The teacher writes the phrase new place by writing the question Where? on the board and looking around. Ask: Am I in a new place? (no). Point to the picture of Sophia and ask: Is she a new place? Elicit students' ideas but don't check the answer at this point.

The teacher plays part 1 of the video or audio recording for students to check the answer. Check the answer as a class, and establish that it's Sophia's first day at Electric Blue Technology. Ask: Where's she from? (Canada). After that, teacher plays part 1 of the video or audio recording again for students to complete sentences. Check answers as class. Then, teacher plays the recording again for students to listen for the stressed syllables in each greeting. Check answers as a class and drill all the phrases. In pairs, students practise saying the right greeting for each time of day. Check answers as class, inviting different students to say the greeting for each time.

The teacher points to the picture of the manager of Electric Blue Technology. You may wish to elicit or pre-teach the word manager. Play part 2 of the video or audio recording for students to listen for the manager's name. Then, play the recording for students to listen to the two sentences and underline the words they hear, and notice the stress on the underlined words. In pairs, students practise the conversation. Point to the faces in the table and use your own facial expression to check students understand that is happy and is neither happy nor sad. Students complete the sorting task. Play the recording again for students to listen and check their answers. Again this process is going on for students to listen and repeat. Encourage students to use their faces and body language as well as the words to express the feeling behind the expressions. After that, in pairs students practise the conversation in 3c again, changing roles and using the different expressions in 3e. Invite one or two stronger pairs to have a conversation for the class to hear.

The teacher points to the picture of Megan and Sophia in the office. Ask: Where are they? Elicit or teach the word office. Play part 3 of the video or audio recording for students to answer the question. Check the answer as a class. Again play part 3 of this video or audio recording for students to complete the task. Referring back to the picture of Sophia looking lost, point to the picture of Sophia and Megan in the office and ask: Is Sophia OK now? (yes). Students put the conversation in order. Play the recording for them to listen and check. Put students into groups of three to practise the conversation using their own names.

The teacher says "Good morning, how are you?" with a flat voice, with no intonation change at all. Then repeat it in a cheerful way. Repeat it, and gesture with your hands to show how your voice moves when you want to sound cheerful. Say: This is "intonation". Write intonation on the board. Play the recording for students to answer the question. Check the answer as a class. Again play the recording and use your hand to indicate how the intonation moves. This is played again for students to listen and repeat. Monitor carefully, pausing the recording to correct sensitively any mistakes with the intonation that you hear.

The teacher tells students that they can now practise using all the language from the lesson. Students complete the conversation individually. Play the recording for them to listen and check their answers as class. Put students into groups of three to practise reading the conversation, but this time using their own names. Encourage them to change roles a few times. Monitor and listen out for how well the students use changing intonation.

Give students one minute to read Sophia's profile and answer the question. Check answers as class. Students go to Writing Plus 1C on SB p. 158. Read through the information in Exercise a. If appropriate for your students, ask them to do Exercise b individually. Check answers by inviting a few students to come and write the correct capital letters on the board. Similarly, as students complete Exercise c, copy the uncorrected sentences into the board and invite students to come and correct the punctuation. Tell students to go back to SB p.13. After that, write this title on the board: Student profile: Me and my English class, Give students five minutes to write a personal profile like Sophia's. Monitor and help as necessary. Then, students share their personal profiles with other students. Give them two or three minutes to read each other's work. Ask: Are you all from the same place? Are you all from the same country?

The teacher asks some questions from students before watching video. Students answer questions as pairs. Questions like, a) How do you greet people in your country?,b) Is there more than one way to say hello in your language?, c) What do you say to a friend, your teacher, or a boss? Again, listen to teacher say the words in the box. Match the pictures with the words. Check their answers in groups. Students watch the video again and answer the questions. 1. Put the words in 1b in the order you see them in the video. 2. How many special greetings are there in the video? What are they? 3. Do people in the United States, the United Kingdom and Australia say hello in the same way?

Students watch again this video and match the greetings to the countries in the chart. Then check their answers with a partner. After watching video, ask some questions like, what are different greetings in your country? Write the name of your country. Tick your answers and write who you greet this way.

Ask some students to share with the class what they this class with their partners. Put on the board some common errors during speaking task and elicit correction.