The teacher greets the students and has a short check-in. Then she asks a question and students answer it on Mentimeter individually. Before students answer, the teacher answers the question first. When students are done, the teacher shares everyone's answers with the classroom.

The teacher opens a matching game on Wordwall. The students first have a look at the words and example sentences. Then they match it individually. When they are finished, the teacher nominates the students and they come and answer it on the computer.

First, the students discuss the pre-reading questions in pairs/groups for a few minutes. Then, the teacher gets a few answers from the students. Next, the teacher briefly informs the students about the text and individually, they read it and find out if their answers to the questions were included in the text. ICQ: Alone or in pairs? When they are done, the teacher gets the answers from the students.

Students do the matching of the target vocabulary activity in pairs. ICQ: Alone or in pairs? While they are o task, the teacher writes the numbers of each phrase on the board. When students are done, she nominates students and they tell the answer. Then to practice form, the teacher opens a matching game on Wordwall, and the volunteer students come to the board and match the halves of the target vocabulary. Finally, the teacher practices pronunciation with the students.

Here, in the first part, students work with the same partner. The teacher delivers different situations to the pairs and each student in the pairs comes up with a solution to the situation. When they are done, they discuss the solutions with their partner. When all pairs are done speaking, the teacher changes the pairs (1-2-3). With their new pairs, students this time talk about their problematic situation and their solution. Finally, the teacher nominates some students and they inform the class about their pair's problem and solution.

The teacher gets support from the notes she has taken during the tasks and writes the common mistakes related to target vocabulary on the board. Then, she asks the students how to make them correct. Students raise their hands up and she gets the answers individually from the students.