T focusses Ss's attention to supermarket shopping with a quick story. T explains to SS that "every week my husband and I go to the grocery store. Before we go.... we write down on a piece of paper the things we need to buy at the store... Do you know what this called? (at this moment T is pointing to the image presented on WB) The thing that we take to the store and it has all the items written down on it, so we don't forget to buy something?" T tries to elicit from SS "... SHOPPING LIST. Yes. Exactly!" T asks CQ: "Do your parents write shopping lists? Do you go shopping with them or alone?" T distributes HOs and has SS stand up and quickly interview two classmates and take notes in the spaces provided. T uses ICQ: "Will you work alone or with your classmates firs?" Sets up time for the activity. T makes sure SS talk to classmates who are not seated near them. After the time is over, T asks SS to sit down and report their findings to a classmate seated next to them. Monitors students check with their partners. Answers will vary.

T projects the list of words: 'out of, bunch, unopened, re-usable, shopping list, peanut butter, cupboard, remind'. These words were presented on the previous lesson and SS's home task was given to find out their meanings. T reads aloud the words, drills for pronunciation practice. T elicits and discusses the meanings. T asks SS to complete the sentences, compare with a partner, and then elicit their answers. T uses ICQ: "Do you need to read or write now?" Sets the time limit. Correct as a class, visual feedback: 1. remind 2. bunch 3. shopping list 4. unopened 5. re-usable 6. cupboard 7. out of 8. peanut butter

T reads aloud the questions and the possible answers before playing the recording on the projector. Then, T plays the recording twice while SS listen and circle the best responses. T elicits and gives solid feedback by giving them the answer key (visual feedback): 1. B (false) 2. C (five or six) 3. A (peanut butter) 4. B (false) 5. C (bags) 6. B (false)

T distributes HO with Part 4(Exercise 4) (listen and write the missing words). T plays the recording one more time while SS listen and fill in the missing words. T asks SS to compare their answers in pairs after they finish. T uses ICQ: "Do we share the answers with the teacher or with your partner?" T sets the time limit (5 mins), then, provides the answer key (visual feedback): 1. out of 2. maybe 3. Before 4. need 5. some apples 6. bunch 7. don't forget 8. kitchen cupboard 9. going to 10. week 11. so much 12. bags 13. re-usable 14. bring 15. everything T asks SS to work in pairs and read aloud the dialogue (one S is "Tom" and the other is "Dad").

T distributes HOs with Part 5 (exercise 5) ( writing and speaking practice). T asks SS to work in pairs and extend the dialogue with their own sentences and each pair should perform their dialogue for the whole class. T monitors during SS's performance and makes notes to provide the written feedback after the activity is completed.

- T sticker paper posts with the pronunciation errors on WB and brings SS around WB. -T reads each line to SS and has them repeat the sentence to drill (back chain sentences that cause difficulty). - T splits the class to two groups - "Tom" and "Dad", and asks to repeat the phrases form the sticker paper according to their role.

-T writes on WB the home task: to think and write down a shopping list of your favourite food. - T uses ICQ: Do you need write and an assay or a shopping list?