-T shows the newspaper and uses gestures to indicate what she does every day (read the newspaper) - T tries to elicit the topic (vocabulary collocations in a context of a daily routine) from the student

-in Ss match pictures (TsBk p189) to phrases given -Ss walk around in groups and look at each other's work and correct if they find it necessary -Ss come back to their own table and find the answer to the exercise under the table (there are two envelopes, one is with the wrong answers, the other is with the right answers, Ss choose according to the right phrase match on the envelope, the one with the right phrase is the envelope with the right answers) -Ss check their answers -while Ss regroup the T shuffles the phrases and pictures and takes two pictures off each table and puts them on the wall -Ss have to match the phrases to the pictures again, Ss put the missing phrases on the board -T points to the pictures on the wall and Ss repeat the phrases -T says a word (a half of a phrase) and Ss finish then they repeat the whole phrase again -T focuses on pronunciation of words 'tidy' and 'charge'

-T focuses on the second activity (grammar and vocabulary collocations) -T points to the three given pictures (3 women with different occupations-a doctor, a writer and a businesswoman) on the board, and 3 possible topics of the story (daily routine, holiday, free time activities) and gives instructions to the Ss to do the reading for general information activity -Ss have a minute to skim the text -in groups Ss discuss the possibilities of the topic (daily routine), and who the person is (a writer) -Ss come to the board and point to the picture their group has chosen and circle the topic their group has chosen -T emphasises the vocabulary collocations and focuses on a verb-noun connection, using objects (a fork and a spoon) to help the students understand how close and together they need to be -T writes a collocation 'read the newspaper' and underlines a verb and elicits from the Ss what that is grammatically (a verb), T does the same with the noun -objects: spoon-noun, fork-verb -T shows a spoon and points to one of the picture on the wall and elicits the answer from Ss, the need to add a verb -in pairs Ss now do the gap-fill activity -group check -Ss put the pictures in order of a story on the board -WC check -Ss practice the vocabulary learnt in the previous task by playing a card game: T arranges the cards face-down (each card has a half of a phrase-a noun), S chooses one card randomly and tries to say the whole phrase. Ss take turns and give each other a point for every correct phrase. -T monitor and corrects if necessary -Report - T writes the wrong collocations on the board, Ss correct (WC)

-exercise 3 (TsBk, p189P) -in pairs Ss tell each other what they do every day by using the vocabulary collocations previously learnt, and write the answers into the exercise provides (a gap-fill) -Ss play 'Find someone who...'- Ss walk around and ask each other questions based on the answers they have gotten in the previous activity and try to find someone who does the same thing and when they do, they stop and stay by their partner's side. -Ss report to the teacher

-Ss are divided into groups of four (4 different colours) -Ss individually write the paragraph similar to the one from exercise 2 (gap-fill), only they write 7 sentences -Ss write no names on their paper -T takes the Ss' paragraphs and shuffles them and puts them on the wall -Ss guess who each paragraph belongs to (within the group) -T monitors -report -T focuses on the writing mistakes the Ss have made and emphasises the good work as well