Have students look at the picture and answer the given questions in pairs in exercise A and B on page 27. Get whole class feedback.

In ex 1 A, ask students what three things people spend the most money on and why, and elicit different answers from the class. Encourage students to justify their choices. Then, give students one minute to complete the gap-fill exercise 1 B on page 28 individually. During the elicitation stage, if any student doesn’t understand the word, write it on the board and clarify its meaning. Ask CCQs such as “Is bargain expensive or cheap?Do you give or receive the money in a loan?” Have SS answer the questions based on Exercise 1 B.

Tell students to turn to page 136 and listen to the audio in Exercise A while matching each sentence to the corresponding picture. Play it a second time and elicit the correct answers from the class. Elicit the meanings of some new words and clarify the new vocabulary by writing them on the board. Provide example sentences and involve students by asking them to suggest or complete the sentences with the right expressions. In Exercise C, give them five minutes to tell the story using the words from the box and based on the pictures they see. Conduct a whole class feedback.

Tell students to go back to page 28 and look at Exercise 2a. Ask them to work in pairs to discuss and answer the given questions. Provide a whole class feedback.

Give students two minutes to read the text titled Sales Madness Around the World individually and answer the questions in Exercise 2B on page 28. Ask students to pair-check their answers and compare their responses. Then elicit the correct answers from the class and get a whole class feedback.

In Exercise 2c on page 28, give students two minutes to read and complete the questionnaire individually. Then, in Exercise 2d, ask students to compare their answers with a partners. tell students to turn to page 129 to check the results. Have them read the result that matches their answers and ask whether they agree with the description or not, and why. Encourage open class discussion where they share their opinions. Get a whole class feedbcak.

Tell students to turn to page 29 and look at Exercise 3a. Ask them to predict the answers by writing the names of the people next to each action

Have students listen to the recording in Exercise 3a on page 29 to confirm their predictions. Play the recording a second time and ask students to decide whether the sentences are true or false in Exercise 3b. Have SS pair-check and compare their responses before eliciting the correct answers from different students.

In Exercise 3c on page 29, tell students to ask and answer the questions in pairs. and conduct a whole class feedback. Encourage them to think of a story they’ve heard or make one up in response to the question, and have their partner guess if the story is real or not. Get a whole class feedback.

Tell students to listen to the recording in 4A and complete the sentences with the verbs in the box. Play the recording a second time to check their answers. In 4B, have students match the sentences with the correct verb. In 4C, ask students to underline the time expressions and complete the rules. Ask CCQs such “Do we use this tense for finished actions or actions with results now? What time expressions did you find with each tense?”Elicit the rules from the class and write them on the board, providing further examples if needed. Tell students to go to page 148 and read the information in Grammar Focus 3A. Play the recording and ask students to listen and repeat the example sentences. students to turn to page 149 and give them 5 minutes to complete Exercises A, B, and C individually. Elicit the correct answers from different students and clarify any mistakes if necessary. Tell students to go to page 29 and complete the questions with the correct tenses in Exercise 4E by listening to the recording. Play the recording a second time for students to check their answers. In Exercise 4F, have students work in pairs to ask and answer the questions. Conduct a whole class feedback.

Write “Have you ever…” on the board. Explain to students that they are going to find out about their classmates’ money and shopping experiences. Ask a sample question like “Have you ever been to the sales?” and elicit a few more example questions using have you ever… from the class, in Exercise 5A on page 29. Tell students to look at Exercise 5B and explain that they need to find someone who has done each of the things in the table. Have them read the items in the table. Give students a moment to think about their own experiences. Instruct them to walk around, ask their questions to different classmates, and write down the name of the person who has done each activity. Monitor them closely and take notes of any language issues to address later. When time is up, stop the activity and ask questions like “Did you find someone for each thing?”, “Was there anything no one has done?” Get a whole class feedback.

Ask students reflective questions such as “What’s the difference between the past simple and the present perfect? Did you enjoy talking to different classmates? Why or why not?“