• T shows slide 1 and works with the whole group asking Ss what annoys them. T gives one example about herself. • Instructions: What really annoys you? It really annoys me when my internet is down because nowadays we depend on the internet for everything. And you, St A?

• T shows slide 2 with a magazine article (taken from New English File Upper-intermediate) about things that really annoy us, and asks Ss to work in pairs and say which of the things from the list annoy them. • Instructions: Look at this magazine article and in pairs say which of these things really annoy you. You just have to read the options and say yes or no. You have 2 minutes. • ICQs: Do you talk a lot about each of the items or just read them and say ‘yes’ or ‘no’? Just say ‘yes’ or ‘no’. • T puts Ss in breakout rooms. • After they have talked about the things from the list that really annoy them, Ss listen to 4 people and they have to identify which of the things they refer to. • Instructions: Now listen to four conversations. Which of the irritating things in the magazine article do they refer to? • T plays audio, pauses after each speaker and elicits the answer from the group.

• Ss work on meaning and form in a guided-discovery approach. They work in pairs to provide peer scaffolding to one another. • T sends a google document link for Ss to work in pairs. • Instructions: Open the google document and do the activities in pairs. You have 5 minutes. • T does number 1 as an example. • T sends Ss to breakout rooms. • After that T provides OCFB and works on the pronunciation of the 4 example sentences (slide 3). T plays the recording again for Ss to identify the stress and drills pronunciation. • To consolidate and wrap up the clarification moment T conducts substitution drill: • Prompts: have a better car; know how to fly; live in a better house; the rain stop; my neighbours have parties late at night.

• To provide controlled practice of the target language T sends a link to a google document and tells Ss they have 3 minutes to do the activity individually. There is an example sentence so T models with it (slide 4). • Instructions: Underline the correct option. You have 3 minutes to do the activity individually. • After Ss do the activity T sends them to the breakout rooms to check answers. • Instructions: Check your answers in pairs. You have 2 minutes. • T provides OCFB.

• To practice the target language in a freer way Ss work in pairs and ask each other the questions: ‘What would you like to be different in the present / future?’; ‘What do people do that annoy you? • T demos and reminds Ss to use wish + Simple Past and wish + would • Instructions: Work in pairs and ask your friend these questions. You have 7 minutes. • Script: I wish I could go out without a mask. I wish my neighbour’s dog would stop barking all night long. • T monitors Ss performance.

• T writes some examples of language produced by Ss on the board. Ss have to say which ones are correct and which ones are wrong and correct the wrong ones. • Ss do the task in pairs in breakout rooms (5 minutes) • Instructions: Which sentences are correct? Which sentences are wrong? Correct the wrong ones. You have 5 minutes. • T conducts OCFB and DEC.