1. T greets SS and asks about their week. 2. T shows the picture of the traffic jam and scene of Movie "Black Honey" and ask some questions 3. T asks: "Describe this image" and "What can cause a traffic jam?" - SS brainstorm ideas (e.g., accident, broken-down vehicle, road works). 4. T tells SS they will listen to a conversation about a specific traffic jam and asks: "Who helped the people on the bus?" 5. T plays the audio (Script 1.52). SS listen for the answer (The bus driver). 6. T confirms the answer and introduces the topic: "Today we'll learn how to show concern and express relief in situations like this."

1. T gives SS the complete conversation from the audio script 2. T asks SS to read and listen to the conversation again. 3. T asks comprehension questions: - Why was person A worried? (They thought the bus was on fire.) - What was the real problem? (The bus broke down and produced smoke.) - How does person B feel about the bus driver? (She was great/helpful.) 4. T focuses SS on the expressions of concern and relief in the conversation.

1. T tells SS to look at the bolded expressions in the conversation (Are you all right?, I'm so relieved, I was really worried, Was everyone OK?, I'm glad to hear that, What a relief!). 2. T draws a two-column chart on the board: "Expressing Concern" and "Expressing Relief". 3. T and SS work together to place the bolded expressions in the correct column. 4. Concept Checking Questions (CCQs): - For "I was really worried": Do I say this before or after I know everything is OK? (Before). Am I calm or nervous? (Nervous). - For "I'm so relieved": Do I say this when there is a problem or when the problem is solved? (Solved). Do I feel happy or sad? (Happy). 5. T drills the pronunciation of the phrases, paying special attention to the linking in "What a relief!" and the contraction in "I'm".

1. T sets the scene: "Now it's time for a role-play. You will work in pairs." 2. T explains the task: - Student A: You are late to meet your friend. Your phone battery died. When you arrive, your friend is very concerned. - Student B: You have been waiting for your friend for 30 minutes. They are never late. You are very worried. When they arrive, you express your concern and then your relief. 3. T demonstrates the role-play with a confident student. 4. T sends SS to breakout rooms to practice their role-plays. They must use at least 3 expressions from the lesson. 5. After 5-7 minutes, T brings SS back to the main room and asks one or two pairs to perform their role-play for the class.

1. After each role-play performance, T gives positive feedback on fluency and use of the target language (e.g., "Excellent use of 'I was really worried!'"). 2. T writes down any common errors heard (e.g., pronunciation, grammar) on the board anonymously and elicits corrections from the class. 3. T praises the class for their effort and confirms the usefulness of the language learned.