend have a date? Do we have a date in the morning or in the evening? Who usually pays, A man or a woman? One of the students will come up to the board and "unjumble" it.

The students will read the text about Mark who is in the TV game show and find 4 things he likes and one thing that he doesn't like. I chest the text and give them detailed explanation of the task. I will ask them to underline those things that they must find. They will have 2 mins for reading. They check their answers with their partner.

I chest the sheet of paper with the task the students are going to do. In this task they must match Mark's questions with Kim's answers. ICQs: Are you going to match questions and answers alone? - Yes. Are you going to check your answers with you partner?- Yes. They work individually first. Then they check their answers with their partner and then they will listen to the CD for final check. While they matching I go around the class to see if they are in the right track. CCQ: Are you going to listen an check you answers? - Yes

Before we start filling the gaps in Ex. 7a I ask the student to underline all does/doesn't that they can find in matching task. As soon as they ready I give out another sheets of paper with grammar table and they fill in the gaps. It's a pair work. I'll will around the class to check their answers. To check what they've understood I will ask following CCQs: When do we use does? - When we have question with he, she, it. If the question starts with Why,Where,What,When what do we have in the second place? - does(I use my fingers). Then I pay there attention to the 7b. There are 2 empty lines in this table so we are going to fill them in using questions 4 and 6 from Ex, 6a.

I have prepared cards with a verb or phrase on them. I will show cues and the Ss construct a complete question and an answer. During this activity we may pronounce the sentences very loudly (screaming) and whispering. We probably will have a lot of students and I can divide them into three groups and they can compete with each other like which group is louder, for example. I am not sure but it might work.

On the walls around the classroom there are strips with right and wrong sentences. I divide the students into red and green groups (according to the colours of strips). The WB is also divided onto two halves. Students work as teams and they must find right and wrong sentences, stick them on the board in the right column and correct the wrong sentences. Then green team check the red one and the red team check the green one. ICQs: Team green what colour are your cards? Do you attach them on the board in the correct column? Do you correct the wrong mistakes?

As for freer practice I have a task from the face2face teacher's book. I divide the class into 2 groups A and B. Each group has its worksheet. Within their groups they work in pairs. They must read the text and fill in the gaps in the questions. Then I give them the answers to these questions. I regroup the students so they can work in pairs A-B, they will ask the questions that they have just filled in and find out the missing information in the text. It's a challenging task but if instructions are good it may work. ICQs.Team A, do you work in pairs first? - No Do you fill in the gaps with your partner? - Yes Do you check your answers as a group? - Yes