1. Ask students to discuss the following 2 questions: -What is the best feeling? -What is the worst feeling?

1. Tell students that they will listen to 10 people talk about their feelings. Ask them to fill in the blank as they listen to the recording. This can be done through Google Jamboard (see materials) 2. Nominate students to share what they put in each of the blanks. Reveal the answers as you go so they can check.

1. Give students 3 minutes to complete a short questionnaire on Google forms. It should allow students to discover the meaning and form of phrases used to express feelings (see materials) 2. After the 3 minutes, give them another 3 minutes to discuss their answers in breakout rooms 3. Bring students back to the main room to review the correct answers. Nominate students to answer each question. 4. After that exercise, briefly present the jamboard slide that clarifies that some verbs can become adjectives in certain phrases, such as "I find it very...." CCQ for understanding: Can you think of other verbs we could use as adjectives in ING form? Try to use the phrase "I find it very..."

1. Share the 8 discussion questions with students via the chat. Also clarify that the questions can also be found in the jamboard (see materials): 1. What makes you laugh? 😂 2. What frightens you? 😰 3. What makes you feel depressed? 😢😞 4. What helps you relax? 😌 5. What do you really detest?❌ 6. What makes you stressed? 😬 7. What makes you feel embarrassed?🫢 😓 8. What makes you happy?😃😊 2. Tell students that they will be placed in breakout rooms to talk about their answers with their peers for 8 minutes. Monitor the breakout rooms as they discuss, noting pronunciation or grammar errors for delayed correction in the next stage. Also find examples of good language use for praise during open class feedback. 3. Bring students back to the main room. Explain that they will discuss again with different classmates for another 8 minutes. Ask them to start from the bottom of the list if they did not get to talk about all of the questions in their first breakout room. 4. Monitor second session of breakouts, again taking appropriate notes. Note: if there are more than 6 students, open the breakout rooms THREE times for five minutes each instead of twice for 8 minutes

1. Bring students back to the main room 2. Share screen with the sentences collected during breakout discussion. Tell students that she of them are correct, and others have mistakes. Ask them to look at the first one and evaluate it. Then, nominate a student to tell yo if they think it has a mistake, and if so, what it is. Ask follow-up questions as needed. When making a correction, make sure to make it visual//correct both on. the document and verbally. 3. Repeat step 2 for the rest of the collected sentences, giving praise for the ones that were examples of proper English.