Students have an open-class discussion on what they see in the image. "Based on the cards, can anyone guess what are the cards' functions or the persons' jobs? - write down some phrases students answered with (especially functional language) Transition with question, "Do any of us have cards like these for work or other functions?" - Students share - "Interesting....." transition to text-work.

"Here is your task:" - Screen-share Google Form. Explain that they will listen to an audio and discuss with their BreakOut partner the questions. - Share the link in the chat. Keep the Form on screen-share on. - Send to BreakOut Rooms - Play audio. - Monitor rooms and take note of which students to call on for using functional language, to share in open-class discussion. - WHITEBOARD: type down answers (functions of cards) shared in open-class discussion. Library Card, identification, record-keeping, enable you to borrow books, use facilities, study there. Seems Practical, nice to see digitalization of that, no problem with that. Business Card around neck, visitor, identify, permitted to be there, access to the building. - for functions of the cards, have students. She finds them uncomfortable, difficult to clip to clothes, but practical. Both cases, practical and justified.

Meaning: refer to LANGUAGE FOR SPEAKING box on pg. 82. Students will listen again and in pairs in BreakOut rooms. - GO OVER meaning of speculate, compare and contrast (one meaning, but multiple forms ... informal, formal) prior to sharing Google Form link with questions and blanks for students to type, but not submit or they will loose their answers. - Student A note languages speaker used to speculate. - Student B note language used to compare and contrast. - Discuss with partner. - Share in open-class, write 3-4 answers down on whiteboard, and ask to reformulate a speculative statement from formal to informal, vice versa. Do the same for a compare and contrast statement. Form of functional language. "Would we consider this audio to be formal or informal?" Recycle the previous formal statements on whiteboard and break down into "that was + adj + part of speech). Pronunciation: "What do we think is most important in pronunciation when it comes to functional language?" - attitudinal intonation: intensity, formal, informal, situations, attitude. Whiteboard, recycle statements, use visuals for stresses and intonation.

Screen-Share a Google Form of the A&B conversation on speculating and comparing&contrasting poster designs. GAP-FILL. Blanks have a corresponding number to the blanks below. A word box is offered to select from to fill in the blanks. DO #1 as an example. SHARE LINK. give 5 minutes. Work together to fill in open-class. Call on students to answer. 5-10 minutes. Have a slide with the convo and blanks to type answers in. If wrong, as the class if we agree and if not, what else can go there? Note errors and issues for DEC.

Communicative Task. Google Form A/B with two images. One form negative, one form positive. DO NOT SCREEN-SHARE THIS ONE. Assign students A or B. Student A: Look at the two situations. Compare and contrast the situations, speculate what the people are feeling in the pictures, and share which situation you would least want to be in and why. Student B: Look at the two situations. Compare and contrast the situations, speculate what the people are feeling in the pictures, and share which situation you would most want to be in and why. Share with partner. While listening, student write down in Google Form notes of their peer speculating, comparing and contrasting. Monitor and take notes of errors for DEC during OCFB.