-T displays (slide1) showing a picture of a busy lady. -T asks the students to take a look at the picture. -T asks the Ss to discuss the prompting questions and points displayed underneath the picture (Breakout rooms). -T monitors the Ss as they discuss the picture and the prompting questions (no interference is needed as long as the Ss are discussing). -T listens to Ss after they get back from the breakout rooms.

-T displays (slide2) showing the same picture. -T explains that the lady is extremely busy, however, she wants to do so many things which she can't due to lack of time. -T asks the students to try to generate some sentences regarding the busy lady (breakout rooms). -T monitors the Ss as they discuss and generate sentences using the target language. -T could interfere in case the Ss needed help. -Ss express their thoughts once they get back from the breakout rooms. -T displays (slide3) containing a short text. -T asks the Ss to read and discuss some points regarding the text. -T monitors the Ss as they discuss in breakout rooms. -T asks the students to highlight the target language.

-T displays (slide4). -T tries to elicit the target language and display the needed sentences. -T asks the Ss of the way to contract (subject pronoun+would). -T elicits the answers and drills them. -T uses CCQs to test/confirm Ss comprehension. -T displays (slide5). -T displays the target language in a sentence and asks the Ss to change it into a question. -T elicits the answer from the Ss. T explains that questions intonation is different from positive and negative sentences. -T drills until the Ss get it. (Slide 6 could be skipped if time is needed) -T displays (slide 6). -T displays questions and asks the Ss to answer it. -T elicits the answer from the Ss. T asks the Ss think of different ways to answer the questions using different words. T tries to elicit the answers rather than displaying them right away. -T confirms using CCQs.

-T displays (slide 7). -T asks the students to use a pen and paper if needed. -T explains that they need to interview their partners. - T explains the rules of the activity: student A is very busy. Student B asks A, 'What would you do if you had more time?'. Ss can use the prompts if needed, but not get restricted by them. - T gives ICQs to confirm that the Ss got the instructions. T confirms that in the feedback they will be telling the class about their partners, not themselves. -T monitors the Ss as they interview each other in the breakout rooms. -T could take some notes to use in the feedback stage. -Feedback: -T listens to the Ss as they tell the class about their partners. -T could use the finger corrections if needed or any other suitable technique.

- T displays ( slide 8) containing the activity of ' What would the world be if.......?'. -T asks the students to discuss how the world would be in these unreal situations. -T monitors the Ss as they discuss in breakout rooms. -T takes notes to be used in the feedback stage. -T could mingle the students around if he sees fit.

-T uses the notes in case there are any. -T listens and uses the most suitable techniques when correcting the students. -T encourages the quiet students in case they are shy to speak.