T shows photos of holidays, dishes, and beaches on the PowerPoint. T asks: “What can you see?” to activate students’ schemata. S respond with words like “summer, vacation, trip, holiday.” T praises students for correct guesses. T shows a photo of a guy named Tim and says: “Here we have Tim. He had his holiday in this place.” T displays some questions on the screen from the book. T tells students: “In pairs, try to guess the answers to the questions on the screen.” T checks instructions: “Alone or in pairs?” → “In pairs.” T gives students 3 minutes.

T gives students a listening audio as a listening for gist activity to get the general idea of what they are going to do. SS share their answers in pairs. SS listen again to the audio for details, answering whether the statements are true or false and rewriting the false statements at the same time. SS listen once more to the audio for specific details, ticking the phrases they hear in the useful language box.

T tells students: “You’re going to prepare to talk about a holiday or a visit to friends or family that you remember well. Use the useful language box to help you.” T gives a short example as a model about his own holiday by writing words on the board, not full sentences. T asks instruction-checking questions: “Do we write full sentences or just words?” → “Words.” “Do we work alone or in pairs?” → “Alone.” SS make notes individually using the useful language box. T distributes interviewer and interviewee cards to assign roles and make the task more engaging. T explains: “Interviewers will ask questions from the useful language box. Interviewees will answer using their notes.” T checks understanding: “Who asks questions?” → “Interviewers.” “Who answers using notes?” → “Interviewees.” SS work in pairs. One acts as interviewer, the other as interviewee. After a few minutes, they swap roles. T monitors the activity, noting down good use of language and common errors. SS retell their holiday/visit to a new partner, using their notes more fluently without looking too much at the paper. T conducts short feedback on common mistakes and praises good examples.

T conducts short feedback on common mistakes and praises good examples.