T tells Ss about her last shopping experience where she couldn't return her jacket to the shop and asks Ss about the last product that they returned to a shop and asks why they returned it. Before the pre-teach vocabulary stage, T asks Ss to discuss reasons for returning a present that they have received in pairs. (Cambridge Empower, pp. 102) T monitors Ss and asks Ss what they have discussed.

T teaches 5 target vocabularies (refund, exchange, goods, products, complaint) through MFP -meaning, form, and pronunciation- technique. After T makes drills of the target vocabularies, Ss matches words with their meanings via Wordwall.

T shows a picture to Ss and asks: "Who is this person? Where is he? What is he doing there?" assuming that Ss already has knowledge about Leo's story from previous units. T elicits Ss' answers. Before starting the video, T asks Ss to look for the following information: "What does Leo want to return? Why? " T elicits answers from Ss.

T asks Ss to listen again for specific information and asks them to tick the phrases they hear in the listening for Useful Language, Part A in the Cambridge Empower book. Following the exercise, Ss look at the phrases that they didn't tick and T asks "What shopping situations could you use them in?". T asks Ss to have a pair discussion on this question. After the discussion, Ss look at the phrases that shop assistants use in Part C and T asks Ss to complete them and they listen and check. In pairs, Ss complete the conversations in Part D and decide where the people are in each conversation with their pairs. T monitors Ss during pair discussion.

Ss practice the conversations in Part D with their pairs. Following their conversational practice, T tells Ss that they will play the wheel game. T turns the wheel and asks some questions and/or says incomplete sentences to the student chosen by the wheel. S is expected to answer and/or complete the sentence.