T displays slide with images on screen. T: Name the objects in the pictures. T elicits Ss to name the objects. T: 'What do you think these objects might have in common? What's their significance? T elicits Ss ro brainstorm what significance could these object have. T writes down Ss ideas in the chat.

1) Gist task (4 min) T displays task on screen T : "Listen to the audios and match the image to the audio that describes it" T plays audio. S do the task. T provides OCFB by nominating Ss to share their answers and displaying correct answers on the screen: 1= mobile phone 2= alarm clock 3= guitar 4=computer. 2) Intensive task T displays task on screen. "Tick the phrases used in each audio. Some phrases can be used in more than one audio" T sends link to the task T plays audios Ss do the task T conducts OCFB by providing correct answers to Ss using their submitted answers on G-forms.

MEANING T displays grid on screen and elicits Ss to categorise the phrases ffrom the intensive task in it: a) introducing objects I couldn’t live without my ... One thing I'd hate to be without is ... b) describing objects It was given to me by ... I've had it for ... It's (old/new/battery operated/small/big/etc...) c) saying why it's important It's really important to me because... It's got (purely) sentimental value I'd be really lost without it. CCQs: Q1: Which of these phrases are used to introduce valuable items? A: I couldn’t live without my ... One thing I'd hate to be without Q2: Which of these phrases are used to describe valuable items? A: It was given to me by ... I've had it for ... It's (old/new/battery operated/small/big/etc...) Q3: Which of these phrases are used to say why is this valuable item important? A: It's really important to me because... It's got (purely) sentimental value. I'd be really lost without it. Q4: When we say ‘I'd be really lost without it’ would we actually be lost? A: No, it just means that it makes our lives easier and feel more in control. Q5: Are these phrases informal, formal or neutral? A: Because we don’t have much context of who they’re talking too, I would say they’re informal based on the use of contractions and simple words. FORM T displays form clarification on screen: Q1: What are these phrases followed by? A: The name of the object (noun) Q2: What comes after ‘it was given to me by...’? A: The person who gave it to you (pronoun) Q3: What comes after ‘I’ve had it for...’? A: The amount of time we’ve had the object Q4: What type of words are used to describe the object? A: Adjectives and adverbs. Q5: What comes after ‘it’s really important to me because...’? A: The reason why we value the object. PRONUNCIATION 1)Sentence Stress T Explains Ss that we stress the words that carry the most information (content words) 2) Linking words T explains Ss that sometimes we link the end of a word to the beginning of another. T Uses IPA to help students visualize the linking words. T plays recorded audio model for correct pronunciation and elicits answers from Ss. T drills correct pronunciation.

T displays task on screen T explains Ss that they will now present an item that's indispensable/valuable for them. T: You have 3-4 minutes to take notes about your item. Ss write down notes about their item. T: Now you will present you item to your partner you have 4- 5 min each to talk about your item. T sends link to slide with task. T sends Ss to BORs Ss do the task (10 min) while T monitors and notes down any language that could be used for DEC.

T conducts OCFB on content by asking Ss: What item was the most interesting and why? T conducts OCFB on language by displaying some of the language used during the task. T corrects language if needed and praises good use of language. T ends the lesson