T shows a couple of pictures to tune ss in to the context of success stories and asks them to think of who they are and why they are successful in pairs. A very short W/C feedback is given.

T gives each student a handout and asks them to fold it in half. T asks them to match the adjectives with the definitions individually, then check their answers in groups. Teacher provides whole class feedback if necessary. T asks them to unfold the page and fill in the blanks using the adjectives above, then check their answers in pairs or groups. The fill in the blanks part is designed by the teacher to serve as a concept check. T drills each item and shows the stress on the board.

T gives a handout to each student and asks them to read the introduction and then discuss the following questions in pairs. T provides W/C feedback.

T divides ss into two groups and gives each student a handout in which there are different texts and questions on each side. T assigns the first group to read the text about Nicola Benedetti on the first page and then discuss the following questions, while the other group works on the text about Gio Benedetti on the second page. Taking notes without interfering, T monitors closely in order to make sure that each student follows the rest of their group members and answers the questions. When this part is over, T re-groups ss through cross-pairing, and asks the members of the first group to talk about Nicola Benedetti and help their peers answer the questions about her, and then the other way round.

T gives ss a handout consisting of three questions and starts a controlled discussion in groups. T monitors closely without interfering, writing down mistakes to make a delayed correction. T does not provide feedback after this part.

T adapts the questions of the controlled discussion in order to start a freer discussion, asking further questions to each person depending on the answers he elicits from "What about your family? Who are you close to? Why?" and then makes a delayed correction.