1- T welcomes Ss and breaks the ice with them. 2- T provides Ss with 2 questions to discuss in BORs: -Do you find it difficult or easy to ask for something? -Who do you feel more comfortable asking for help: a friend or a stranger? Why? 5- T assigns Ss to BORs to discuss together. 6- T allocates 3 minutes for Ss to finish. 7- T monitors Ss for content feedback. 8- T welcomes back Ss and checks their thoughts briefly. 9- T elicits the title of the topic from the Ss. Anticipated problems and solutions: In BORs, some Ss might dominate the conversation, not giving the other partner any time to speak. Solution: I will ask them to take turns before assigning them to BORs. I will monitor the BORs to encourage quiet Ss to participate if needed.

1- T shows Ss the pictures with the letter of the people quickly before listening. 2- T demonstrates by asnwering the first one with them. 3- Ss listen and write the letter according to the requests they hear. 4- T shows the asnwers to Ss and check if there was something missing. Anticipated problems and solutions: Ss may feel overwhelmed by seeing a lot of people in the pictures. I will write letters to help them guess quicker and not to consume much time for this stage. Ss may not get all the answers from the first listen. I will play the audio again.

1- T asks Ss to choose the correct category for the phrases in boxes. 2- T asks Ss about their answers and focuses on the problematic ones, if any. 3- T drills the sentences off screen to focus on the phonological features and attitudinal intonation. 4- T elicits the form of the structure from the Ss.

1- T asks Ss to correct the sentences to make the requests sound as polite. 2- T allocates 3 minutes to answer alone. 3- T assigns Ss to BORs to peer-check each other's answers. 4- T welcomes Ss back from BORs and shows them the answers. Anticipated problems and solutions: Students may use the same structure for all the sentences. I will ask them to use different structures and phrases and demonstrate. Students may think there is only one point to be corrected. I will let them know that there is more than one part to be corrected.

1- T shows Ss the title of the task "The annoying waiter and customer." 2- T shows Ss the objectives of each role: the details of the waiter's role and of the customer's. 3- T demostrates with Ss the concept of the task by giving a quick example of an Egyptian person ordering Koshari in England and asks Ss to do the same. 4- T asks Ss to swap roles once they finish the first round. 5- T lets Ss prepare their ideas for 2 minutes. 6- T assigns Ss to BORs to start the task. 7- T monitors the BORs for content and language feedback and to provide any help if needed.

1- T welcomes Ss from the BORs. 2- T praises their effort and the good job they did. 3- T has already taken some notes to discuss with Ss. 4- T starts by displaying correct sentences used by Ss to encourage them to do better. 5- T writes/says the wrong parts and encourages Ss to correct any mistake they find. If the Ss can correct it, it is fine. T makes sure they know the reason behind the correction by asking follow-up questions e.g. why, how? If Ss cannot correct the mistakes, T goes one by one and elicits the correct answer from the Ss, engaging them in finding the correct solution. 6- T praises Ss once again for their performance, applying the sandwich feedback technique.