T starts the lesson by making a gesture and a sound (Ouch! putting his hand on his back) this draws the students' attention and gets them immediately into the subject of having a bad back (back pain). He then tells them he is going to see an Osteopath and CCQs the word (Cf. assumptions and LA for the CCQs used). T then gets them to figure out its part of speech (noun) and drills it with them (Ps: Turkish speakers tend to pronounce /θ/ as /t/ wand te difference can be noticed but not accurately pronounced according to Learner English Book). Finally, T asks for two causes of back pain.

T asks the Ss to listen for the three conversations and answer the questions of activity one (about the people in the conversations and the topic). Students check in pairs and then check their answers from the backsheet. (Ps: this is better than WC FB since it saves time; it is student centered and it is not focused a target language accuracy activity to be checked and error-corrected).

T asks the students to do the second activity (listen and take notes about the pieces of advice given in the conversations and whose advice Bob decided to take). Students check in pairs and then as WC with the PPT. (The teacher may play the recording twice if the Ss need that, and this will certainly cause the removal of the flexi stage).

T provides the students with the script of the three conversations and instructs them to find the expressions which fill the black spots in the script. T plays the recording. After that, Ss check in pairs and the T shows the expressions on the WB.

T uses the following CCQs to check the meaning/use of the expressions: Are the speakers still talking about the same topic?(No) Did they change the topic? (Yes) Did both of them change the topic? (No) Did one of them change the topic? (Yes) and then the T elicits reasons from the students by asking: Why do you think he did that? T drills the expressions in context (Conversation/pairs using substitution drill of the four expressions).This is also a controlled practice of the target language.

T asks the Ss to find the two subjects in each conversation.

T divide the students into pairs (cf. anticipated problems: grouping) and asks them to move around the classroom and stop at each one of the notes on the wall to make a small conversation using the functional language in order to appeal to their Kinaesthetic style. (The notes are words like politics, religion, and personal life which people usually try to avoid cross-culturally) This will be a good opportunity to personalise the use of the target language. T monitors, selects some errors and gives delayed feedback.