Write the vocabulary you will introduce on WB, then when the class begins sit down in a chair and level yourself to the sts. Tell them that you will gossip with them a bit and grab their attention. Talk about what kind of partner you had in an unsuccessful relationship, using synonyms and antonyms and the words you wrote on WB. Let them make comments and find the meanings of the words or similar words for you. Keep TTT as much short and simple as possible. Then go to the WB and ask students what they look for in an ideal partner/friend. Encourage them to use the words on WB and encourage them to tell new words.

Chest the worksheet and show them the people's faces and distribute the HO to the class. Ask them what they think the people are like. Then tell them to listen to these six people talking about the qualities they look for in an ideal partner. Ask instruction check questions (ICQ). The listening will take about 1 minute and 17 seconds. Then ask sts which person is most/least like them.

Draw the attention of the sts to the WB and write these two adjectives: considerate, considerable. Tell them that they look very similar but have different meanings. Exemplify the words by using in sentences.

Pair the sts, focus their attention on exercise 2 and explain the exercise as clear as possible. Tell them that they are going to fill the first column with the underlined words in Exercise 1. Explain further that they should find the matching meaning of the words on column 2. If they are unsure, tell them to check the opposite of the words from Exercise 1 from column 3. Don't forget instruction check questions (ICQ) and concept check questions (CCQ). Tell them that they could use their dictionaries. Tell them to check each other's answers. Check the answers shortly e.g. "b is x", "c is y", etc.

Introduce the 3rd exercise, tell the students to write down 6 most important qualities they look for in an ideal partner/friend. Give them a short time limit (i.e. ~30 seconds), then tell them to all get up and walk around the classroom and compare their lists with others to find the most similar list to theirs.

Group the students. Tell the students to look at the first pronunciation exercise at the end of the HO. Tell them to listen to the track, pause after each word and pick someone random to repeat the word correctly. Track takes about 53 seconds, with the pause it could sum up to 2 minutes. Correct their spelling, if needed. Tell them to listen again and tell them that you will not pause after each word, so they should listen carefully. Tell sts to underline the stressed syllable of each word. Tell groups to check each other's answers. After the exercise, ask random students the spelling of some words.

Tell sts to look at the words in Exercise 1 again and ask them to repeat the words aloud after you and let them decide which ones have more syllables. Explain further that each option has only one word that has more syllables than the others, if necessary. Then play the track and check their answers. The listening track takes 17 seconds.