Exercise 1. Write "queue" and "fashion victim" on the board as they have already learned these words through the context of shopping. Ask Ss to discuss in pairs what the words mean and how they could be connected. Ask them What is the longest time you have queued for anything? What was it for? Elicit different answers from the class.

Exercise 2. Ask Ss to open their books and focus on the designated page. Read the items and explain any unknown words. Have them discuss in pairs. Then choose different pairs to share their answers with the class. Exercise 3. Explain to them they will watch a video where people are talking about shopping. They must decide which opinion in Exercise 2 is not expressed. Check answers as a class. Exercise 4. Ask Ss to read through the questions and guess what the situation might be. Then ask what makes a person a fashion victim. Play the audio and check answers as a class.

Write on the board: What I mean is, The thing is, Do you know what I mean? What do you think? I’m not sure what you mean. Model the phrases, paying attention to the sentence stress (stressed words underlined). Elicit from Ss that the underlined words are stressed. Model each phrase again and drill. Exercise 6. Have Ss complete the activity individually. Model the activity using the example given. Play the audio for Ss to check their answers. They can practise the dialogue in pairs. Encourage them to use the correct sentence stress. Then I will ask them to read the dialogue individually focusing on some key words and some components of the conversation. I will play "disappearing dialogue" where the students will close their books, one student will take A the other take B, the dialogue will be displayed while some key words are covered, they have to practice while figuring out what the missing phrases are.

Exercise 7. Explain to Ss that they will now use the language from the Speaking box to discuss different statements. Have the different opinions in Exercise 7 written on individual pieces of paper. Put them into groups. Give each group a piece of paper. Allow them one or two minutes to discuss. As them work, monitor for proper use of language and vocabulary. Correct where necessary. After two minutes, give each group a new piece of paper and allow them to discuss it for one or two minutes. Continue until each group has discussed all the opinions. Then ask different groups to share their ideas with the class.

Taking some notes concerning the particular phrases they were supposed to utilize and in case they make use of them incorrectly or inappropriately either in term of pronunciation or context, then writing on the board (open-class feedback) eliciting the corrected version. Encouraging them to reflect on what they have learnt. Tell them to think about what they have found interesting, new, easy or challenging