The teacher writes the names of previously covered topics on the board, such as informal emails, exclamatory sentences, and present tenses. She nominates different students to answer questions like: “What’s the structure of an informal email?”, “Can you give an example of an exclamatory sentence?” or “When do we use the present continuous tense?” If a student cannot answer, the teacher encourages their peers to help and provide the answer, allowing for peer support.

The teacher tells students to reorder the words to form correct questions, giving them two minutes to complete the task individually. After that, students take turns reading out their answers. For each response, the teacher encourages the class to listen carefully and gives them a chance to point out any mistakes, allowing for peer correction.

The teacher asks students to work in pairs to ask and answer the questions in 1A. Students take turns asking their partner these questions and responding naturally. The teacher monitors closely, encouraging students to expand their answers where possible and providing immediate feedback to ensure accuracy.

The teacher asks students to take turns reading the conversation, using the correct present tense forms of the verbs. When a student makes a mistake, the teacher asks them why they made that mistake. If the student cannot self-correct, the teacher encourages a peer to provide the correction.

The teacher writes several answers about herself on the board, such as reading detective books, Sunday lunch with my family, and by car. She then asks students to guess the corresponding questions in the present simple or present continuous tense, for instance “What do you like doing in your free time?” Students respond individually, and the teacher provides immediate, teacher-led feedback to confirm correct question formation and correct any errors on the spot.

The teacher gives students 5 minutes to complete the sentences with the correct adjectives in Exercise A and to choose the correct answers in Exercise B. Students then pair-check their answers to discuss and compare. The teacher monitors and corrects mistakes according to the answer key. In Exercise C, students take turns answering questions about which statements are true for them. The teacher may ask additional questions to encourage students to expand their answers.

The teacher writes various sentences on the board illustrating different uses of like, such as a main verb, part of a phrasal verb such as look like, and conjunction. She explains the meanings and forms in context. After the explanation, the teacher asks concept-checking questions like, “Is like always a main verb?” and “Can like be part of a phrasal verb?” to check understanding. Then, the teacher writes a few example sentences with mistakes and nominates students to correct them and explain why, eliciting answers about the function and meaning of like in each sentence.

The teacher tells students to complete Exercises 3A, B, C, and D individually and gives them 8 minutes in total. After students complete the tasks, the teacher checks the answers with the whole class using the answer key. For any incorrect answers, the teacher nominates the student to explain their choice. If the student is unable to self-correct, the teacher encourages peers to correct the mistake and explain the reason.

Before watching the documentary video, the teacher gives students the handouts for Unit 1: Communicating. Students work in pairs to discuss their preferred ways of communicating with friends and family based on the given questions. The teacher monitors the conversations, provides occasional prompts or follow-up questions to help students expand their answers, and provides delayed feedback at the end of the task.

The teacher tells students to complete Exercises B and C before watching the video. In exercise B, students match generation names with their corresponding birthdates. In exercise C, students choose one generation and predict which communication technologies they think that generation prefers to use, giving reasons for their guesses. The teacher encourages students to support their idea

Students watch the video once to get a general understanding. Then, they listen to the video a second time while completing Exercises 2A, 2B, and 2C individually. After finishing, students pair-check their answers to discuss and compare. The teacher then leads whole-class feedback, correcting answers with the answer key and eliciting explanations from students to confirm understanding.

Students look at the pictures and briefly discuss what kind of communication problem each one illustrates. The teacher then puts them into pairs and asks them to choose one picture. Each pair decides on their roles and is given 1 minute to take notes about what they will say during the role play. Students then perform the role play, trying to understand each other’s point of view. The teacher monitors throughout and provides delayed feedback after the role plays.