T displays slide with images on screen. T: "Look at the pictures and discuss what you think is happening in each picture" T elicits Ss to say what they think the images show and asks Ss if they agree with what their classmates have said.

1) Gist task ( 4 min) T display task on screen. T: "Listen to the audio and match the conversation to the picture. Write your answers in the chat." T conducts OCFB by eliciting answers from Ss and displaying answers on screen. 2) Intensive task (4 min) T displays task on screen. T: "Listen again to the audio and choose which phrases are used in each conversation. One phrase can be used in more then one conversation. Do not submit your answers until I tell you to" ICQs: Can one phrase be used in two conversations? A: Yes Do you submit your answers as soon as you're finished or when the T tells you to? A: When the T tells us to. T sends link to activity. T conducts OCFB by eliciting answers from Ss and displaying correct answers on the screen.

T gets Ss to analyse meaning and use of TL by asking CCQs: Q1: Which of these phrases do we use to introduce good news? A: I’ve got some good news (for you)... I’m really pleased to tell you ... Well, ... Q2: Which of these phrases do we use to introduce bad news? A: Unfortunately, I’m sorry to have to tell you, but... (I’m afraid) I’ve got some bad news... Well, ... Q3: Are we using these phrases before or after giving the news? A: before Q4: why do think that is? A: Because we use them to prepare the listener for the news. Q5: When we say “I’m afraid”, are we literally afraid of something? A: No T gets Ss to analyse form of TL by asking FCQs: Q1: Do we use these phrases before or after we say say what the news are? A: Before. Q2: What’s the general use of the comma? A: To separate words, phrases and/ clauses. Q3: Why do we use a comma after unfortunately, I’m sorry to have to tell you and well, ? A: We use it to separate the phrase that introduces the news (introductory phrase) and the actual news (two different clauses). T gets Ss to analyse pronunciation of TL by asking Ss to identify sentence stress. T displays sentence stress on screen. T models and drills correct sentence stress. T gets Ss to analyse intonation of TL by asking Ss: Q1: we use a high voice or a low voice when giving good news? A: High voice Q2: we use a high voice or a low voice when giving bad news? A: low voice Q3: does intonation fall or rise when giving good news? A: usually rises Q4: does intonation fall or rise when giving bad news? A: falls T displays intonation on screen. T models and drills correct intonation.

T displays task on screen. T: "Put the words in the correct order to make sentences". T demonstrates activity to Ss. T sends link. "You have 4 min. Please do not submit your answers until I tell you to." Ss do the task. T gets Ss to check answers in pairs/groups in BORs. ( 3 min) Ss check answers in pairs/groups. T conducts OCFB by eliciting answers from Ss and displaying answers on screen. (3 min)

T displays task on screen. "In pairs, play a role-play situation in which you need to give some news to your partner. One of you will be student A and the other student B, after 3 min you'll switch roles" ICQs: Do you need to switch roles? A: Yes How much time do you each get to play each role? A: 3 min T sends link to slide with activity T sends Ss to BORs Ss do the activity. (6 min) T monitors Ss fluency and use of TL. T takes notes that could later be used for DEC.

T displays language used during FP. T corrects sentences that need correcting and praises those with good use of language. T ends the lesson.