T chests picture from "dating show" exercises. Ss have already listened to profile about Kim, so T elicits names of other two contestants: Susie and Jo.

T divides class into two halves, chests readings, and instructs one half to read about Jo, and the other to read about Susie. T instructs Ss to read the text and answer the questions from 8a individually (which they will already have). Ss complete exercise while T monitors.

T then pairs up students, one from each half of the room, based on the numbers on the backs of their HO, and has them sit together. T instructs Ss to, with their partners, read and answer the questions about each of the other two contestants. T also instructs Ss to tell their partners 2 MORE things that aren't in the questions. ICQ: Are we showing the text to our partner? (No). Are we only answering the questions, or are we also talking about two MORE things? (two more). FB: T gives early finishers sheets to put on the board in the chart, placing the correct answers in the column for each name. T briefly asks Ss if they agree. T then goes over meaning of word "journalist," as suggested in teacher's book (see language analysis).

T instructs Ss, in their pairs, to look at the board and discuss who is best for Mark. T emphasizes that they are not just going to choose randomly, but to explain WHY, based on Mark's likes and dislikes. T reviews language of "I agree" and "I disagree" by eliciting from students. Ss discuss while T monitors. Once pairs come to an agreement, T puts each pair together with another pair, to make a small group. T instructs that this group must come to one decision. Ss discuss while T monitors. T writes errors in TL on board while Ss are discussing. T then brings group together into whole class. T goes over errors from discussion on whiteboard before going into next exercise, in order to first correct, then give Ss more practice. T then asks the whole class to come to an agreement on which should be the right date. T might have to facilitate this discussion by asking individual groups for their answers and explanations, or by polling the class. T asks Ss to read the story of the date chosen by the class. T writes following questions on WB while Ss read: "Does Mark like her? Why/Why not?" "Does she like Mark? Why/Why not?""Do they want to see each other again?". T then instructs Ss to discuss the answers to these questions in pairs. Ss discuss while T monitors. FB: T quickly asks for answers to questions from whole class. Error correction from discussion if necessary.

T says "I have a friend," placing picture of friend on board. T has large version of exercise 11, which he places on board and demonstrates ticking off correct likes/dislikes, while saying "he likes...". T then chests HO and instructs Ss to do the same, with a friend that they choose. ICQ: Are we ticking off the things that WE like? (No). Are we ticking off the things that someone in our class likes? (No). Are we ticking off what our friend likes? (Yes). Ss complete while T monitors. T then instructs students, in pairs, to take turns asking questions about the other's friend. T elicits possible questions that they might use, such as "what does she do?" "how old is she?" and, "does she like...?" T asks Ss to decide if their partner's friend likes the same things as them. Ss complete while T monitors. FB: T then instructs Ss to switch partners with another pair. T instructs Ss to tell their new partner if they like the same things as their old partner's friend. Ss discuss while T monitors. If-Time: T writes errors in TL on board. T goes over errors in WC.