The learners are given a number of rules to do with schools and classrooms and the word "rule" alongside where the said rules apply are elicited. Then they are asked to work with their partners to add a couple of more rules to what they have already checked. Finally, feedback is given in open class to round off this stage.

First, students are given a handout to work on in pairs and come up with some rules related to a few more topics and discuss whether they are sensible in all situations or not. They give each other feedback by sharing ideas discussed in their pair with a new one. Next, a few words, phrases and functions are elicited and pre-taught for them to better understand the text they will encounter in the recording and do the tasks more efficiently. There is spontaneous feedback or correction on vocabulary and functions to conclude this stage.

The class is given a handout of two gist listening tasks. For the first one, they listen to the recording once and compare answers in pairs. The next task gives them a chance to listen a second time to further the depth of their understanding. once again they compare in pairs and check with another pair while being monitored and prompted to finalise their answers.

Students are given a handout of a matching task on which they work in pairs to construct the functional language they have twice received in the recording. This helps them recall what they have heard to identify the exponents of the function. After whole-class feedback, they are handed another task allowing them to listen for more specific information in the recording. There might be a need to have them listen again for the task to be achieved. Next, they compare answers in pairs and join another pair for giving each other feedback afterwards while being monitored for any understanding problem.

Students engage in a role-play/ debate activity by assuming a number of opposite roles of law-maker and law-observer e.g. a hotel manager versus a hotel guest. Then work individually to make some "selfish" rules in connection with affairs and circumstances on which they have to deal with each other and share the rules in pairs afterwards. This allows for putting the language for fluency to which they have already been exposed into the practice of talking in a life-like context. After the debate, they will join another pair to share the results.