Ask SS if they usually make arrangements by phone, text, or email in ex 1 A, p 42. Ask follow-up questions such as: “What kind of arrangements do you usually make?” or “When was the last time you made an arrangement by phone or text?” Provide a whole class feedback.

Have SS watch Part 1 of the conversation video in ex 1 B, on p 42 and answer the gist question. Play the video a second time for SS to answer the questions in ex 1 C. Have SS check and compare their answers in pairs. Elicit the correct answers from different SS. Provide a whole class feedback.

Ask students: “Have you ever had to change or cancel plans like Rachel?” Put SS in pairs to discuss briefly. Monitor as they are speaking and get a whole class feedback.

Tell SS to look at the phrases in ex 2 A, on p 42 and work in pairs to decide which ones are used for inviting and which are for responding to invitations. Elicit answers from the class. Play the recording in ex 2 B and ask SS to listen carefully to how Rachel and Annie reply to each question, making brief notes. Have SS share their answers with the class. Ask them what different replies they could give in similar situations, encourage them to suggest alternative responses. Instruct SS to complete the gaps in ex 2 C using the words from the box. Play the recording so they can listen and check their answers. In ex 2 D, tell them to practice the conversation from ex 2 C in pairs. Provide a whole class feedback.

Tell SS to look at the examples in ex 3 A, on p 42 and underline the phrases Rachel uses to give herself time to think. Elicit the phrases as a class. In ex 3 B, play the audio for SS to listen and repeat the phrases chorally. Ask SS to get out their phones and check when they have free time next week. Give them a short time to think of things they could invite their partner to do. Put them into pairs to take turns to make invitations and respond, using the phrases in ex 3 A. Monitor them as they speak and conduct a whole class feedback.

Tell SS to look at the pictures in ex 4 A on p 43 and discuss in pairs where they think the people are and whether they think Leo likes the present. Elicit a few different opinions from SS.

Have SS watch Part 2 of the video and check whether their predictions from ex 4 A were correct. Play the video again and ask SS to answer the questions in ex 4 B. Have them compare their answers in pairs. Elicit the correct answers before getting a whole class feedback.

Tell SS to answer the questions in ex 4 C, on p 44. Have them discuss the questions in pairs. Encourage them to share personal experiences and give reasons for their answers. Monitor the discussion and provide a whole class feedback.

Write the two sentences from ex 5 A on the board. Tell SS they will hear the two sentences and need to listen for the difference in stress. Play the recording and tell them to listen carefully to the stressed syllables. Play the recording again and have SS repeat the sentences in chorus. Ask for a volunteer to come up to the board and underline the stressed syllables. In ex 5 B, nominate individual SS to read the sentences aloud using the correct stress pattern. Play the recording for the class to listen and repeat chorally. Ask SS to look at the sentences and find and circle the negative auxiliaries. Elicit the answers and clarify the rule on the board. Have SS drill the sentences in chorus in ex 5 C.

Give SS the handout titled “4C Pronunciation – Sentence Stress” with the quiz “Are You in Good Shape?”. Tell SS to work in pairs, where student A reads each question and its four answer options aloud to their partner, using appropriate sentence stress. Tell Student A to underline their partner’s answers. In each question, have them switch roles and repeat the same question. Tell SS to share the meaning of their results with their partner. Provide a whole class feedback.

Divide the class into pairs and assign A and B roles. Tell Student A to read the instructions in ex 6 B on p 43 and Student B to read the instructions on p 130. Give SS 5 minutes to complete their diaries by arranging plans and preparing for the role-play. In ex 6 C, tell SS to role-play the conversation where they discuss the plans for the evening. Encourage SS to use the target functional language for making arrangements and responding to invitations. Monitor them closely, taking notes on any errors. Provide a whole class feedback.

Ask SS reflective questions such as “Which activity did you enjoy the most? Why? What did you learn about sentence stress today?“ Put some good use of language and write sentences with common mistakes on the board made during the speaking stage. Elicit corrections.