- T starts the class by greeting the students and asking then how are they. - T asks students if they like music. - T asks students if they know bands. - T starts screen sharing the CANVA presentation. - T tells students that today we will discuss managers for bands.

- T shares his screen to display the reading about the context of SPOTS! and the four managers. - T reads the text about the group called "SPOTS!" - T gives instructions: "Perfect. Now, in pairs, we are going to read and write the good things and bad things about the four candidates to replace the old manager for 4 minutes." - T sends the students into BORs for 4 minutes. - T sends a PDF on the chat so that the students can read at their own pace. - T sends the GOOGLE FORMS link. - Students read the text and answer the activity. - Teacher checks the answers and gives OCFB.

- T sends the link of the GOOGLE SLIDES. - T gives instructions: "Alright, now, individually, you are going to match the phrases to the correct column. For this activity, you are going to have 4 minutes." - T asks ICQs: - So, are you going to match or create your own phrases? - Is it individual or in pairs? - How much time do you have? 4 minutes or 5 minutes?. - Students do the activity. - T monitors the students' work. - When time is up, T nominates students to help him read the answers. - T gives OCFB.

- T gives instructions: "Very good, everyone. Now that we have seen some useful language that we can use, I am going to put you into breakout rooms with a partner, and you are going to talk with your partner about the following things for 5 minutes: - Who do you think is the best person to become manager? Why? - Put the candidates in order 1-4 (1=the best, 4=the worst) and explain why." - T asks ICQs: - How much time do you have? 3 or 5 minutes? - Are you speaking or writing? - Is it in pairs or individually? After the students are done with the 5 minutes, T puts them with another pair and tell them to discuss the same thing. T repeats the proccess two times.

- While teacher monitors the BORs, he will write examples of language that is wrong. - When the students are done speaking, T writes the examples of bad language and ask students if they know what's wrong with the sentences. - Students answer - T explains why is it wrong and the correct way to say/write whatever the mistake is.