(3 minutes) The teacher projects a picture of some students studying for an important exam to the students and asks them to discuss two questions: (Students use breakout rooms) When was the last time you study for an important exam? Did you organize your time and study material? Content feedback (1 minute) The teacher asks one or two studets about their answers.

The teacher mentions students will read a text quickly and answer some questions. Learners will use a Google Form. (2 minutes) Students will compare their answers in pairs using breakout rooms. (2 minutes) The teacher checks learners' answers and provides open class feedback. (2 minutes)

The teacher asks students to answer some questions using a Google form. Students work in pairs. (3 minutes) Once students have answered the questions, everyone (including the teacher) check the answers. The teacher uses CCQs to assist students with meaning and form clarification. (6 minutes) CCQs 1. Am I agree with the person who chats on the telephone? A: No 2. Am I asking for advice in example three? A: Yes 3. Am I expressing that I need to go or that It might be a good idea? A: It might be a good idea. 4. Do I use "infinitive" after the modal verb "should"? A: No 5: Do I use "bare infinitive" for the negative form? A: Yes 6: Do we often use "I think" to sound polite when giving advice? A: Yes (3 minutes) The teacher projects the two sentences using a slide presentation and asks students to listen to the pronunciation of each sentence. The teacher asks students to identify the stressed word. The teacher says: "Listen carefully, I will read the first sentence twice. Please identify the stressed word. CCQ 1) Which is stressed in the sentence? A: shouldn't. 2) Am I pronouncing the letter "L" in "should"? A: No 3) Am I using blending sounds? A: Yes

The teacher asks students to answer 6 questions using a Google form. (2 minutes). Students will compare their answers in pairs using breakout rooms. (2 minutes) The whole group check their answers together. - OCFB (2 minutes)

(5 minutes) Students use breakout rooms. The teacher says: Imagine you have a friend who has an important exam soon and she/he is facing a similar problem as Bruce. Please select at least two problems from the following options: (the teacher does not read aloud the options, she only mentions where they are) She/he is tired and stressed, with too much to do. There are many distractions at his/her home. He/she is not in the best of health or not sleeping. She/he uses social media while studying. He/she is being disorganized. She/he procrastinates her/his studies. He/she doesn’t have an appropriate study place. Discuss with your partner what you think your friend should/shouldn't do. Ask your partner for his/her point of view about the situation. Don’t forget to mention possible advice you would give to that friend. E.g. I think he should get up earlier.

The teacher will monitor the participation of the students and write down some notes for the delayed error correction stage. Students come back to the main room, and the teacher provides: Content Feedback (the teacher asks one or two students about their discussion) - (2 minutes) 1. What problems did you use? Why? 2. What advice did you mention would be useful for your friend? 3. Are you agree with your partner's opinion and the possible advice for your friend? Delayed Error Correction (the teacher projects three to four phrases or expressions for DEC using slides) - (3 minutes)