The Teacher (T) displays a slide with a clear image projecting a distinct cultural custom from Japan [e.g., people bowing deeply when greeting each other, or someone taking off their shoes before entering a home]. Initial Elicitation: T asks the whole class: "What is happening here? Why are they doing this?" T elicits the word "customs" or "traditions" and writes it clearly on the slide. T asks the students: "Think about a foreigner visiting your own country for the first time. What is a social custom they need to know so they don't look rude?" Students discuss their ideas in pairs for 2 minutes. T listens to their initial ideas and activate their real-world knowledge. T nominates 2–3 students to share their ideas with the class, briefly noting down 3–4 local customs on the zoom chat [e.g., shaking hands, kissing on the cheek, tipping percentages].

First activity (listening for gist) T says to students: "Now, we are going to listen to three people from different parts of the world: Amy from Canada, Rosa from Peru, and Khalid from Bahrain. They are talking about customs and traditions in their countries. I am copying a link into our chat box right now. Please click on the link to open the activity sheet on your screen." [T pastes link in chat]. T says to students: "Look at Task 1 on your screen. You can see four topics: A, B, C, and D. You need to match each speaker to one topic. There is one extra topic you don't need! Do not type anything yet. Just look at the screen, listen, and think about the main topic." T asks students (ICQs): "Are you typing answers right now? (No). Are you listening for every single word or just the main idea? (Just the main idea)." T says to students: "Let's listen." (T plays the audio) T says to students: "Now, I am going to open our breakout rooms for 2 minutes. Discuss with your group and choose your answers for Task 1 on your link. Go ahead!" [S-S check in breakout rooms]. T says to students: "Welcome back to the main room. Let's check together. Type in the chat box: who is talking about paying on a date? Yes, Amy..." For second activity (Listening for specific detail) T says to students: "Now, I´m copying a second link for another activity. You have six sentences. You need to read them and decide if they are True, False, or Not Given based on what the speakers say." T says to students: "Take one minute now to read the sentences quietly on your screen before I play the audio again." [T pauses for 60 seconds]. T says to students: "Now, listen carefully for the specific details. As you listen, you can type or click your answers directly on the link I sent you." [T plays the audio clips a second time]. T says to students: "I am opening the breakout rooms one more time. Compare your answers with your partner. If you have different answers, explain why!" [S-S check]. T says to students: "Let's check the answers as a class. Unmute your microphone or write in the chat: for sentence number one, why is it false? What exactly did Amy say?..."

T says to students: "Now, Task 3 on the link I sent you. We are going to look at the useful language our speakers used to give tips." T says to students: "First, look at the Matching Task for Meaning. Drag lines or match the numbers 1 to 4 with the letters A to D based on what the phrases mean. I will give you two minutes to do this individually on your screen." After review meaning task T shows slide with the look the grammar formulas of useful language. Review with students the form. T says to students: "Let's check pronunciation" Teacher elicit questions about pronunciation

T gives instructions to create a productive task focused on Speaking, first Students have to write a list of tips for a foreign visitor they have to use the useful language reviewed before. T sets up the BORs so students can compare their lists T says to students: "You have two missions in your rooms:" "Compare your lists and Interview each other: Ask questions about their tips."

• T praises Ss about their conversations. T does some quick feedback. • T asks some Ss what was the most surprising or interesting tip their partner told them T corrects some sentences T heard in the BORs for example 'It's important to taking a taxi.' ask Ss how can be fixed the grammar of that sentence based on our form rules (T elicits the correction: 'It's important to take a taxi'