- T greets students and welcomes them. - T sets the context of the lesson by telling two news he received recently, some visual support will be presented on the TV. "You know, sometimes we get different kinds of news, some that make us sad, and some that make us really happy. For example, I recently got some bad news, my dog, Lucas, passed away. But then I also got some really good news, my brother is going to have twins!" - T displays 2 questions on the screen for students to discuss in pairs. What good or bad news did you receive recently? How did you feel or react when you heard the news? - T says "Those are some news I received recently, now I want to know YOURS. Here you have 2 questions for you to discuss in pairs for about 2 minutes" - T models the task with student's help. "For example, Patrick, can you ask me the first question?" - T ask some ICQs to check understanding of the task. "Are you talking only about bad news or about good and bad news?" (Good and bad news) "Do you have to write something or just speak?" (Just speak) "How much time do we have? 2 minutes or 5 minutes?" (2 minutes) - After the 2 minutes, T conducts OCFB by acknowledging and asking some learners to share their good and bad news they received recently (I'll choose wisely when asking about bad news as it might be sensitive for some learners to talk about it, I'll show empathy). - Transition: "Thanks for sharing that news that are so important for you, now let's check news from other people"

- T shows the first handout in his chest and says "Here we have two conversations. I want you to work individually and read the TWO conversations VERY QUICKLY and choose the correct answer for the question you have below." - T ask some ICQs to check understanding of the task. "Are we working individually or in pairs?" (Individually) "Are we just reading or reading and answering the question?" (Reading and answering the question) "Do we have to read quickly or slowly?" (Quickly/Very quickly) - T says "Great, you will only have 1 minute to do this" - After the minute, T conducts OCFB by checking the answer for the question. - T says "Good job, now let's identify some expressions to give and react to news"

- T says "Individually, I want you to identify and underline some expressions in the dialogues that are used to give and react to news, let's do the first one together" (demo the task by eliciting answers, and an example of each kind of expression will be already underlined in the handout). - T asks some ICQs to check understanding. "Do you have to identify only expressions to give news or expressions to give and react to news?" (Expressions to give and react to news) "Do I have to write them again or just underline them?" (Just underline them) - T says "Great, you have around 2 minutes to do this, individually" - After the 2 minutes, ss will check their answers in pairs for around 1 minute and T will conduct OCFB. - Transition: "Well done, guys! Now let's analyze the expressions that we just identified"

- T shows the second handout in his chest and gives instructions. "We are going to work individually on part A and B. In part A we have the expressions that we just identified, and a chart for you to complete. I want you to complete the chart by putting each expression in the correct place, let's do the first one together" (Demo the task) "For part B, I want you to read each question and choose the correct answer" - T asks some ICQs to check understanding about the task. "Are we just working on part A, or on Part A and B?" (Part A and B) "In part A, do I have to write any expressions or the ones we identified before?" (The ones we identified before) "In part B, do I have to write something or just choose the correct answers?" (Just choose the correct answers) - T says "Great, you are going to have around 3 minutes to work on this" - After the 3 minutes, Ss will check their answers withe their peers for 1 minute and then T will conduct OCFB by checking the answers and asking some CCQs along the way. - After the guided discovery task is finished, T will clarify some MF(A)P on the board by asking CCQs, drilling pronunciation individually and chorally. - Transition: "With that being said, let's put those expressions into practice!"

- T show the third handout in his chest and gives instructions "Now let's do this worksheet individually, you have some conversations with some blank spaces on it, I want you to use the expressions we just learned to complete the task. Let's do the first one together! (Demo the task). You might use an expression more than once." - T asks ICQ to check understanding of the task "Do we have to complete the gaps with any expressions or the ones we learned today?" (The ones we learned today) "Can an expression be repeated?" (Yes) "Are you working alone or in pairs?" (Alone) - T says, "Great, you have around 4 minutes" - After the 3/4 minutes, ss will check their answers in pairs for around 1 minute, then T will conduct OCFB by eliciting answers and asking CCQs along the way. - Transition: "Good job everybody, now we're ready to practice it in a real situation"

- T dividers learners into pairs by numbering them. (There might be a group of 3 though). - T provides instructions on the task. "Now you're going to give and react to news from each other using the expression we learned today. For this, you will all have a list of news for you to tell your partner (you can use your owns if you want to), and he will have to react to it. You can choose the formality but make sure to use both and try to make it like a real conversation" (Demo the task with learner's help) "Let's do an example. Mafer, I've got some news for you, I received a scholarship!" (Wow!, That's fantastic...) - T asks ICQs. "Are we just giving news or giving news and reacting to them?" (Giving and reacting to them) "Can I use any expressions or the ones we learned today?" (The ones we learned today) "Am I using only formal expressions or both formal and informal? (Both, formal and informal) "Can I include my own news?" (Yes) - T says, "Great, you will have around 5 minutes to do this, go ahead!" - As they speak, T monitors students' listening to their utterances for later content acknowledging and DEC. - If there's enough time, ss will get to talk with a different partner. - After the conversations are over, T will conduct OCFB by acknowledging some of their news and their reactions, asking some follow-up questions if appropriate. - T will conduct DEC by writing 3-4 sentences (with mistakes on target language) and asking learners to correct them in pairs. "As I was listening to your conversations, I wrote down some sentences with some slight mistakes, I want you to work in pairs and help me correct them" - T asks ICQ. "Are these sentences correct or incorrect?" (Incorrect) "Do you have to correct them individually or in pairs?" (In pairs) - T says "Great, you have around 1 minute to do it" - After the minute, T conducts OCFB to correct the sentences by eliciting answers from students. - T thanks learners.