T–S Teacher screenshares the first slide with two discussion questions: Q1: Do you think you are a healthy person? Why / Why not? Q2: What do you do to stay fit and healthy? Teacher nominates one student to read Question 1 aloud. Teacher answers the question briefly modelling natural sentence-level use of the language. Teacher nominates a second student to ask Question 2 to the teacher. Teacher models a short personal answer highlighting target structures. (e.g., I try to eat balanced diet because it improves my energy level through the day). S–S (Pair work-2 min) Teacher says concise instructions: "Discuss these two questions with your partner in the break out rooms Give reasons. You have two minutes“. Teacher will nominate one student to answer "What are we doing? Answer: Discuss the questions and giving our reasons" Teacher nominates another student asking "How long do we have to do so? Answer: 2 min." Teacher monitors but does not interrupt. T–S (OCFB – 2 minutes) Teacher asks 2–3 students to share one idea they heard from their partner. Keep feedback short and controlled.

T–S Teacher screenshares slide with matching activity or if. the teacher decides for Break out Rooms, then shares in the chat box the google form for students to work on. (words ↔ definitions- form). Teacher says: “Match the words with their definitions and form. Work with your partner. You have two minutes.” S–S (2 minutes) Students discuss in pairs. T–S (OCFB) Teacher checks answers as a class and uses the CCQs to express form and meaning while present the pictures in the slides through elicitation. “I always walk up and down the escalator at the shopping mall" Escalator- Is an escalator moving or still? (Moving) Can you walk on it? (Yes) Is it like stairs? (Yes, but it moves) Is a Noun and is countable "So here are our tips for getting fit without spending any money." Getting fit-Does “getting fit” mean becoming stronger, healthier, or taller? (Healthier/stronger) Can you get fit by sitting all day? (No) Is exercise part of getting fit? (Yes) "Carrying your shopping home can use 100 calories every mile" Calorie- When you carry your shopping home, does your body use energy? (Yes) Are calories a measure of energy your body uses? (Yes) If you walk one mile carrying shopping, do you use about 100 calories? (Yes) If you sit and do nothing, do you usually use more calories than when walking? (No)

T–S Teacher sets task with short instructions: “Read quickly to answer: What is the text mostly about? Individually, You have two minutes.” Students read and answer individually. S–S Teacher says: "Now compare your answer with your partner. Do you agree? You have one minute." Students compare answers. Teacher monitors and listens for reasoning. T–S (3 minutes) Teacher nominates one student: “What answer did you choose?” Teacher asks a follow-up question to check understanding: “Why? What is the text mostly about?” Teacher elicits the correct answer. “Which part of the text helped you decide?” Teacher confirms the answer briefly and avoids detailed explanation to keep the gist focus.

T–S Instructions concise: “Read again the text, but now carefully. Decide True/False. If false, why? You have 5 min” Students work individually and complete the form. S–S (Pair check – 3 min) Teacher says: “Now compare your answers with your partner. Show why you choose that option. You have three minutes.” and send them to Break out rooms. Teacher nominate a student to verify they understood the task, by eliciting the answer. Teacher monitors and encourages students to locate the line in the text. T–S (OCFB – 4 min) Teacher nominates students for each question. Example: “Number 1. True or False?” Student answers. Teacher asks: “Where did you find that in the text?” Students indicate the line or sentence. Teacher confirms answers briefly.

T–S Teacher shows discussion questions on the slide, and nominates a student to ask the first one Teacher models a short answer. Example: “I like the idea of walking more because it’s easy and free.” Teacher gives instructions: “Now discuss the questions with your partner in break out rooms. Try to speak as much as possible. You have four minutes.” S–S (4 minutes) Students discuss. Teacher monitors and notes good language and errors. T–S (Feedback – 3 min) Teacher asks two students to share ideas. Example: “Maria, what did your partner say?” Focus first on content, not correction, elicit corrections from peers if possible. Teacher writes 3–4 sentences from monitoring. Example: I do houseworks every day. I want getting fit. Walking use many calories. Teacher asks: “Can you correct these sentences?” Students work together. Teacher confirms answers and briefly clarifies form.