The class are asked whether they are romantic and celebrate wedding anniversaries and similar occasions and what plans and activities they usually have on such occasions. There will be pair/ group work to answer the questions and quick whole-class feedback afterwards.

Students are shown a picture from course book in order for some "blocking" vocabulary to be cleared out through finding matching pairs between words and parts of the photo; the answers are checked and drilled in open class. Then they are given a couple of listening skills tasks (without much focus on skills, though) to do individually and share answers in pairs/ groups.The audio will be played back at least twice, once before the first task and the other time after the second. There is whole-class feedback after each task is worked on in pairs/ groups.

Four sentences pre-selected from audio script is written on board and the class are asked to identify the two forms seen in the extracts in pairs/ groups. There is open-class feedback and the forms are written on the board.

At this point students are allowed to look at 3 or 4 CCQs about the boarded sentences in pairs; there is class feedback to achieve a consensus afterward. Then the students are each handed a twofold of rules on paper strips to complete by the either of the forms they have already worked on; there is pair-check and whole class feedback to conclude the rules and let the functions sink in. There could be more CCQs asked for reassurance. Next, a series of sentences (from the course book audio recording) transcribed in phonemic alphabet are given to pairs/ groups of students to be scripted back in English. After that, the weak pronunciation forms are elicited and written on board and drilled sufficiently. Then the first couple of sentences in the audio recording will be boarded and in addition to weak forms, liaisons and sentence intonation are highlighted and drilled.

Hereupon, the class are ready to engage in grammar exercise. The first task for them is to individually match sentences halves that covey the point of target language via rephrased language , share answers in pairs/ groups and be given class feedback. For the next task, they rewrite the same sentences using the target language on their own and compare answers in pairs/ groups. Finally, there is whole-class feedback.

The students are handed a list of excuses for not doing what they were expected, had planned or promised to do but failed. They are asked to think of the expectation, plan or promise themselves and write them with respect to each excuse. Next, they will form pairs/ groups to share and compare ideas and there is feedback in whole class.

In this stage, the class are expected to produce sentences using the target language. Therefore, a handout of questions will be given to learners to discuss in pairs/ groups. While doing the task, they are monitored unobtrusively and when they are finished, there will be open-class feedback and error correction.