The teacher begins the lesson by sharing his screen so students see a google slide document with three slides in it. In the first slide, there will be three pictures, the biggest one shows a couple having a problem with decision, on the man's side there is a picture of a soccer stadium while on the woman's there is a picture of a zoo. The teacher then introduces the questions: What can you see in the pictures? What are they doing? (the couple) To get students' answers, the teacher nominates some. Next, the teacher shows the second slide which let students know the context of the lesson (a day out). In the third picture, there will also be the same pictures but this time a new question is introduced. When you are planning a day out! …. Where do you usually go? and why? Students are going to discuss this question in breakout rooms for 1 minute and a half (PW) Before they start, the teacher asks some ICQs Are you going to do this individually? Are you going to spend three minutes on this task? Once the instructions have been clear enough for them, breakout rooms are opened. Afterwards, the teacher will nominate two students to share their answers. The teacher provides some feedback on students' mistakes.

The teacher shows on his screen a google form. Students are told that they are about to do a gist task. For this, they will hear an audio then they need to answer the following questions: 1. What do they want to do? 2. Where would Josh like to go? 3. Where would Alison like to go? There will be some alternatives (multiple-gap choice) so they need to find the correct one. Students will be given 2 minutes to do this. Next, the teacher shares the link through zoom chat so they can have access to it. The teacher asks some ICQ's: What do your need to do before you answer the questions? Are you going to write the answers? Then the teacher gives students thirty seconds to look at the questions and their alternatives. Then, he plays the audio. Students do this individually. If necessary and time is enough, the teacher may play the audio for a second time. Afterwards, three different students are nominated to say the correct answers. Then students are told to do a more deep activity. In order to do so, the teacher will show them a google document in which they will find the audio's transcript. The teacher asks them to read the transcript then they need to identify examples of asking and saying what they want to do. Although there is a sample of how to do this below the transcript, the teacher lets students know that they are going to write these examples in an extra virtual document. Before they start, the teacher sends them the link of access to this document and told them that they have two minutes for this. Students will do this in pairs, so breakout rooms are opened. (The teacher monitors them) Once they return to the main session, two students are nominated to share their answers with the whole class. The aim of this activity is for students to be capable of identifying the target language in context. The teacher will provide some feedback based on students' mistakes during the activity.

For this stage, students are led to a google slide in which they will see a task they need to do in groups. (meaning) They will see a box with some questions inside it: What would you like to do? Would you like to go to ______? Do you want to go to _____? Where do you want to go? There will also be some answers to these questions. I would like to go to Europe this summer. Yeah, that’s a good idea. Not really, I would rather stay at home. I want to go to the beach. - The aim of this task is for students to elicit the meaning of the language used for asking and saying what to do. - Students are asked to match these answers with their right questions. In order to do so, breakout rooms are opened so they discuss their answers with their peers. (They will have two minutes to do this.) The teacher shares the link of access so they may see the task while doing the activity. Once in the main session, the teacher nominates two or three students to share their answers. Now the teacher draws students' attention to the questions used for this task. Then he asks the following questions: In what type of situations do we use these questions? for a party? for cooking? for making plans? Teacher tries to elicit students' answers as quick as possible. Afterwards, he leads them to another google slide in which they will find a task where they need to complete the rules with would like, want and would rather. Students are told to do this individually, they are given one minute then the teacher nominates two different students to share their answers, the teacher makes some corrections on their answers if necessary. The he briefly explains the use of each question with 'would like' and 'want'. Then he draws students' attention to a google form link. For the next part of this stage, students will do a task in a google form so they may put into practice their understanding of the language form. In this google form there will be three statements with one mistake each in the use of target language. Students need to find out these mistakes and rewrite each statement into the correct form. They will do this individually first for one minute then they will send into breakout rooms so they can compare answers. (teacher monitors). - 2 minutes for this activity. Once they return to main session, some students are chosen by the teacher to say the correct answers, If necessary and there is enough time, the teacher will provide feedback on students' mistakes. For the next and last part of this stage, the teacher will cover pronunciation. To do this, he will show on his screen another document with two google slides. In the first one, they will analyze the correct pronunciation (words stress and linking) with the use of IPA's of questions with 'would like' and 'want'. For the second one, they will also analyze the correct pronunciation (words stress and linking) with the use of IPA's but this time for the answers to the questions with 'would like' and 'want'. Once this has been done, the teacher will model the correct pronunciation one more time to carry out choral repetition for each slide.

For this stage, the teacher will lead students to another google form in which they are going to do a fill-gap task. There will be a picture of conversation extract students need to read, through this text there are some alternatives that are numbered. From number one to number fifteen, students need to decide which of the two alternatives they are given fits best each gap according to context. The aim of this activity is to acknowledge students' understanding of language set up in context by deciding whether to use a verb with an infinitive or not. For this activity, students work individually for two or three minutes. Then, they will discuss their answers in breakout rooms for one minute (GD). The teacher monitors them during this. Once they return to the main session, the teacher nominates some students to say the correct answers. If necessary and there is still time for this, the teacher will provide quick feedback on this.

Finally, for the last stage of this lesson, the teacher will show on his screen a last google slide document with a conversation task on it. Students have to choose a place near where they currently live for a day out. They will discuss the following questions in pairs: Where would you like to go? What do you want to do there? When would you like to go? Do you want to go alone? This task will be done in pairs, however, they are told that during it, the teacher will be changing pairs so they can have interaction with different classmates. The teacher reminds them to use the target language (would rather, would like, want) in their answers and support them by saying the reasons for these. The teacher shares the link through zoom chat so they can have access to this. Then, breakout rooms are opened and they start the activity for three minutes. The teacher monitors them. Once back in the main session, the teacher nominates some students to share their answers with the class, if there is enough time, he can also ask for volunteers. Last but not least, the teacher proceeds to deliver OCFB and DEC.