The teacher greets the students and introduces herself, expressing excitement about their first lesson together. She asks, “Have you ever created something before? Maybe a story, a drawing, a video, or a project?” and listens to a few volunteers, responding with simple follow-up questions to build rapport. Then, she asks students to reflect on how they feel about showing their work to others and shows three options (A: always, B: only if it’s good, C: only if necessary). After 30 seconds of thinking, students walk around to find someone with the same answer and sit with them. In pairs, they briefly explain their choice and discuss how they feel about receiving feedback. A few students are invited to share their thoughts with the class, smoothly leading into the lesson’s theme of creative work and self-expression.

The teacher shows a photo from the coursebook and asks students to look carefully. She prompts them with questions like, “Where do you think Becky and Tessa are?” and “Who do you think they’re talking to?” Students think and write down their ideas. The teacher takes a few answers and gives brief, encouraging feedback. Then, students listen to the first part of the audio to check their guesses. After listening, the teacher asks, “Were your ideas correct or different?” and invites a few students to share. Then, the teacher hands out transcripts of the recording to each student. She tells the class that they will listen to the audio a second time. This time, however, their focus should be on answering the three comprehension questions provided in the coursebook. The teacher instructs students to underline the parts of the transcript where they think the answers appear while listening. She plays the recording again. After the second listening, the teacher asks students whether they were able to find the answers and invites volunteers to share which parts they underlined. If necessary, she plays the audio a third time to support students in identifying the correct information.

Students work in pairs to match the sentences describing photos with the correct photo (Photo A or Photo B). They discuss their choices using the target expressions and help each other understand the vocabulary in context.

Students work in pairs—each with a different photo—and take turns describing their photo using expressions learned earlier (e.g., “in the background,” “close-up,” “different angle”). They ask each other questions about the photos and discuss similarities and differences. The teacher monitors and supports as needed.

After the pair work, the teacher asks volunteers to share interesting details about their partner’s photo with the class. Students report their partner’s descriptions and observations. The teacher gives positive feedback and encourages further comments.

Students listen to the second part of the audio, focusing on three specific questions about whose photos they are, what the tutor likes, and the next assignment. They take notes individually while listening. Afterward, the teacher leads a brief class discussion to check answers and clarify any doubts.