Based on the previous lesson, the teacher elicits answers and writes the structure of exclamatory sentences on the board. She asks targeted questions such as: “What do we use after ‘how’?”, “Do we use an adjective or adjective plus noun?”, and “Can we use an article in sentences starting with ‘how’?” to guide students’ understanding of the structure. Then, the teacher instructs students to write two example sentences using this structure within one minute. She checks understanding by asking instruction checking questions (ICQs), for example: “How much time do you have to write your sentences?”, “How many sentences do you need to write?”, and “Who checks and gives feedback on your sentences?” After writing, students exchange their sentences with their partners for peer reading and feedback.

The teacher introduces the concept of English as a stress-timed language and explains why certain words in sentences receive more emphasis. She highlights the importance of sentence stress for clear communication. Then, students listen to the audio track from Unit 1C, page 13. After each sentence, the teacher pauses the recording and asks students to repeat, focusing on correct stress placement. During repetition, the teacher asks targeted questions such as, “Why is this word stressed?” and “Why isn’t this word stressed?” to check students’ understanding.

Students look at the pictures related to a video on the book page 13 and the teacher asks them a few questions based on what they see. Before making students watch Part 2 of the video, the teacher assigns a short pair work activity. In this task, students are asked to predict three possible topics that they think the people in the video might talk about, such as sports, jobs, or family. Students discuss their ideas with their partner and write down their predictions. After writing, each pair shares their answers with the teacher and the rest of the class.

The teacher plays Part 2 of the video. Students watch and listen carefully, focusing on whether the topics they predicted are actually mentioned in the conversation. After watching, they compare their predictions with the actual content and discuss whether their guesses were accurate.

Before listening, the teacher asks students to predict the missing words in a gap-fill activity related to functional language for ending conversations. Students then listen to the audio and check their answers. After listening, the teacher elicits correct expressions from students and highlights them on the board. Next, students complete a short ordering task to sequence a closing conversation. They do this individually, then practise reading the conversation aloud in pairs. The teacher monitors and provides immediate feedback on accuracy.

The teacher tells students they will now practise the target language with a partner. The teacher divides students into pairs and assignes them A and B roles. Student A reads the instructions in exercise 7B, while Student B refers to the task on page 130 of the Student’s Book. The teacher explains that they will use the information on their cards to role-play two different conversations. While students are speaking, the teacher monitors closely and provides immediate feedback on language use and pronunciation.

The teacher hands out an additional reading worksheet titled Reading Plus – Unit 1: Communication. Students first complete a short quiz by reading opinion-based statements and responding with True or False based on their own beliefs. This serves as a warm-up and personal engagement activity before reading. Next, students focus on a vocabulary task that requires them to look at photographs showing different types of body language such as pointing, blinking, mirroring, crossing arms. They match the descriptions to the corresponding images. To support understanding, the teacher models each gesture visually.

Students read the first paragraph of the text titled “Don’t Blink: Body Language in the Business World” from Reading Plus – Unit 1. After reading, the teacher asks which pieces of information surprised them the most and why, prompting brief whole-class reflection. Then, students take turns reading each paragraph aloud. After completing the reading, they look at the vocabulary photos related to body language (e.g. pointing, mirroring, blinking) and compare how these gestures are interpreted in different countries. The teacher encourages a whole-class discussion where students share how such body language is perceived in their own culture.

After finishing the entire text, students engage in a class discussion, answering open-ended questions related to the content to reflect on their understanding and personal views. This encourages deeper engagement with the material and supports critical thinking.