Ss will think of something they did; last weekend, have been doing for a long time, do every week, were doing at 9 o'clock last night. They then group up and tell each other, explaining to the class afterwards what their group mates did at the weekend. Encourage other questions to stimulate more conversation.

Ss are given sentences containing 3 pieces of vocab. to do with education. In pairs they discuss the difference between them. T asks them to explain what they think the differences are. FB and definitions are given on WB. Ss then complete crossword to ensure that they have vocab firmly in mind. Ss then choose words that apply to themselves or people they know. E.g. My sister is an undergraduate. They will then in pairs read these Qs and answer follow up Qs. E.g. What does she study?

Ss are put in 3 groups, with one person from each group as secretary, each group is given a statement to discuss for a few minutes. They then explain why they agree/disagree with their statement. Room for debate in class in general. Do they agree/disagree? Why/why not?

Ss listen to track and answer general Qs about who says what on HO.

Ss will be given a gap fill HO, listen to extract again and fill spaces with the correct words used in the dialogue. Listen twice if needs be. FB on WB and ask CCQs with reworded Qs. E.g. How long has tony wanted to do a masters? Ages. How long is that? A long time but we don't know for sure. Ask Ss whether an online degree sounds better based on what they heard in the dialogue and if it changed anyone's mind after their earlier discussion.

Ensure Ss are clear on what auxiliary means. "Helping word," allows us to change the tense of a word. Am going, was going, will be going, do go, have been etc. In pairs Ss look at the blue sentences in the gap fill and decide which form they are in. E.g. I've wanted - Present perfect. Ss work individually to work out which is which and WCFB is taken with definitions clarified using timelines if needs be.

Ss are grouped and given a set of cards with grammatical forms on one set and a tense on the other. Ss match the forms with their correct titles and explain why. WCFB on WB after.

In pairs Ss match words highlighted in pink in the dialogue to their use on a separate HO to highlight the other uses of auxiliaries as question tags, emphasisers, short answers, avoiding repetitions etc. To check comprehension of common use of auxiliaries Ss are given a HO of Ex. 3. from the workbook. They must complete a dialogue from the list of auxiliaries provided below and conduct the dialogue in pairs. FB checks answers with T.

Point out to Ss that many auxiliaries feature contractions when spoken. Ask for any they know off the cuff. T reads the sentences from listening Ex. 4. Ss write down each sentence as they hear it. In their pairs they then discuss which auxiliaries are contracted and tell class.

In pairs Ss are given a topic and told to create a short dialogue about it using auxiliaries in 4/5 different ways. E.g. for emphasis, questions, short answers, to avoid repetition etc. If there is time, Ss can be grouped and perform their dialogues to each other. One half of the group having to guess what relation the people talking are to each other.