1. T shares a picture on the screen and instructs the students to look at the picture. T asks Ss the following question: What do you think each person is doing in the picture? 2. T instructs Ss that they will be placed in pairs to answer the foregoing question in two (2) minutes and T proceeds to read out question. Ss read question on screen and follow along by listening to T. T encourages students to try to find synonyms for the various activities/actions of individuals in the picture. 3. T poses a question to a selected student on instructions previously provided for ease of recall and to test/gauge students’ understanding of instructions. Selected S answer question posed to ensure that he/she understand the task to be completed. 4. T opens up Breakout Rooms for Ss to discuss question in their respective pairs. Ss accept Breakout Room invitation and discuss question. T provides a countdown of 10 seconds prior to closing the Breakout Rooms. 5. T visits each Breakout room during activity to monitor/observe and to offer assistance/feedback if Ss are encountering difficulties. 6. The class resumes as a whole group and teacher uses guided questioning to get responses from nominated Ss on the information they learned from their peers. Selected Ss shares provide responses on the question discussed with their peers in Breakout Rooms. T also offers feedback where necessary. (Open Class Feedback-OCFB)

1. T shares text with class via Google Form and invites Ss to read text quickly. 2. T then instructs Ss to read text first individually and answer the question on what is the relationship between the 2 speakers. Ss are also then instructed to work in pairs afterwards to determine whether or not their answers are correct. Ss then work individually then in pairs created by T in the Breakout Room. 3. T visits each Breakout room during activity to monitor/observe and to offer assistance/feedback if Ss are encountering difficulties. 4. OCFB− The class resumes as a whole group and Ss discuss their answers and justifications through guided questioning by T. T also offers feedback where necessary. 5. T then asks Ss to generally what the speakers are talking about. Afterwards, the T invites Ss to identify the verbs in the sentences. Selected Ss then provide the answer. 6. T then highlights the verb collocations and reads the examples aloud.

1.T shares verb examples again with class via Google Form and uses guided questioning for students to discover that the examples provided are examples of verb collocations. 2. T then invites Ss to re-read phrases individually and then answer 4 questions based on the phrases and their meaning. Ss are also instructed to work in pairs afterwards to determine whether or not their answers are correct. 3.T poses two (2) questions to two (2) selected students on instructions previously provided for ease of recall and to test/gauge students’ understanding of instructions. Selected Ss answer questions posed to ensure that they understand the task to be completed. 4. Ss work individually then in pairs created by T in the Breakout Room. T visits each Breakout room during activity to monitor/observe and to offer assistance/feedback if Ss are encountering difficulties. 5. OCFB− The class resumes as a whole group and Ss discuss their answers and justifications through guided questioning by T. T also offers feedback where necessary. 6. T then invites Ss to work on the form for the phrases independently. Ss will receive 3 minutes to work on the form independently. Afterwards, Ss are instructed to work in pairs to determine whether or not their answers are correct. 7. OCFB− The class resumes as a whole group and Ss discuss their answers and justifications through guided questioning by T. T also offers feedback where necessary. 8. T then reads the phrases aloud twice so that students are able to listen for the stresses on particular words in pronunciation in the respective phrases. T asks Ss which words did she stress on more. T then highlights the words stressed on a Word document. 9. T then invites Ss to read the sentence. Ss read the sentences aloud while providing the correct sentence stress words in pronunciation. T pays particular attention to correction, feedback and the pronunciation of stressed and/or difficult words.

1. T shares Google Form link with class and invites Ss to complete an activity. T then instructs Ss to choose the right options for each of the 4 sentences provided. Ss are also instructed to work in pairs afterwards to determine whether or not their answers are correct. T encourages Ss to justify their selections. 2.T poses a question to a selected student on instructions previously provided for ease of recall and to test/gauge students’ understanding of instructions. Selected S answer questions posed to ensure that they understand the task to be completed. 3. Ss work individually then in pairs created by T in the Breakout Room. T visits each Breakout room during activity to monitor/observe and to offer assistance/feedback if Ss are encountering difficulties. 4. OCFB− The class resumes as a whole group and Ss discuss their answers through guided questioning by T. T also offers feedback where necessary.

1.T invites students to participate in a pair speaking/ writing activity where students will be given prompts and they have to create their own telephone conversation or normal conversation using examples of verb collocations. Ss have four (5) minutes to discuss amongst themselves and complete the activity. 2. T poses a question to a selected student on instructions previously provided for ease of recall and to test/gauge students’ understanding of instructions. Selected S answer questions posed to ensure that they understand the task to be completed. 3. T visits each Breakout room during activity to monitor/observe and to offer assistance/feedback if Ss are encountering difficulties. 4. OCFB− The class resumes as a whole group and Ss discuss their answers. T also provides feedback and Delayed Error Correction (DEC). 5. T then thanks Ss for their kind attention and ends session.