- T shares his screen and shows 1 picture of a tip jar and elicits the word "tip" and its meaning from students. - T asks CCQ: "If I give extra money for a service, I am ...." (Tipping) "Great! Today we are going to talk about tipping customs. - After revealing the topic, T displays the following questions. Do you always tip? Why / Why not? What makes you immediately tip / not tip? - T says: "Here are some questions for you to discuss about tipping, you will work in your breakout rooms for 2 minutes" - T demoes the activity by nominating a student to ask him the first question. - T sends the questions in the chat and asks some ICQs. "Are we writing or answers or saying our answers?" (Saying/speaking) "How many minutes do we have? 2 minutes or 5 minutes? (2 mins) - After the 2 minutes, T nominates a couple of ss to share their answers. (OCFB)

- T shares his screen and displays the dialogue with the target language. - T provides instruction of the task. "Here you have a dialogue, I want you to take 1 minute to read it quickly and write a title for it in the chat box" - T asks ICQs. "Do we have to read quickly or slowly?" (Quickly) "Do we have to say our title, or do we have to write it in the chat? (Write it in the chat) - T quickly reads some of ss answers and conducts OCFB.

- T shares a link in the chat box and asks if it works. - T shares his screen with the link open and explains the activity. "Here you have some words. You have to read the same text again and identify the synonyms for each word, for this task you will have 3 minutes to work individually" "For example, let's do some of them together (Demo)... When you finish, do not submit your answers" - T demoes the activity with ss support/answers. - T asks some ICQs to check understanding. "Do we have to write any words? Or the synonyms that are in the text?" (The synonyms that are in the text) "Is this activity individually or in pairs?" (Individually) "Do we have to submit when we finish? (No) - After the 3 minutes, T sends students to breakout rooms so they can check their answers. "Now I will send you to breakout rooms and you have 2 minutes to quickly share your answers" - T asks some ICQs: "Do we have to speak or do we have to write?" (Speak) "How many minutes do we have?" (2 minutes) - After the 2 minutes, T conducts OCFB.

- T shares a link in the chat box and asks if it works. - T explains the activity. "Here you have some sentences with some words in capital letters. You will have 2 minutes to work individually and choose the correct meaning and form" - T asks ICQs: "Do we have a lot of time to do this?" (No, only 2 minutes) "As usual... do we have to submit our answers?" (No) "We are working in pairs, right?" (No, we're working individually first) - After the 2 minutes, T sends students to breakout rooms to compare their answers very quickly (1.5 minutes). - T conducts OCFB to check the answers. - T shares his screen with a presentation of some target language. - T asks some students for the number of syllables and stress by using groups of words to avoid stage repetition. "How many syllables are there in these words?" *Teacher models pronunciation" (Ss reply) "Where is the stress in these words?" *Teacher models pronunciation" (Ss reply) - T drills the pronunciation of some words, first chorally and then individually. "Good, now I want you to turn off your microphone and pronounce this word after me" *Teacher models pronunciation* (Ss pronounce) "Very good, let's do it one more time" (Ss pronounce) - T nominates one student to pronounce that word individually "Great, now ..... can you pronounce this word for me, please?" *T models pronunciation* (Student replies)

- T shares a link in the chat box and asks if it works. - T shares his screen and explains the task. "First of all, I want you to look for your name, that's where you are going to work in. Did you find it?" (Yes) "Great, there you have some sentences with blank spaces, I want you to fill those gaps using the words from this box. For this activity, you're going to work individually, I'll give you 2-3 minutes" - T asks some ICQs to check understanding. "Can I use any page or the one that has my name?" (The one that has my name) "Can I use any words or the ones we learned today?" (The ones we learned today) "We are working in pairs for 10 minutes, right?" (No, we're working individually for 2-3 mins) - After the 2-3 minutes, T tells SS that they have one more minute to check the answers of their peers and change their answers if needed. "Now you will have 1 minute to spy on your classmates' answers and correct yours if needed" - T asks ICQs. "Can I check the answers of my classmates?" (Yes) "Can I modify my answers while doing this?" (Yes) - After the minute, T chooses one of their pages and check the answers with the whole class by eliciting answers/arguments (OCFB)

- T shares his screen and explains the activity "Now I want you to have a debate, first of all, what is a debate...?" (Ss answer: Exchanging ideas, providing arguments, etc.). "Great, you will work in pairs and one of you will be in favor of tipping, and the other one will be against it. Try to be creative with your arguments but try to use the vocabulary we learned today. You will debate for 3 minutes and then you will exchange roles, so 6 minutes in total" - T asks some ICQs. "Do we have to write our arguments or do we have to speak?" (We have to speak/debate) "Do you have to exchange roles or do we have to stick to one of them?" (We have to change roles after 3 minutes) "Do we have to use the words we've learned today?" (Yes). - T monitors students' answers while joining breakout rooms and annotating some of their utterances. - After the 6 minutes, T nominates some students to give him their arguments either in favor or against tipping. - T writes down some of the utterances in a presentation and asks some students to identify the mistakes (eliciting).