T welcomes Ss to class. T asks how Ss are, if they have any questions or concerns about the course materials, platforms, etc. T and Ss chat informally as all Ss arrive to Teams platform.

T gets Ss attention. T nominates S: What did we work on in our last class? - We began looking at the topic of dealing with conflict in the workplace - We listened to a couple audio files of a meeting between three managers discussing a problem with the printing of brochures - We worked with some vocabulary related to dealing with conflict in the workplace - We discussed different ways of dealing with conflict (chairperson, diplomatically, directly, etc. - We did a role play exercise T nominates S: “did we have any work suggested for self-study?” [no] T leads Ss in pronunciation drill with words from last class: marketability, theorist, skilled, caused, diplomatically, capable

T gets Ss attention. T shows slide 2 with text from previous lesson ("What kind of team player are you?" p. 38) T asks Ss what they notice about the text. T nominates Ss. T reveals next slide: multi-word verbs / idioms

T gets Ss attention. T shows slide 4 (p. 39 #8) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to work together? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and the class shares their answers in OCF.

T gets Ss attention. T shows slide 5 (p. 110 #2) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to work together? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and the class shares their answers in OCF.

T gets Ss attention. T shows slide 6 (p.39 #3) and nominates S to read instructions. T asks Ss to work in pairs to complete the exercise. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to work together? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and the class shares their answers in OCF.

T gets Ss attention. T asks Ss to work individually to write a short description of his/herself for LinkedIn, using idioms and vocabulary we've been working with. T gives Ss 8 minutes to write independently. T calls Ss back to main session. T asks Ss to work with a partner to give feedback on their profiles. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to share and give feedback? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session and the class shares their profiles in OCF.

T gets Ss attention. T introduces the role play task (slides 8-10) which will be assessed at the beginning of the next class. T shares Unit 5 Progress Test info with Ss re: speaking test: role play. T gives Ss time to work on their notes with this rubric in mind, and asks them to take some more time at home to prepare. T asks Ss to be ready to present their role plays at the beginning of next class.

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits from Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

T gets Ss attention and thanks them for their time. T asks Ss if they have any questions or concerns, specifically about accessing course materials, platforms, etc. T takes note of anything to address with supervisors/academic services. T asks Ss to continue preparing their role play exercise, which will be assessed at the beginning of the next class. T thanks Ss again for their time, and wishes them a good day.