Photos on WB show things T is good and bad out and TL is elicited from Ss as, "T can play guitar. T can't cook." Sample sentences and form are put on WB and Ss are drilled in pronunciation.

More sample sentences are put on WB for Ss to read out loud to check pronunciation. CCQs ensure that Ss understand the concept. Ss complete the gap fill exercise on first HO. When completed T elicits how to ask the questions that are answered on HO.

Ss ask each other questions leading to the answers they have given on HO and practice in pairs. Once they have gotten used to the form and are comfortable with pronunciation T will introduce different verbs with visual aids to ask about their ability to perform different activities, E.g. "Can you ride a bicycle." and adjectives to describe ability such as, "Very well, quite well, not very well and not at all."

Ss are given a letter, either A or B and paired with their neighbours. Each S in the pair has a HO with a different set of visual aids and useful language. They will write out Qs to ask their neighbours based on the visual aids to practice their speaking. Writing down both their questions and answers will ensure they have a written record of the vocabulary. T will monitor closely and provide any necessary feedback on WB.

Ss are given a HO with more verbs to ask each other about, take 2 minutes to form questions and answers to them and mingle for 8-10 minutes to ask each other questions to practice their productive skills and keep them active and engaged before the speaking lesson. T will monitor and make notes of any common errors to be put on WB for students to refer to during the task.