-T displays (slide1) asking the students about some problems which the world is facing. -T elicits as many answers as possible from the students. Ss -T reveals some of the problems that the world is going through. On top of them is the ongoing pandemic. -T asks the Ss to take a screenshot before displaying the second slide.

-T displays (slide2) showing a task for the Ss. -T asks the students to pick one problem and speak about it in pairs. -T tells the Ss to briefly discuss it and not very deeply. In case the students have a little difficulty, T displays the 3 prepared questions to prompt the Ss. -T sends the Ss to breakout rooms. -T monitors Ss as they discuss with no interference. -Ss tell T about what they discuss briefly.

- T displays (slide3) showing a picture to use it for elicitation. -T tries to explain what is going on in the picture in case the Ss needed a push. T could also display the definition for the next step for a further push. T could display a sentence with a gap of the required word for a further push. -T displays the word, ask for the stress, pronounces it, and drills it for a couple of times( more if needed) as the Ss repeat. - T does the same for the rest of the words(slides 4/5/6/7/8) - T goes over the words for one more time to confirm very quickly (could be skipped if needed).

-T displays (slide9) showing a picture of a scientist holding a cure. -T tries to elicit the sentence instead of giving it to the Ss (Scientist will probably find a cure for covid-19). -T listens to Ss while they try to give the sentence. -T highlights the form for further clarification. -T asks some CCQs to make sure that the Ss are on board. -T displays (slide10) showing a diagram containing some adverbs of probability. -T reveals them one by one from the least likely to the most likely with eliciting. -T displays 3 sentences containing an adverb of probability. Ss try to figure out which one is grammatically correct. T confirms the answer. (In case there is extra time, T could go over this slide) -T displays (slide 11) for students to briefly practice before the freer practice activity. -T asks the Ss to take a screenshot of the activity. -T asks the Ss to pick 2 or 3 points to answer. T tells the Ss that they will have to interview their partners for this task. T sends Ss into breakout rooms to discuss. -T monitors subtly as Ss discuss. -T listens to them when they get back from breakout rooms. Then ask Ss to finish it as HW.

-T displays (slide12) containing the freer practice task. -T asks the students to take a screenshot to use it in case they needed some help discussing the points. -T asks the Ss to discuss the prompt questions, and more if possible in pairs/groups. -T sends the Ss to breakout rooms and monitors subtly. T takes notes to use for the feedback.

-T displays the notes which were taken during monitoring. (If not, then starts text step) -T listens to Ss as they express what they discussed. -T uses finger correction if needed.

-T displays (slide 14) containing a question for the Ss to discuss. -T asks the Ss to discuss it together. T could give some questions to prompt the Ss. -T listens to the opinions of students.