T will greet the Ss and ask them how they are today. T will then show them two pictures of a Turkish singer, one new and one older picture. T will ask the students to tell her what differences they can see in him when they compare the two pictures.

At this stage, which will serve both as exposure and highlighting, Ss will be given the script of the listening track they listened to in the lesson prior to this. T will ask them to go over the text quickly and find some differences between "shopping in the past and shopping now". The Ss will be given 3 minutes to do this activity in pairs. T will elicit some answers WC.

To clarify the meaning, having written the marker sentences on the WB, the T will show HO 2 to the Ss. T will tell them they ought to fold the paper and focus on task 1. T will tell the Ss they will work in pairs and do task 1 based on what they understand from the two marker sentences. T will give them HO2, set a 2 minute time limit and they will start working in pairs. Once they are done, T will elicit the answers WC. To continue with the meaning clarification, T will ask the Ss to go to task 2 and do it in pairs. T will set a time limit of 2 minutes. After the PW is done, T will ask them to compare their answers with the pair sitting next to them. T will then elicit answers by nominating. In order to clarify the form, T will ask the Ss to look at Task 3 HO1 and do it in pairs in 2 minutes. T will then do FB through nomination and will try to engage other Ss in the FB process. To clarify the pronunciation, T will use the sentence stress marks and connected speech marks on the marker sentences on the board. Then do some modelling and drilling until everyone gets the stress, the connected speech, pronunciation and intonation right.

At this stage, Ss will be doing 3 controlled practice tasks, each focusing on a certain area of the TL as the TL covered a broad area (affirmative, negative and questions). Task 1: T will show HO 3 to the Ss and ask them to focus on Task 1. T will explain that the Ss will read some sentences in this Task and will try to identify which sentences are correct only to correct the incorrect ones later. T will set a time limit of 4 minutes and the Ss will start working individually. Once they are done, T will ask them to peer check their answers. T will then do FB by nomination and do deeper feedback as to why they find a sentence incorrect. Task 2: T will ask the Ss to look at Task 2 HO 3. T will tell them they should complete the sentences using the TL. They will do this individually in 3 minutes and then peer check. T will ask an early finisher to put the answers on the board. T will do random feedback afterwards to make sure everyone has gotten the TL. Task 3: Here, T will ask the Ss to focus on Task 3 HO3. T will ask them to make yes/no questions using the words given. They will do this activity in pairs and they have a time limit of 3 minutes. Ss will then check their answers with a pair sitting next to them and T will do WC FB.

T will show HO 4 to the Ss. They are already familiar with the concept of the "Find someone who" activity. T will tell them they will go around the class and find someone who falls into any of the categories in the table. They will go around the class, ask people until there's no one else they can talk to. Ss will practice speaking, both the person who asks and the person who answers because the one who answers will need to do some explaining. T will set a time limit of 6 minutes for it. Once they are done, T will put them in groups of 3 and tell them to talk about someone they talked to using the TL. Meanwhile, T will be monitoring and taking notes for later error correction. T will then elicit some sentences from the Ss. To do the error correction, T will put some of the mistakes she has noticed and elicit answers WC.

The free practice (writing) for this lesson will be done by the next teacher in the next lesson.