T–S The teacher screenshares the Google Slides and nominates one student to read the first question aloud and ask it to the teacher. The teacher answers the question with a short personal response to model the task. Repeat the process for the second question. Q1: What do you usually do when you feel ill? Q2: Do you stay at home or go to work/school when you are sick? Why? T–S The teacher pastes the questions into the chat box and checks that all students can see them. T–S --- PW The teacher explain students they will work into pairs in two breakout rooms and instructs them to ask and answer the two questions related to the topic. T–S The teacher tells learners they have 2 minutes to complete the task. T–S Before opening the breakout rooms, the teacher checks understanding by nominating one student and asking: 1.- What are you going to do in the breakout rooms? (Expected answer: Ask each other the two questions.) 2.- How long do you have? (Expected answer: Two minutes.)

T–S The teacher introduces three blocking words from the listening text using a matching activity on Google Slides: take the day off, sore throat, and go to the doctor. The teacher asks learners to match each expression with its correct meaning or picture indicating they have 1 minute to complete the matching activity individually. T–S Before checking the answers, the teacher checks understanding by nominating one student and asking: 1.- What are you going to do now? (Expected answer: Match the expressions with their meanings or pictures.) 2.- How long do you have? (Expected answer: One minute.) T–S / S–S The teacher checks answers with the class and focuses on meaning by asking CCQs: Take the day off If you take the day off, do you go to work? (Expected answer: No.) Do you stay home to rest or for personal reasons? (Expected answer: Yes.) Sore throat Is this a problem with your throat or your stomach? (Expected answer: Throat.) Does it hurt when you swallow or speak? (Expected answer: Yes.) Go to the doctor If you go to the doctor, are you feeling healthy or sick? (Expected answer: Sick / not feeling well.) Do you go to get medical help? (Expected answer: Yes.) T–S The teacher models pronunciation of each expression. T–S The teacher conducts choral drilling (whole class repeats). T–S The teacher nominates individual students to repeat each expression to check pronunciation and provide quick feedback if necessary.

T–S The teacher tells learners they are going to listen to two short conversations to understand the main idea, not specific details, and reminds them: “Don’t listen for details. Just listen for the main idea.” T–S The teacher pastes the gist question into the chat box: “What’s wrong with Simon and Emily? Are they going to the meeting” The teacher checks that all learners can see the question. T–S → PW The teacher explains that learners will work in pairs in breakout rooms to discuss the question after listening. The teacher sets a 2-minute time limit and checks instructions using ICQs (e.g. “Are you listening for details or the main idea?”). S–S / PW Learners listen to the audio (CD3 Track 20) and then discuss their answers in pairs in breakout rooms. T–S After the breakout rooms close, the teacher conducts brief open-class feedback and confirms the correct answers while casting the Google form.

T–S The teacher tells learners they will listen again for specific information while showing the next task in the same google form shared in the chat box. The teacher indicates students to answer «individually» S Learners listen to the audio a second time and complete Ex. 4b p.85 using Google Forms."Who says these things? Rachel or Tim?" T-PW Teacher indicated that Learners must check answers in pairs while sending them to breakingout rooms for 2 minutes; while the teacher monitors to decide if the audio needs to be replayed. T–S The teacher conducts open-class feedback and confirms answers.

T–S The teacher shares her screen and shows the Google slides with the Discussion questions: " Q1:What advice would you give to the people in the listening? Q2: Have you ever worked or studied when you felt ill? Q3: What were you feeling?" and paste the question in the chat box. T–S → PW The teacher tells learners they will work in pairs in breakout rooms to discuss the questions. The teacher tells learners they have 2 minutes. Before opening the breakout rooms, the teacher checks understanding by asking one learner: • What are you going to do? (Expected answer: Discuss the questions) • How long do you have? (Expected answer: Two minutes) PW Learners discuss the questions in pairs while the teacher monitors and listens for common language errors. T–S After the breakout rooms close, the teacher conducts brief open-class feedback by asking one learner to share an answer. T–S The teacher provides delayed error correction, focusing on common or relevant language issues noticed during monitoring.