Teacher displays a slide with pictures of an agenda/calendar and asks the following lead-in questions: What do you think we will be talking today? Are we going to talk about future plans or past events? As SS provide answers, the teacher can also provide different questions with options if students do not provide enough answers or to help them Then, T asks SS to work in BOR for two minutes to discuss what are they doing this weekend, their opinions/plans and how much they rely on that happening T asks comprehension questions in relation to the activity. T> S "What do you have to do ?, Do you have to type something? How much time do you have?" Once time is over, all SS go back to them main room and T asks about their discussions. Teacher highlights what SS say and if there is any new comment/opinion, then T adds it to the list on the slide.

T displays a text on the screen. T says "Here we have a conversation between three people talking. Can you see it? So, who are the people in the conversation? Number one is... (SS answer Jenny, Eric and Melanie) If they don't answer correctly, T will help them elicit the answers) T says: "Read the text for one minute. If you have only one minute, do you think you have to read this fast or slowly? Do you think you will have to focus on something specific or just have a general idea of the text?" Then, T shares the link to the text and shows question 1: Teacher reads it aloud and says.. "Answer the question by using the chatbox" As SS write their answers, T reads them aloud and asks each ST about their answers.. Talking to all SS, T says "so basically the correct answer to the question is... " T completes the question.

T will now ask students to read the text again, this time they will have more time as they should answer True or Flase statements. Students will be given more time now as they need to focus on detailed information. STs will be sent to BOR for 3 minutes to do this. As SS are back from the activity, discussion and correction is given in the large group. Students will be asked to justify their answers by highlighting the TL in the text.

MEANING: Teacher shows Google Jamboard and says: "We are going to work on meaning now. There are sentences here and there are two different categories here related to meaning" . You have to tell me what do these phrases really mean/want to express. Teacher reads aloud the categories. T models the first one as an example: T chooses a ST and asks him/her to solve the first item by checking the phrase in context (going back to the Exposure text and reading the phrase in the paragraphs) FORM: T asks students to identify form as formulaic components of the sentences: T elicits the structure of the sentences below by asking questions to SS. T writes down the structure below the sentences and provides options for the 2nd part (to show there is a fixed part and a part which can vary) I might + _______ I'm going to + _________ She is going to + ________ PRONUNCIATION: T models two sentences with "might" and asks SS to identify where the stress is located. As T reads the sentences, ST identify where the stress is placed. T focuses on sentences stress and explains to SS that all function words are generally stressed. T inserts circles to represent stress above the sentences. T models the sentence stress pattern and asks SS to drill.

I will ask students to complete sentences by using he correct grammar structure for the sentence. T models the first one and ask ST to work in BOR for this. They will have 6 minutes to complete the sentences. I will ask SS to compare their answers. In the large group, correction will be carried out

I will ask SS to discuss and answer the following ideas. For example: 1. Two things they are going to do next month 2. Two things they might do next month SS will work in BOR for this and then, we will have an open discussion with the larger group. I will provide DEC at the end of the discussion.