SS use a Jamboard page to brainstorm what they know about pubs and when was the last time they visited one.

SS are showed a series of slides featuring useful language for the lesson. T gives them instructions for guided task completion as follows: M SS answer the CCQs featured for each of the three statements containing the target language. F SS convey the parts of speech for the same three statements, T elicits them to pay special attention to the fact that the statements are in passive voice and to the three words chosen for language analysis. P SS are elicited to match the language items to their ending sounds (all three words are -ed ending participle adjectives with different ending sounds). T elicits coral and individual repetition to check pronunciation.

SS are exposed to the listening text and are instructed to find out what the four pubs featured in the video have in common. SS are given a time limit to discuss their impressions in pairs. The answer to the question is clarified briefly in open-class feedback.

SS are exposed to the text for a second time. T instructs them to work in pairs after the second listening round to answer a True/False survey about information from the text. Pairs are put together in breakout rooms to compare and discuss their answers with other pairs. T then brings them together to the main room to clarify the answers briefly in open-class feedback.

SS are given directions to sustain a role play in which they have a pub and welcome friends to the place and share with them some of the most important aspects of the bar's history and service. Some concepts are given to SS for them to use if they find them useful.

T addresses SS' task completion and allows them to share some aspects of the conversations they had with their teammates. T addresses good use of the language and helps students to aknowledge the language that needs to be corrected or reformulated.