T asks ss about their day as a warm-up question. T shows a picture for people saying the word "hello" with different languages, and asks the ss to guess the topic. T shows 2 personalized questions related to the topic to generate interest. 1-Do you love learning languages? why or why not? 2-What languages do you want to learn in the future? Why? T reacts to the answers and even add personal information to build rapport.

T will teach the MPF of these words (conceal | transmit | beckon | gesture | distress | invaluable) 1- Gesture: T shows a picture for a woman gesturing, and tries to elicit the meaning of the word. T tells the ss that she is gesturing, then asks them to CCQ: When i gesture, do I communicate using my body? Yes. T focuses on the /ˈdʒ/ sound by using coral and individual drilling. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. 2-T tells SS let's take another gesture and shows the ss a picture shows someone beckoning, then asks the ss what is the man doing. T asks CCQ: If someone is beckoning to you, do they want you to go away? no. T uses coral and individual drilling to clarify the pronunciation. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. 3-Transmit: t shows SS a picture for a router and asks them about what the router does to elicit the meaning. T uses coral and individual drilling to clarify the pronunciation. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. 4-Conceal: T shows a picture of someone hiding something in his hands, and asks the ss if they can see what is in his hands or not, and why. T asks CCQ: When you conceal something do you hide it from view? yes. T uses coral and individual drilling to clarify the pronunciation. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. 5-distress: T shows a picture of a person that feels distress, and asks the ss is this person happy or not. After that, T asks SS to say what this person feels. When I feel distress, do i feel extreme happiness? no. Extreme sadness? yes. T tells the ss that we stress on the second part (dis-TRESS) T uses coral and individual drilling to clarify the pronunciation. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. 6-Invaluable: T gestures towards his laptop and tells the ss that he uses this laptop everyday and it was a gift from his mother. T says: " do you think this laptop is important for me? yes." " Is it very useful? yes," "so, how can i describe something that is very useful and important? invaluable." CCQ: When something is invaluable, can i give it away? no." T uses coral and individual drilling to clarify the pronunciation. T asks SS if the words are noun, verb, or an adjective to focus in on the Form. T recaps the words quickly using gestures, pictures, or situations.

T tells the students that it’s time to practice and asks them what they think they are doing in the task to let them participate and to make sure they understand it. T says” Now, let’s use these words. What are you doing here guys?” SS say: "Fill in the gaps." T says: "Are you filling the gaps from your mind or from the word bank?" SS say: " from the word bank." T tells the SS to work alone and they have 2 minutes. T tells the students to check their answers with their partner. T shows them the answer key in the end.

T says: " Now, it's time to speak using these words." T shows the SS 5 speaking questions about languages and communication and tells the ss to answer these questions in pairs and try to find something in common. ICQ: "Are you gonna try to find something in common? yes." T monitors SS to support them if needed and to take notes for the language feedback. T provides content and language feedback after the freer practice.