T shares screen with images representing some good news and following questions: When was the last time you received good news? What was it?What happened?What's the best news you've ever received? T says: "Take a look at the slide. What do these images have in common? expected answer: Yes, good news!" T directs Ss to the questions at the bottom. T says: "Think about your answers for 30 seconds. Don't write anything." T asks ICQs: "Writing or thinking?" (Thinking). "How long?" (30 seconds). Ss think for 30 seconds. T nominates first S. T says: "[Name], when was the last time you received good news? Share briefly, then nominate the next person."

T says: "Listen to the 4 conversations. Is the news good or bad? Write 'Good' or 'Bad' for each number in the chat box. T plays audio tracks 1–4. Ss listen and decide the overall tone of each conversation. T asks ICQs: "Are you writing long sentences or just typing 'Good' or 'Bad'?" (Just typing 'Good' or 'Bad') "Where will you type your answers?" (In the chat box) "When do you send your message? Now or after each conversation?" (After each conversation / At the end) Ss check answers orally. T confirms Key: 1 = Good then Bad, 2 = Bad, 3 = Good, 4 = Bad T shares a link for intesive listening showing the target phrases listed in 4 conversations T says: "We are going to listen a second time the four short conversations. Look at these phrases on your link, Listen and write the conversation number (1–4) next to the phrase you hear." T asks ICQs: • "Are you writing down the whole conversation or just a number?" (Just a number) • "Do you use the numbers 1 to 4?" (Yes) T plays the audio track again. Ss listen and match phrases to conversation numbers individually. T says: Let´s review together answers Ss check answers as a group. T confirms key: Conv 1 (Something to tell you), Conv 2 (Sorry to have to tell you/I'm afraid), Conv 3 (You'll never guess), Conv 4 (Bad news/I'm afraid/Unfortunately).

T highlights the target phrases on screen. T uses CCQs to check Meaning. Ss identify which phrases prepare the listener vs. deliver the news. T shares a link with a brief task T displays 3 situational scenarios on the screen. T says: "Look at the situations. Match each situation to the best phrase from our listening task." Ss write answers in the chatbox or answer orally. T asks CCQs to check understanding of tone: "Do we use 'I'm afraid' for a baby? No, why? Because it signals bad news." T confirms the matching answers on screen. T elicits Form on the whiteboard, highlighting fixed grammatical patterns. Ss notice grammar structures (e.g., I'm afraid + clause). T displays 3 sentences with grammatical errors on the screen. T says: "Look at these sentences. Each phrase has one small grammar mistake. Find the mistake and fix it." Ss analyze the sentences individually for 1 minute. T nominates Ss to share the corrections orally or type them in the chat. T reveals the correct grammatical patterns on screen, highlighting fixed structures (e.g., 'I'm afraid' + clause, 'sorry to' + infinitive). T models Pronunciation, emphasizing high-falling intonation for good news and low, flat intonation for bad news. T marks sentence stress and word linking on screen. T shares screen showing the target phrases marked with intonation arrows and word linking. T says: "Look at the arrows. Good news uses a high, excited voice. Bad news uses a lower, flatter voice." T models phrase 1 with an exaggerated high pitch. Ss repeat chorally with microphones on. T models phrase 2 with a low, empathetic pitch. Ss repeat chorally. T highlights connected speech: "Listen to how I link words: I'm_afraid_I've..." T discusses Appropriacy (Formal vs. Informal contexts from the scripts). T displays a text message and a business email scenario on the screen. T says: "Look at these two different contexts. Which introductory phrase fits best in a text to a close friend? Which fits best in a professional email to a client?" Ss evaluate the choices for 1 minute. T nominates Ss to share their choices and explain why (social distance vs. closeness). T confirms the key, emphasizing that using an informal phrase in a formal setting can sound unprofessional, and vice versa.

T shares screen showing 6 scrambled sentences. T says: "Look at these sentences. Put the words in the correct order to form the target phrases we studied." T asks ICQs: "Are you changing the words or just ordering them?" (Just ordering them). "Where do you write your answers?" (In the chat box / notebooks). Ss work individually for 2-3 minutes to unscramble the lines. T says: "Let's check together. Unmute and read sentence number 1." Ss read out their completed sentences to check as a group. T reveals the final correct sentences on screen.

If there are exactly three students, all three will practice the same role-play together. If there are more than three students, divide the class into pairs. T displays the three-person role-play scenario and specific role cards on the screen. T says: "You three are close friends chatting on a group call. Look at your specific roles. Take 1 minute to plan what you will say." T assigns roles: Student A (Morocco), Student B (Mexico City), Student C (Peru). T asks ICQs: "Are you writing a script or speaking naturally?" (Speaking naturally). "Should you use the phrases from our Google Form?" (Yes, as many as possible). T stops screen sharing so the women focus entirely on each other's faces and reactions on camera. Ss perform the role-play dynamically (S-S-S interaction) for 4–5 minutes. T keeps microphone muted, monitors closely, and takes detailed notes on their target language use and any minor pronunciation/grammar mistakes. T shares screen showing a blank digital whiteboard with 3–4 sentences containing minor mistakes noted down during the role-play. T says: "Great job on the conversations! Your fluency was fantastic. Now, let's look at the screen. Each sentence has a small mistake with our target language or pronunciation. Work together to fix them." Ss look at the sentences, discuss the errors as a group, and suggest the corrections. T edits the text live on screen to reflect the correct structures, praising correct suggestions.