The teacher commences the lesson with a picture in which two girls are talking and one is crying. Having introduced the characters,the teacher, then, asks them some questions such as: Why is she crying?", " Why do girls usually cry?" and so on.

In this stage, the teacher asks the students to listen to the CD carefully and find out why Sandy is unhappy. First, The teacher gives each pair a piece of paper with some questions on each such as " Why is Sandy unhappy?" " Do you think that Sandy is doing the right thing at the end?" " Why is she calling him?". Then she plays the CD. After the class is done with listening part, she tells them to discuss the questions in pairs. While they are doing pair work, the teacher monitors them to see if they have got the answers right. The teacher, then, asks one student of each group comes to the board to write the answers. Then she tells them to play the roles of Sandy and Zoe in pairs. She monitors them while they're doing the activity and tells them to shift their roles. Then, she writes three sentences of the book on the board and tells them to do part 2. She tells them to match these three sentences to a, b and c. She asks them ICQs to make sure if they got how to do the exercises. The students do this exercise and check the answers first with their partners and then with the teacher.

The teacher moves to the second part of the story and draws the students' attention to James' picture and says, " Now read this part and pick the correct one." The she asks them, " What is Sandy going to do?" Then, she tells them to check the answers with their partners. Having checked the answers with their partners, the students listen to the CD and check the answers once more and the teacher asks them if they agree with what Sandy did or not. Then, they practice the conversation with their partners. They need to change partners when they are practicing the conversation. The teacher monitors them to help when necessary. If the teacher thinks that they have mastered the conversation to some extent, she asks some to perform the conversation to the whole class. Then, the class moves to the third part of the lesson and the teacher draws students' attention to David's picture and asks them to read the whole conversation and put the future form that best suits the conversation. the teacher, then, walk around the classroom to help if needed and make sure if they have got the difference between forms. The teacher asks them if they really think that David is going to have dinner with a client (make a guess). Then, she tells them to check the answers in pairs and with the CD. She, then, puts the students in groups of three to practice the conversation, changes the people of the group. Having monitored them, she asks one group to perform it to the whole class.

The teacher involves students in the making a guess process by asking them if there's a future for Sandy and David or not? They discuss it in pairs and everyone tells her partner's idea about it. Then, they listen to the CD to find out if their relationship is going well. Then, she asks them what has happened. Also, the teacher draws the students' attention to the future form used in listening.

The teacher tells them to read the statements and think about tem and write if they are True or False. The instruction needs to be clear enough for them to understand. What the teacher do is monitor to see if they have a hard time understanding some sentences. Having done the True/False part, they are told to check the answers in pairs. They are monitored by the teacher at this stage too. Then, the teacher asks them what they think of number 1 and plays the CD for them to se if their guess was right or not. She continues the same procedure throughout the exercise and clarifies the points in listening if the students need.