Students stand in a circle. Teacher says, “Hi, I’m [Name],” and throws the ball to a student. Student catches the ball, says, “I’m [Name],” then throws to another. Continue until all have introduced themselves. Interaction: Whole class, individual Language: “I’m + name” Instructions & ICQs: “When do you say your name?” - “When I catch the ball.” “Do you throw the ball before or after speaking?” - “After.”

Show the image of Miranda and Fred on the Canva Elicit ideas by asking open questions to the whole class: “Where do you think they trained?” “What kind of training do you think they did?” Pair discussion: Students discuss their ideas in pairs for 1 minute. Whole-class feedback: Ask pairs to share their ideas briefly. Praise and expand on Interesting answers to build curiosity. “Do you discuss in pairs or alone?” - “In pairs.” “How long do you discuss?” - “One minute

Post 4 pictures around the classroom (without meanings). Divide the class into 4 groups. Give each group the 4 meanings of the words. One student from each group comes up one by one to match a vocabulary word and its meaning card to the correct picture on the wall. The first group to correctly match all words and pictures wins. ICQs: “Do you put the cards anywhere?” - “No, on the matching picture.” CCQs: “Does a tutor teach a big class or one person?” -One person “Is an audition a test or a final show?” -A test

Tell students they will listen to two people, Miranda and Fred, talking about their training experiences. Set the task clearly: “While you listen, take short notes. Focus on the main ideas. You don’t need to write full sentences or every word.” ICQs: “Will you write full sentences?” - No. “Do you need to write every word?” -No. “Can you take notes?” -Yes. “Will you talk to your partner?” -No. “Will you listen again?” - Yes.

Students listen to the recording for gist (general understanding) and take notes on Miranda and Fred. Students listen to the recording again. This time, they read the ten statements in the box and match each statement to either Miranda or Fred. They write ‘M’ for Miranda or ‘F’ for Fred next to each sentence, using their notes to help Pair Check and Feedback "Now work with your partner. Compare your answers and explain your choices." "Do you agree on each one? If not, discuss why." ICQs for Second Listening: Will you take notes again? - No (Only match now) Will you match the sentences with the speaker? - Yes Can one sentence belong to both speakers? - No What letters will you write? -M or F CCQs "Who felt like they lost their normal life?" Miranda "Who joined training at age 11?" Fred "Who said their family helped with transport?" Fred "Who was unsure if they wanted to continue?" Miranda

Teacher says: "Now that you have listened to the recording, what would you sacrifice to be successful? Or what would you sacrifice for love? The teacher may give examples from herself to encourage students and to make it clearer. Students write their answers on the Padlet. The teacher reads the comments and encourages students to explain themselves. ICQs How many sentences should you write? - About 3 or 4 sentences. What will you write about? -What would you sacrifice to be successful? -What would you sacrifice for love? Should you write alone or in a group? -Alone, individually. Where will you write your paragraph? -On Padlet.