T. shares screen of Google Jamboard: "Where do you want to go on your next vacation? What is important to know about that place before you go?" T. does demo of answering the questions with stickie notes T tells Ss they have 1 min to answer the questions with stickie notes T. gives time for Ss to answer T. nominates some Ss. to share their thoughts and conducts brief class feedback

T. shares screen of google Slides: pre-teach vocab - T. elicits from Ss. the correct meaning of 'register' and the three levels of formality - CCQs: Would a formal letter start with 'hey!'? (no) - CCQs: What is another word for register? (tone) - CCQs: In what register do you write to your friends (informal) - CCQs: What about people you don't know? (semiformal) - CCQ: What about your boss? (formal) T. shares screen of google Slides: Text T. tells Ss. they will discuss the questions on the right after reading the text quickly for gist T. gives 1 min for Ss. to read the text T. separates Ss. into breakout rooms to discuss questions - T. monitors to inform teaching T. brings Ss. back to main room to conduct brief class feedback T. shares screen of slide 2: order parts of email T. tells Ss. to identify the parts of the email with partners in breakout rooms T. does demo of moving the text boxes on the slide and positioning them on the text T. separates Ss. into breakout rooms to complete task - T. monitors to inform teaching T. brings Ss. back into main room to conduct brief class feedback

T. shares screen of Google docs T. tells students they will write an email to the tourist office of the city they want to visit on their next holiday T. does demo of clicking on name, writing the city and writing the greeting T. tells Ss. they have 10min to write the email - T. monitors the Google Doc to make note of any typical mistakes for feedback at the end

T. tells Ss. they will check their partners email and give them feedback T. does demo of clicking on a partner's name on the document and reading their email T. separates Ss. into breakout rooms to peer-check - T. monitors to inform teaching T. brings Ss. back to main room to conduct brief class feedback T. tells Ss they will peer-check again with a different partner T. separates Ss. into breakout rooms with new partners to peer-check - T. monitors to inform teaching T. brings Ss. back into main room to conduct brief class feedback and error correction