- Set the context by showing pictures of a clothes shop, a bookshop and a fast food restaurant. Ask ss "what is this place?". Expect answers like shop/ clothes shop, library/ bookshop, fast food/ burger/ McDonald's... - After discussing the pictures with ss ask them: "What are the people doing in the first and second pictures?" (shopping). Where can you find a clothes shop, a bookshop and a fast food restaurant? (in a shopping mall)

- Set task (1a) p. 90 by asking ss to match pictures from 1-6 with the words in the box. Demonstrate the first picture with them as an example. - Monitor ss while doing the exercise to have an idea about problematic words that most probably they will ask about later. (expect questions like: what is the difference between a department store and a clothes shop? and is a chemist the same as a pharmacy? - Provide feedback as a class. - Clarify aspects of the TL (meaning) that ss do not know already by asking ss CCQS: "what is the difference between a department store and a clothes shop?", "do you go to a department store to buy clothes only or also other things? (no), "what can you buy from a department store? (furniture, toys, makeup, perfume). - Clarify aspects of the TL (meaning) by asking CCQs: "do you buy medicine from a pharmacy?" (yes), do you buy medicine from a chemist? (yes), "what is the difference between them?" (pharmacy is the American word for chemist), Do pharmacy and chemist have the same meaning? (yes) - Clarify aspects of the TL (form) by asking ss: "what is the part of speech of 'department', 'store' and 'chemist? (nouns). -Clarify aspects of the TL (pronunciation) by drilling "department store" and 'chemist" and finally write the words on the board. -Ask ss this question "which of these shops is your favorite? why? and listen to students' opinions. -Set task (1b) p.90 by asking ss to look at the plan of the shopping mall and match the words with letters (a-f). Demonstrate letter a with them as an example (bus stop). Monitor the exercise to see whether students have difficulty doing the exercise or not, then provide feedback as a class. -Set task (1c) p. 90 by asking ss to listen to the words and decide which is the stressed word (the first word or the second one). Play the audio track twice in case ss have difficulty determining the stress. After doing the task, tell ss that you are going to stop the track after each word and ask them to repeat it to practice stressing the write word. - Test ss knowledge of the TL by asking ss to do exercise 1d (p.90) "Where can these people go in the shopping mall? Monitor ss while doing the exercise, ask them to check their answers in pairs. Provide feedback, praise good use of TL and correct errors

-Set the context by asking ss a question (2a) p. 91 to generate interest in the topic: "When you meet friends in town, what do you usually do?" (go shopping, go to cafe, go to the cinema, go for a walk). -Set the gist task (2c) p. 91 by asking ss to listen to a phone conversation between Simon and Susie and decide where Simon wants to meet Susie? Answer the question as a class (at the shopping mall). Ask ss a further question to prepare then for what they are going to listen to in the coming conversations "What do you think will happen? -Set the specific task (2d) p. 91 by asking ss to listen to 2 more conversations and underline the correct answer. Monitor the class while doing the task, then give feedback as a class. -Set the detailed task (inference) (2e) p. 91 by asking ss to work in pairs to answer the 2 questions. Ask them to listen and check their answers.

- Set task 3a (p.91) by asking ss to match the questions with the answers. Demonstrate the first question with them. Monitor the exercise and make them listen to track no. 3.22 to check their answers. This exercise provides a context for ss that will be used during language clarification.

-Elicit the meaning by writing these two sentences on the board "I'm just getting some cash" and "I'm just buying that new book". Ask ss 2 CCQs: when is the action happening? (now) Is it going to continue in the future? (no). - Draw a timeline and ask ss "when is the action happening? Highlight 'now' on the timeline. -Ask ss to do exercise 3b by choosing the correct word to complete the rule. -Highlight the form by asking ss "how do we form the present continuous tense?" Draw their attention to the two verbs on the board 'getting' and 'buying'. Expect answers like v+ing. Ask them "why do add double -t before adding -ing in 'getting'?" Try to elicit the rule "because there is c+v+c" (get). -Ask ss to complete the table ex 3c (p.91) with the correct form of the verbs in the box. Ask an ICQ "are you going to use the verbs as they are or are you going to put them in the present continuous?" (put them in the present continuous). Ask ss to check their answers in pairs then display an answer key. -Highlight the pronunciation by asking ss to listen and determine whether the -ing at the end of the verbs is pronounced with a stress on the /g/ or slightly. Drill verbs standing and waiting. -Set task 3d (p.91) by asking ss to listen to sentences from 1 to 5 and decide "When is the word 'are' stressed?

-Set the controlled practice task by asking ss to go to p. 153 ex. b 9A grammar focus and put the verbs between brackets in the present continuous tense. Demonstrate the first one with them. Ask ss to check in pairs. Display the answer key.