• Using a PowerPoint presentation on basic emotions, elicit adjectives related to the shown emojis. • For each of the adjectives they guess correctly ask for more sophisticated adjectives • Engage students' emotional expression guessing game. "Think of an emotion but keep it to yourself. Now, express this emotion without using words – you can use facial expressions, gestures, or body language. The rest of the class will try to guess the emotion you're portraying. Remember, no speaking!" • Model one emotion like looking angry Show that you are angry and the class will guess the emotion. • Nominate or ask for volunteer students who will express their chosen emotions using only facial expressions, gestures, or body language. • The rest of the class will guess the emotion being portrayed.

The prepared worksheet for this stage includes a list of nine words that have been extracted from the text. Each word is accompanied by its contextual definition and examples. Distribute the worksheets to the students. Each student should receive a copy of the worksheet. Instruct the student to revise their vocabulary and meanings. They have two minutes for this task. Before the students start the activity, drill the pronunciation of the words. Explain to the students that the worksheet contains a text that uses the same words they’ve just learned, but with gaps. Their task is to fill in these gaps using the words they’ve reviewed. Inform the students that they will have 5 minutes to complete this activity. The students will then complete the worksheet individually within the allocated time. Peer Review: After completing the worksheet, the students will check their answers with their peers. Answer Reveal: Finally, reveal the correct answers by showing them on the board. This will allow the students to confirm their answers and clarify any doubts they may have.

⁕Start the lesson by displaying a PowerPoint slide with various pictures, focusing on one specific image: a woman's profile showing only half of her face, which appears happy. Ask students to observe and guess her emotional state. ⁕After students have guessed her emotion as 'happy,' proceed to reveal the other half of the picture. This half shows her true emotions, which contrast with the first half. Prompt the students to describe how she might be feeling inside. ⁕Engage students in a discussion about the discrepancy between the woman's outward happiness and her actual feelings. Elicit the term, which is used in psychology to describe a situation where someone's expressed emotions are different from their actual feelings. Ask the students to listen to one minute of the audio and identify the term that describes this situation. This will help us elicit the main topic of the audio from the students, both as a term and as a definition. ⁕Play the first part of an audio listening exercise that includes the term related to the day's topic. ⁕ After the listening segment, elicit the term 'emotional dissemblance' on the next slide. Go over its pronunciation with the class and write it on the board for visual reinforcement. ⁕Pose several CCQs to the students to assess their understanding of 'emotional dissemblance.' Is ‘Emotional Dissemblance’ about hiding our true emotions? Can ‘Emotional Dissemblance’ occur when a person is genuinely expressing their emotions? If a person is smiling while they are actually sad, is this an example of ‘Emotional Dissemblance’? If a person is crying because they are happy, is this ‘Emotional Dissemblance’? ⁕Conduct a drilling exercise where students repeat the term and use it in sentences.

Before listening to the audio, explain to the students how to take notes effectively. For example, you can tell them to use abbreviations, symbols, bullet points, and headings. You can also show them some examples of good notes. Display the general open-ended questions on the screen and make sure the students can read them. Tell them to take notes based on these questions while they listen to the audio. Play the audio once and then ask the students if they need to listen to it again. If some of them do, play only the first five minutes and 16 seconds of the audio again. This is the relevant part for the questions. After playing the audio twice, ask the students to compare their notes with their peers. Then, ask them to answer the questions individually. Give feedback on each question and highlight the keywords and key ideas that should have been included in the answers. Help the students understand how to use their notes to answer open-ended questions.

To check their listening skills for details, nine short sentences with gaps are prepared that the students have to fill in. Create a Google form with these sentences and share a QR code that links to the form. Ask the students to scan the code with their phones and access the form. They should start filling in the gaps as they listen to the audio. Tell the students that they have only one chance to listen to the audio, which lasts for five minutes. Remind them that they will get immediate feedback on their answers and that spelling matters. Any spelling errors will result in losing points. Play the audio. Ask the students to submit their form when they are done. To provide feedback to the whole class, show the correct answers on the screen and discuss any difficulties or mistakes. You can also give additional feedback or explanations.

Divide students into groups of 3-5. Direct each group to go to the MindMeister website Using the QR code https://www.mindmeister.com/ Give students the following instructions "Start a new mind map on MindMeister. Name the mind map based on the listening topic. Create a central node for the main idea. Add branches for each main idea from their notes. Expand with sub-branches for details or subtopics. Populate the mind map with information from notes. Use different colors, shapes, or icons for organization. Save the mind map and prepare to share with the class." Have groups present their mind map to the class. Review and discuss all mind maps collectively.