Ask SS to work in pairs to discuss the questions in ex 1 A on p 32, which focus on the types of things they enjoy shopping for, such as food, gifts or clothes.

Ask SS to work in pairs and look at the pictures in ex 1 B on p 32. Tell SS to share their ideas about what the two people might be shopping for. Get a whole class feedback.

Have SS watch Part 1 of the video and check whether their ideas were correct. In ex 1 D, on p 32, ask SS to look at the pictures numbered 1 to 4 and answer the given questions in pairs. Tell SS to watch Part 2 of the video and to find out which of the products in the pictures the people actually buy. In ex 1 E, have SS watch Part 2 of the video and answer the question related to the pictures. In ex 1 F, have students watch Part 2 again and answer a new set of comprehension questions based on the video. Get a whole class feedback.

Tell SS to work in pairs to answer the questions in ex 1 G, p 32, by sharing their ideas. Encourage discussion and monitor them closely to support where needed. Conduct a whole class feedback.

Give SS 1 minute to complete the phrases individually from Part 2 using the words in the box. Have SS listen to the audio in ex 2 A, p 32, to check their answers. In ex 2 B, ask them to answer the questions about the phrases from the previous exercise. Elicit responses from different students and get a whole class feedback.

Tell SS to close their books. Write sentences 1 and 2 from ex 3 A, page 33, on the board. Ask SS to copy the sentences and say them aloud, marking the words they think are stressed. Tell them to open their books and listen to the recording. Play the audio and point out the underlining in the book. Clarify how it indicates sentence stress and which words are stressed. Have SS listen to the recording again and answer the questions in ex 3 B. In ex 3 C, play the next audio for them to listen and complete the sentences with the missing words. Elicit the answers from different SS and conduct a whole class feedback.

Ask SS what the word “till” means. Elicit answers from different students, then clarify that it refers to the checkout or cashier area in a shop. Ask SS what they think Mark and the shop assistant say when he buys the clock at the till. If no one mentions a credit card, prompt them by asking: “Mark wants to pay with a credit card. What do people usually say then?” After collecting some ideas, play Part 3 of the video for ex 4 A, p 33. Have SS answer the question based on the video. Have SS listen to Part 3 of the video a second time and complete the questions using the words in the box in ex 4 B. Get a whole class feedback.

In ex 4 C, instruct them to work in pairs to practice the conversation, taking turns to act as the shop assistant and the customer. Monitor SS closely as they practice and provide support where needed. Get a whole class feedback.

Tell students to read through the sentences in ex 5 A, p 33, together as a class. Ask them whether the underlined phrases have the same or different meanings. Then, prompt students to talk about the last time they changed their minds about something. Give an example of your own, e.g, “This morning my sister said at breakfast, ‘I’d like some orange juice.’ Then she changed her mind and said, ‘On second thoughts, I’d prefer some milk.’” While SS are speaking, monitor them closely and take notes of any common language errors. Elicit from the class that a typical response to someone changing their mind is “Okay” or “Fine.” Then, put students into pairs and instruct them to take turns changing their minds in the different situations provided. Encourage them to add a reason for their change of mind, for example: “I’d prefer a cup of tea because I’ve already had five coffees this morning.” Monitor the pairs and provide a whole class feedback.

Tell SS they are going to do a role-play activity in which they buy a present for a friend in a shop. Divide the class into groups of three and assign roles: Student A, Student B, and Student C. Students A and B are customers and should read the instructions on page 129 for Unit 3C. Student C is the shop assistant and should read the instructions on page 127. Give SS 5 minutes to make notes and prepare their roles. Encourage them to use the functional language they’ve learned. Monitor the groups as they role-play, offering support where needed. Provide a whole class feedback.

Have a short whole-class discussion about the advantages and disadvantages of shopping online. Ask questions like: “How many of you regularly shop online? Is it better to shop online or in a physical shop? Why?” Encourage SS to share their ideas and experiences. Provide a whole-class feedback.

Ask SS reflective questions such as “Which new words or expressions did you learn today? Was there anything you found confusing or difficult to understand?” Put some good use of language and write common mistakes on the board made during the speaking stage. Elicit corrections.