Students are shown two pictures of Steve and Lucy and Guy Rogers. Ask the students: "What's his/their job?" Pay their attention to the laptop and the menu they are holding.

SETTING THE STAGE (1 minute) - Students are asked to complete a gist task individually in 2 min, they need to submit their answers. (read two short texts. Mark the sentences TRUE or FALSE) - Students are shown a demonstration - Students are asked: "How much time do you have?" (2 min) "Do you need to send/submit your answers?" (yes) - Students are sent the link to the task TASK (2 minutes) - Students complete the task individually (2 minutes) - Students return to the main room POST-TASK (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Setting the stage (1 minute) - Students are asked to complete an intensive task individually - Students are shown a demonstration - Students are asked: “Is this an individual task?" (yes) "How much time do you have?" (3 min) - Students are sent the link to the task Task (3 minutes) - Students complete the task individually (3 minutes) - Students return to the main room Post-task (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Setting the stage (1 minute): - Students are presented with sentences and the teacher will elicit the rules from the examples. - Students are said, “We are going to read the sentences and try to understand the patterns.” Task (9 minutes): - Students are asked different questions to elicit the aspects of meaning, form and pronunciation. 1 I've been to about forty countries. (Present Perfect) Do we know when Steve went to these countries? (No). Is it important to know? (No) 2 Two weeks ago I went to Mexico. (Past Simple) (Yes, two weeks ago) We use the PRESENT PERFECT to talk about experiences in life until now. We don't say when they happened. We use the PAST SIMPLE iF we say when something happened.

Setting the stage (1 minute) - Students are asked to complete a controlled practice task individually for 3 minutes - Students are shown a demonstration - Students are sent the link to the task Task (4 minutes) - Students complete the task individually (4 minutes) - Students return to the main room Post-task (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Setting the stage (5 minutes) - Students are asked to read the sentences on Google slides - Students are asked to finish the sentences so they are true for them. They write their sentences on slides. TASK (4 minutes) - Students are sent to breakout rooms to read their sentences and ask if their answers are the same - Students are monitored by the teacher POST-TASK (2 minutes) -Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary