The teacher welcomes students and sets up the context by pointing out classroom rules and course expectations. The teacher pinpoints the materials to be used in class and emphasizes that each week will cater to a different topic and hence a different STEM project.

Which do you prefer – students are asked questions to set up their favorites. The teacher elicits as many answers as possible and runs a quick diagnostic check on their knowledge of the language. Getting to know you activity – students write three things about themselves: favorite color to wear, favorite comfort food, worst pet peeve. They mingle and ask one another about their favorites. Extension activity: should students find themselves confident enough, the teacher may ask them to talk at least about two favorites of one of their classmates.

Students scan a QR code, open a Google Form, and answer the questions accordingly. Alternative: the teacher uses the worksheet instead of the Google Form should connectivity issues arise. It will be emphasized that the results are confidential, and both the teacher and student are the only ones who can access them.

The teacher shows students a set of pictures and elicits what type of activities they can see – their ideas are jotted down on the board for further reference. Meaning & Form - students match the pictures with the correct collocation and check on their answers as follows: Picture 1 - have a party Picture 2 - do yoga Picture 3 - go hiking Picture 4 - do some drumming Picture 5 - have a picnic Picture 6 - go surfing Picture 7 - do some cooking Picture 8 - go cycling Picture 9 - have a barbecue Picture 10 - go kayaking In groups/pairs, students categorize the leisure time activities into outdoor and indoor (some options may be repeated) – the teacher monitors the groups/pairs, offers help if need be, and emphasizes the verb collocations (fixed expressions). The answers may be as follows: Outdoor: have a party, do yoga, go hiking, go kayaking, have a barbecue, go cycling Indoor: do yoga, do some drumming, do some cooking CCQs (used to introduce the perfect aspect): have you ever done yoga? where have you done it (indoors or outdoors)? Extension: in groups/pairs, students brainstorm other leisure time activities, be they indoors or outdoors.

In groups/pairs, students look at a picture of a summer camp and spitball what possible activities they can do there – the teacher monitors around and jots down their ideas on the board for further reference. Reading for gist – students read a short flyer of a summer camp and decide whether they can do STEM projects there. – Answer: you don’t have to be a know-it-all to build something cool that you can shoot, destroy, experiment with, or at least show your parents (it’s a type of therapy if you ask me). Reading for detail/scan – students read the short flyer again and answer the following questions: ○ When does the summer camp start? ​– July, 26th ○ Why would you have withdrawal symptoms at the camp? There's unplugging, digital downtime. ○ How much is it?​ – $28. ○ What leisure time activities do you think you can do there? – Open answers. In groups/pairs, students discuss their thoughts on the summer camp.

Meaning – students read a few sentences and identify the perfect aspect by answering the following. Marker sentences: ○Karl has been to Campeinstein many times before.​ ○ Peter always go traveling during summertime, but I have never been to a summer camp. ○ Liz has not experienced any outdoor activities yet. Did Liz or Peter go to a summer camp at some point in the past? - No, they didn't. Karl can go to Campeinstein again in the future – true or false? - True. Form – students complete a guided discovery task and acknowledge/identify the difference between the simple and continuous perfect aspects. 1. Check your grammar: grouping (see supplementary materials) 2. Check your grammar: gap fill (see supplementary materials) 3. Check your grammar: multiple choice (see supplementary materials) Pronunciation – students identify contraction patterns and sentence stress. The following are to be used as marker sentences: ○ I've been to Italy three times. ○ She's never traveled overseas. ○ They haven't visited any Asian country yet. Extra: in groups/pairs, students ask and answer questions about experiences by using a grid (see supplementary materials).

Let's play guess who – based on the clump of scientists previously introduced, students read a quote and guess who said it: Einstein, Curie, DaVinci, Johnson, Socrates, or Newton. The teacher shows students the wheel of scientists and elicits as many answers as possible until they get it right (see instructions on the sidenote below) as follows: Quote: If you can't explain it simply, you don't understand it well enough - Albert Einstein. Students do some insightful research about the latter by completing one of these tasks: 1. Scavenger Hunt: students hunt down paper strips containing relevant information about Albert Einstein. The information is as follows: ○ Where he was born ○ When he was born ○ When he passed away ○ What citizenships he held ○ Where he studied ○ What he developed/devised 2. Online research: students stream websites to gather as much information as possible to make a fact file. Students may make the latter on Padlet or on paper. Sidenote: once the teacher clicks on any of the pictures (scientists), it will direct them to a different slide – the last picture will direct them back to the wheel of scientists.