T starts the lesson with a Mentimeter, asking Ss what do they generally buy. Using the Mentimeter results, T starts asking questions to the WC, such as "Why do you enjoy buying such items?" and / or "When do you generally go shopping?". For further engagement and connection to the topic, students can be asked further questions about their shopping habits, in line with the Mentimeter responses.

Using the b part Vocabulary section of the provided material, on page number 28, students will be provided with the blocking vocabulary for the following part of the session. This part can be done in two ways, depending on the class atmosphere. Regardless, T should provide one to two minutes for Ss to familiarize themselves with the words, as well as giving them the opportunity of eliciting the meanings themselves using the contextual sentences provided. Since the provided lexical items are compound items, Ss should be able to make semi-accurate guesses. The two methods aforementioned can be by having Ss work individually and having them peer-check with the neighboring student, or by asking Ss to form pairs and try to make educated guesses between each other. Following the completion, the correct answers can be provided on the interactive whiteboard application of the book, and Ss should be asked to ask and answer the questions between themselves, while the T taking an active monitoring role walking among students.

Following the Reading part of the material provided, Ss are asked to read the text titled "Sales Madness Around the World!". As a while reading activity, Ss are asked to answer the two questions provided in the part B of the Reading section. This part may take up to four or five minutes. Following the completion of the reading task, some selected Ss are asked to provide answers for the first question in particular. This part can be enhanced and enriched by benefiting from the international student profile of the university, and Ss coming from various parts of the world would contribute to the engaging atmosphere of the lesson by providing examples from their own countries. For the second question in the task, peer checking can be employed, in order to encourage interaction between students, since the following part will promote even further peer interactions.

Ss are asked to complete the questionnaire by themselves for about four to five minutes. This might take up to an extra minute or two, depending on the energy and concentration level of the students. Since the pre-reading unlocked the required lexical items for this part of the session, no questions regarding the vocabulary are anticipated. Yet, for the sake of weaker students, an explanation of the word "likely", by either providing a synonym or elicitation, might prevent individual questions during the responding period. Following the completion of the questionnaire, Ss are asked to compare their answers with their partners, and refer to the Page number 129 to read a description about their shopping habits.

Following the completion of both texts, T can nominate pairs to explain why they agree or disagree with the provided descriptions. Since this activity is highly likely to be dominated by Ss with a higher willingness to speak, the responses should be received in a way that enables weaker students to speak and build their self-confidence further. This will also enable students to use the lexical items provided in the classroom in a freer fashion. Depending on the time constraints and the energy of students, T can make use of additional contextual questions, such as "How do you feel if you buy an item with a great discount?" or "What kind of items do you especially buy during sales?" as a free production output phase of the lesson. Having stronger students take the stage for such an activity would make sure that they are not felt left behind due to the weaker students given a slight priority during the semi-controlled production phase of the class.

Using the previous session's topic, T provides a PowerPoint slide on the WB with basic everyday items, such as pens, notebooks, etc. Using the PPT as the background, T asks singular students the question "Have you ever bought a (item)?", and if the answer is affirmative, T follows up with the question of "When did you buy it?" While short answers might be expected from weaker students, it is T's role to encourage fully formed sentences from the Ss.

For this section, T uses the Listening part of the Demo Material, employing the two listening activities for the presentation of the grammatical elements in a familiar context. For the sake of saving time, activity A can be skipped and Ss might be asked to solely focus on activity B, since this is not a listening lesson. Using shorter excerpts taken from the listening provided in the book, T then moves to the Grammar section and starts isolating the grammar knowledge provided. Activity B of the Grammar section enables students to identify the individual structures, and using Activity C, T starts eliciting the meaning differences between the two tenses. Further explanations and elicitations can also be provided using the Grammar Focus part of the book provided. To elicit the difference in Form, T chooses two sentences from Activity A, and emphasizes the differences in Form by dividing the sentences on the WB, since weaker students might require isolated examples regarding the sentence structure.

Using the Grammar Focus part, T provides Ss with controlled practice opportunities. Controlled Practice can be conducted in pairs, since it enables weaker students with an opportunity to learn from their peers and encourage them to participate in the feedback part of the practice, since they might be unwilling to do so. Feedback can be provided on the WB by using the interactive material, and this might be a good time to repeat the forms and differences in meaning, analyzing the sentences on the WB if necessary.

T divides the Ss into two groups, half the students being surveyors and the other half being participants. T asks everyone to stand up and provides a handout of Speaking part to the surveyor Ss, explaining them that their task is to complete their Survey handout with answers as quickly as possible. Surveying Ss walk around and ask questions to the participating Ss using "Have you ever" format, and if they receive an affirmative answer, they ask for details, such as "When/How/What etc." The first student to complete their survey and the last participant to answer his / her question receives a little piece of chocolate.