1. Conversation objectives: -Providing students with language comprehensible input -Presenting language function -Presenting new vocabulary/expressions related to the theme of the lesson -Rising the students’ awareness towards the structure

2. Teaching Conversation:
Phase 1: Preparation (Pre-listening)
The aim of the pre-listening stage is to “prepare learners to listen by using activities that focus on the content of the text and/or the language in the text” (Goh, 2014, p. 84).
Pre-listening activities: (brainstorming, researching , reading ,viewing pictures, watching movies, discussing)

3. Phase 2: Listening
The goal of listening part is basically ‘comprehension’. Thus students should rely on their bottom-up and top-down processing ability to process the aural input.
Ask your students to close their books and listen carefully for the gist of meaning.
You may write some questions on the board and ask them to listen and find their answers
Play the CD and then check their answers

4. Ask your students some comprehension questions:
Phase 3: Post listening
Ask your students some comprehension questions:
3 types of questions can be asked:
Display questions: the answer is in the text
Inference questions: the answer is inferred
Opinion- gap questions: (based on personal information, expressions, & preferences)

5. Practices: Objectives -Presenting instances of language function
- Helping students to have focused attention
on the structure
-Providing opportunities for repetition of the structure
- Helping students to use the structure
correctly.
-Giving feedback to students if they make mistakes

6. Teaching procedure:
1. Tell your students that they are going to learn different ways of talking about the theme of the lesson. Let them know what each turn means.
2. Let them know what the theme means and ask them to repeat it several times.
3.Then play the CD two or three times and ask them to repeat the turns. You can also divide the class into two groups and ask each group to repeat one turn. This can be practiced with individual students.

7. 4. Then tell the class to ask about theme
5. Next ask your students to pair up and practice asking each other about the theme. They can refer to the photo dictionary at the end of the student book for the words they don’t know.
6. Finally, invite pairs to come to the front of the class to role play the questions and answers.

8. Teaching Vocabulary Techniques
Realia: bringing real objects(ticket)
pictures: showing the pictures or photos(get on the bus)
actions/gestures: Acting out (clear the table)
board drawings: drawing the image on the board(take off)
defections: give concise dictionary definition(book a room)
synonyms: giving meanings(kind=nice)
antonyms: giving opposites(kind=not cruel)
situations: describing a scene(talk to a receptionist)
flashcards: using the flashcards
wallcharts: using posters or wallcharts
exemplification: (lazy…Ali doesn’t work hard. He is lazy. )
Word mapping: making word maps
translation: give Persian equivalents

9. Language Melody Objectives
Helping the students recognize the intonation
Helping the students produce proper intonation associated with the function of the sentences.

10. Teaching procedure
1. Description and analysis:
A: Play the audio several times for the students to listen.
B: Briefly explain the rule of the intonation

11. 2. Listening discrimination
Read the sentences with different intonations.
3. Controlled practice
Read the sentences and ask your students to repeat after you.
4. Guided practice
Write the sentences on the board. Ask your students to take the role of one speaker and produce the sentences with appropriate intonation.

12. 5. Communicative practice
Ask your students to give some information to their classmates using appropriate intonation.

13. Teaching Grammar Objectives
- helping students “use the language accurately, meaningfully, and appropriately” (Larsen-Freeman, 2014, p. 258).

14. Phase 1. Presentation of grammar in a dialogue (contextualization in conversation)
The students have encountered the structure in conversation.  
Three dimensions that should be taught include:
1. Form: The students are expected to learn the form and structure.
2. Meaning: The students should understand the meaning of the structure.
3. Use: The students should understand where and when the structure is used.

15. Phase 2. Isolation of grammatical items to be presented in GRAMMAR.
Go through the conversation and practices and draw the students’ attention toward the new structure
Explain the tables briefly.
Ask your students to go through the examples written below the tables.
Ask them to provide you with the rules they understand
The rest of teaching grammar is done by going through separate sections of the book:
Find it and Tell Your Classmates.
LRW
RSLW
Your Conversation

16. Find it and Tell Your Classmates
Objectives
-Making students aware of the taught grammatical structures.
Providing students with controlled oral practice.

17. Teaching procedure
Ask your students to take a red pencil or highlighter.
Ask your students to quickly go through the text and circle or highlight the structure.
‘Find It’ is followed by a controlled oral practice. The students should follow the model to produce the learned structure orally.
Ask your students to do the oral drill(tell your classmate)
Don’t let the students write the answers.

18. Listening, Reading and Writing(LRW)
Objectives
Providing oral input for listening and reading practices
Giving students some opportunities to produce meaningful output.

19. Teaching LRW Procedure
Play the CD.
If necessary, play the CD 2 times.
Ask your students to read the questions and
answer after listening to the audio.
Play the audio again.
Ask your students to check their answers.

20. Reading, Speaking, Listening and Writing(RSLW)
Objectives
Providing students with opportunities to practice all 4 skills integratively.
Giving students comprehensible input.
Providing students with some opportunities to produce meaningful output.

21. Teaching RSLW Procedure
Ask your students to pair up.
Ask them to do the interview.

22. Providing students with a fluency activity
Role Play
Objectives
Providing students with a fluency activity
Giving the students the opportunity to put together whatever they have learned

23. Ask your students to pair up.
Teaching Procedure
Ask your students to pair up.
They have to talk about the theme of the lesson.
Ask them to use the conversation of the lesson as a model.
Invite pairs to come to the front of the class and do the role play