ss review auxiliary verbs from yesterday. Ss write 3 interesting things about themselves and state them, partner must ask echo/follow up questions. E.g. I've been scuba diving. Really? Where did you go? Ss are given a minute to think of their funniest school experience and recount, T uses this to lead into topic of exams.

Vocab Encourage, force, convince, persuade, resent, end up, regret. Put on WB and leave on WB. Class split into two groups, each come up with a list of pros/cons about exams using vocab on WB. Short debate?

Ss quickly read text and choose appropriate title from 3 options, ask Ss if any of their arguments from pro/con task were in the article. Ss re-read and mark a list of T/F statements regarding the writers opinions. In pairs they discuss whether they agree with said arguments or not.

T draws table on WB and gives and E.g. for each form. Ss then go through article placing the rest of the words underlined in the correct rows. When complete Ss come and fill the table on WB themselves. Ss are then given a large number of new verbs to work with, in pairs they try to place them with the correct grammar form and are called up to place them in correct box on WB.

Simple matching task. Ss match the sentence form to the meaning of the boxed words in the article.

Ss given different gap will tasks to conjugate verbs correctly. They then pair up and ask each other the questions in the sentences they have completed. Follow up Qs desirable also.

Ss look at two cartoon pictures and try to guess what they say. They listen to track and see if they were right.

Ss listen to beginning of exam story again and follow script w. stress illustrated. They then work in pairs to work out what kinds of words are usually stressed (adj, nouns, verbs). They read the script to the next part of the story and try to predict where the stresses will fall in sentences. They then listen to confirm.

Ss are given 4 questions to discuss in groups. The person with the worst/best stories from each group can recount to the class.