I'll ask students to select three people from the class that they know something about and write their names on a piece of paper. In pairs, ss talk to each other about the people they chose.They can alk about (age,nationality, any interesting information they know about).

I'll pre-teach vocabulary first through asking concept questions to check that ss know the difference between the words. and then I stick these words on the board. I drill the words with the class(choral driil then individual drill) .I should make sure they have the stress on the right syllable. I put a photo of Becky Fleming on the board and ask ss to guess her job, age, nationality. Then I add the other 4 names around Becky's photo on the board. I tell student they're going to listen and decide on her relationship with them. ss answer individually then check in pairs then I check the answer with the whole class. Ss read questions from 1-4 then I ask them to listen and answer individually then in pairs and finally I check with the whole class. I give them handouts and ask them to write their names in the middle and the names of 4 people they have relation with around their name- like the exercise above- . In pairs, they talk to each other about their relationship with people in their handouts.

I write six names on the board including my name and a famous person. I ask ss to work in pairs and discuss the connection bet. me and these people. then I elicit the guesses from ss and at the end I tell them the connection bet. me and these people. I write 'six degrees of separation' on the board and ask ss if they know anything about that theory.. I can use the quote on p.11 to illustrate it. Ss do exercise 2 they can check in pairs. For a whole class feedback, I can have the names on the board and ask them to come up and draw the answers. Ss then so exercise 3. I can check in pairs then with the whole class.

I write 'I'm still --------------- with a woman I met when I was at university. we phone each other every few months. I elicit the missing phrase and then elicit any phrase they know with 'touch' . I give them handouts and ask them to work in pairs and match each phrase tothe meaning. I check wth the whole class.

I revise present simple with ss. to ensure they know it, I give them an exercise to solve individually, then they check in pairs and then a whole class feedback. I illustrate through examples the position of adverbs of freqency and time expressions. I give them an exercise to answer individually, then in pairs and finally I check with the whole class.