- T shares his screen and shows 1 picture and elicits the word 'present' and its meaning from students. - After revealing the topic of the lesson, T displays the following questions for students to discuss. What present do you hope you get this year? Why? What present do you wish you could get, even if it’s unlikely or impossible? Why? - T says 'Here are some questions for you to discuss about receiving presents, you will work in your breakout rooms for 2 minutes" - T demos the activity by nominating a student to ask him the questions. Demo: My birthday is just around the corner, so I hope I get a new video game because I love playing with my friends. Demo: I usually have to move a lot every day, so I wish I had my own car because I could go anywhere. - T sends the questions in the chat box and asks some ICQs. 'Do we have to write our answers or do we have to say them?' (We have to say them) 'Do we have a lot of time for this?' (No, only 2 minutes) - After the 2 minutes, T nominates some students to share their answers. (OCFB)

- T shares a link in the chat box and asks if it works. - T explains the activity. 'Here you have a dialogue, I want you to take 1 minute to read it quickly and answer the two questions. This time, when you finish, make sure to submit your answers' - T asks some ICQs. 'Are we just reading or reading and answering the questions?' (Reading and answering the questions) 'Do we have to submit our answers?' (Yes) -T asks some students for the answers and conducts OCFB.

- T shares his screen and displays the dialogue with the target language. - T provides instructions of the task. 'I want you to read the dialogue again and I want you to identify the sentences in which speakers say what they want. For example, this sentence' - T demos the task (underlines the first sentence) and asks students to identify the other sentences with the whole class. - Once the sentences have been revealed, T will explain the next task. 'These are the sentences that we selected; I want you to work in groups to decide which sentences are likely/possible and which sentences are unlikely/impossible. For this task you will only have 2 minutes' - T asks some ICQs. 'Are we working individually or in groups?' (In groups) 'Do we have to classify the sentences into likely and unlikely? (Yes) 'How many minutes do you have?' (2 minutes) - After the 2 minutes, T conducts OCFB with the class and elicits the answers.

- T shares a link and asks if it works. - T explains the task. 'Here we have two sentences and some questions about them for you to analyze and choose the correct answers. I want you to work individually for about 2 minutes. When you finish, do not submit your answers' - T asks some ICQs. 'Do we have to read the sentences and answer the questions or just read the sentences? (Read and answer the questions) 'Do we have to submit our answers this time?' (No) - After the 2 minutes, students are sent to breakout rooms for two minutes to compare their answers. 'Now I will send you to breakout rooms and you have 2 minutes to quickly check your answers' - T asks ICQs: 'Do we have to speak or do we have to write?' (Speak) 'Do you have a lot of time?' (No, only 2 minutes) - After the 2 minutes, T conducts OCFB and asks CCQs to check meaning and form understanding. - T shares his screen again and displays a presentation with the two analyzed sentences. - T models the sentences and asks students to identify the sentence stress. 'Which words are more stressed in this sentence? Listen to me' - T elicits/explains some connected speech features (weak forms and catenation) 'Do I pronounce the 2 words clearly' (No) 'These words are joined together'. - While doing this, T drills pronunciation of the sentences (using connected speech features), first chorally and then individually by nominating some students to activate their microphones.

- T shares a link in the chat box and asks if it works. - T shares his screen with the activity and explains the task. 'Here you have some sentences with gaps, you have to read carefully and use the prompt verb that is in parenthesis to complete the ideas. This is individual and you have 2-3 minutes to complete this task.' - T asks some ICQs. 'Do we have to use any verb or the one that is in parenthesis to complete the sentences?' (The ones that are in parenthesis) 'Are you working individually or in pairs?' (Individually) 'Alright, time to work!' - After the 2/3 mins, T sends students to breakout rooms to quickly check their answers. 'Now I will send you to breakout rooms for 2 minutes to quickly check your answers' - T asks ICQs. 'Are we explaining why or are we just comparing our answers quickly? (Just comparing quickly) 'Are we writing or are we speaking?' (Speaking) - After the 2 minutes, T conducts OCFB by eliciting the answers.

- T shares his screen and explains the activity. ‘Now I’m going to send you to breakout rooms with different people and I want you to answer the same questions we discussed before, but this time you will have to reformulate your answers using target language. You’ll have 4 minutes to do this’ - T asks some ICQs. ‘Are we discussing any questions or the ones we’ve discussed before?’ (The ones we’ve discussed before) ‘Do we have 2 minutes or 4 minutes?’ (4 minutes) ‘Do we have to use the structures we learned today?’ (Yes) - T monitors students’ while joining breakout rooms and annotating some of their utterances for later DEC. - If there’s enough time, students will be sent to a different breakout room so they can discuss the questions with different people. - After their discussion, T nominates some students to give some of their answers. - T writes down some of the utterances in a presentation and asks students to identify the mistakes (both in terms of meaning and form) by eliciting.