Ask two personalized questions to students such as “How many text messages have you sent today?” and “How many have you received today?” Instruct them to write down their answers individually. Ask students to work in pairs and compare their responses to find out who sent or received more messages. Ask follow-up questions such as “Who surprised you the most?” Provide a whole-class feedback.

Write the highlighted phrases from Ex 1 A on the board and elicit their meanings from the students. If students are unsure or cannot provide the correct meanings, give brief explanations. Tell students to look at Ex 1A on p 14 and have them answer the two questions.

Instruct students to listen to the audio recording carefully and take notes. Play the recording once. Elicit answers from students and ask them to explain the reasons for their choices. Play the recording a second time, asking students to answer the specific questions. Elicit answers again and conduct a whole-class feedback.

Tell students to look at Exercise 1D and circle the adverbs that describe how often they keep in touch with friends and family. Divide SS into pairs and give them two minutes to write down their answers. In Exercise 1E, tell students to discuss their answers with their partners. In Exercise 1F, have students decide whether they agree or disagree with the statements and explain their reasons. Monitor students closely during these activities and get a whole-class feedback.

Tell students to look at the pictures in Exercise 2A on page 14 and guess what the person is doing. Have SS share their ideas and get a whole class feedback.

Give SS 3 minutes to read the emails on page 15. Then, instruct them to complete Exercises 2B and 2C on p 14. Have students pair-check and compare their answers. Elicit answers from the class and conduct whole-class feedback.

Have SS answer the questions in Exercise 2D on page 14 and get whole-class feedback.

Write some sentences on the board containing grammar mistakes related to punctuation, spelling, and capitalization. Elicit corrections and explanations from the students. Clarify by discussing common rules about these mistakes. Ask concept-checking questions: “ When do we use capital letters?” or “ Can we use a comma before the word “and”?

Have SS complete Ex 3A on p 15 by pairing the sentences with the types of mistakes. Tell SS to do Exercise 3B, matching the rules with the corresponding mistakes. Instruct them to corect all the mistakes in ex 3 A. Elicit answers from the class and provide a whole-class feedback.

Ask students questions such as “What is a personal email?” and “Who do we write personal emails to?” Explain step-by-step how to write a personal email, including its structure and key features while writing examples on the board. Ask concept-checking questions like “Do we use formal or informal language in a personal email?”“Do we say “Dear Sir” or “Hi Sarah” in a personal email?”

In Exercise 4A on page 15, instruct students to write an email to a friend, including some intentional mistakes. In Exercise 4B, have students work in pairs to exchange emails and read their partner’s email. Tell SS to circle the mistakes as well as identify the type of each mistake. In Exercise 4C, have SS correct the mistakes together. Monitor them closely during this stage and provide a whole-class feedback.

Ask SS some reflective questions such as “What did you learn today?” and “What was the most interesting and difficult task for you?”