T shares the screen and shows the Google Jamboard with the pictures. T asks Ss: "What can you see in these pictures? What kind of problem do you think the girl has?" T explains that students will have 1.5 minutes to discuss their assumptions in BOR in groups of three. Ss work in groups for 1.5 minutes After that, T nominates 2 Ss from different groups to share their ideas with the class.

T shares the screen, shows the Google Form with the Gist task, and gives 15 seconds to read the description of the conversation. Then, T explains that Ss are going to listen to the conversation and choose the best heading. Ss listen and choose the best heading. T explains to the SS that they will check their answers in pairs in BOR. “Now, you’ll have 1 minute to check and discuss your answers with a partner in BOR.” CCQs: "Do we need to speak or type?" (Speak). How much time do you have? (1 minute) Students check their answers in pairs in BOR for 1 min. Then, T nominates 1 S to answer the questions. T asks if other students agree with the answer. If the S makes a mistake, T asks the rest of the class to help him/her.

T shares the screen and shows the script of the dialogue. T asks Ss to read the dialogue and find all the phrases that describe the use of Marina's time and the things Marina has or hasn't done today. Ss work individually for 1 minute. T asks Ss to get their answers.

MEANING AND FORM T shares the screen with Analysis Google Form and asks Ss to analyze the five sentences and answer the eight questions. Ss work individually for 3 minutes. T nominates up to 8 different Ss to answer the questions. T asks if other students agree with the answer. If a student makes a mistake, T asks the rest of the class to help him/her. PRONUNCIATION T opens the zoom whiteboard and copy-pastes the following sentences: 1) I have not thought about him all day. 2) I have been trying to get through to him all day. 3) I have left about ten messages on his voice mail. T reads the sentences out loud and asks students if there are some words which are contracted ('I've' and 'haven't'). T reads the sentences again and Ss to repeat.

T starts sharing the screen with the Google Form for Controlled Practice and gives the instructions “Now, you are going to work individually for 3 minutes. Read the sentences and choose the correct answer." Ss work individually for 3 mins. T explains that Ss will have to check their answers in pairs. “Now, you’ll have 2 minutes to compare and discuss your answers with one of your classmates. For this, we will use the Private chat option. Can everybody see it?” (Briefly explain where it is and how to make it private). T writes down the pairs for the activity in the chat. CCQs: "Do we need to speak or type?" (Type). Do we send our answers to the whole group? (No) How much time do we have? (2 minutes) Students send private messages and check their answers. After the 2 minutes, T shares the screen and nominates 7 Ss to share their answers. T asks if other students agree.

T shares the screen with the Jamboard Free Practice Activity. "We’re going to work in BOR in groups of three. Find out who in your group has done or has been doing the following things. You’ll have 6 minutes to discuss them with your classmates." CCQs: "What questions do we discuss with our classmates?" (the questions on the Jamboard). "Do we need to type or speak?" (Speak) "How much time do you have?" (6 minutes). Students work in groups in BOR. T monitors every breakout room and takes notes in Word for the language feedback at the end. After the 6 mins, T nominates 2-3 Ss to share their findings with the class. DELAYED ERROR CORRECTION: T copy-pastes the phrases collected during monitoring and asks the SS to improve/correct those phrases. T thanks the SS.