• T Shows pictures of some calendars on slide 1 and asks students "What are these?" ○T expects to hear 'calendar' • T moves to slide 2 where there are some snapshots of some parts of a calendar with some important dates on them and asks students "Why these dates are mentioned on the calendar?" (important dates are selected from the Ss country calendar (Mexico) to use their top-down processing) ○T expects words like, holiday, national day, important day, important dates and the like. • T shows 'Mom's Birthday' written on one of the days and tells the Ss that he has written that and asks them "Why do they think he has written it for?" ○T expects answers like. Important for you, personal value, reminder, etc. • T moves to slide 3. T sets two tasks for Ss and prepares them to talk to their partner and make themselves ready to report the results to the class. ○Task1. What dates you may write on your calendar? make a list with your partner. ♣T gives some picture clues of important events in peoples life to help them be on the right track. ○Task2: T gives them three sentences with new lexis. Ss are set to guess the meaning of the lexis with the help of the context and their partner. Sentences: ♣ I married in September 2000.Now it is 2020 so this September is my 20th wedding anniversary. ♣ I send a valentine to my girlfriend every Valentine’s Day. You shouldn’t write your name on the card. ♣ Tomorrow is my dad’s birthday. I’ll give him a ring to talk to him. • T sends them to breakout rooms (a Zoom concept) and observes them. • After they come back, T goes over the list of events they were supposed to make and puts items of their list on the "carry-on whiteboard" • After that T goes over the lexis part and makes sure they have understood the lexis.

• T gives clear instructions to Ss for the first task. Ss are supposed to write the date they hear • T plays a sample to make sure Ss know what to do • T repeats the audio with new task. Task is to write the reason that the speakers in the audio have chosen those dates. (Two different tasks of scanning is done separately in order "not to overburden students" based on Scrivener, J. (2011) Learning Teaching (Macmillan Education), P.252) • Again T plays a sample to make sure Ss know what to do • T wants Ss to check their answer with their partner and be ready to report to the class (in the break out rooms) • After pair work T gives feedback and if needed plays the audio again

• T gives clear instructions on task 3 where they should listen and take notes to tell why each person chose that date and event. There is no right or wrong answer, just inferring based on clues in the text. Feedback would be based on the ability of Ss to support their ideas based on what they find in the text. • T does a sample to make sure Ss have understoos what to do • T plays the whole or part of the eight conversations depending on how much time T has. • Ss check their answers with their partner • T monitors • T gives feedback. Here feedback means that T makes sure they have picked right clues. • T writes on the whiteboard

• T wants Ss to imagine that they want to travel to an English speaking country for holiday and they want to spend there with a host. They should take turns to ask and answer questions about dates they want to put on their calendar or the important national days they have in their country. ( This imaginary situation is for giving the text a real life sense based on Scrivener, J. (2011) Learning Teaching (Macmillan Education), P.254) • T explains that Ss should tell the class what date was important for them or their partner and why? or What they found interesting. • Ss speak with their partner • T monitors • T gives content feedback / Delayed Error Correction