Teacher displays on google jamboard four images of supportive people comforting sad people, and a question to have Students guess and predict the conversations between the people in the images. Students get the idea of the lesson topic, and of the context, which is giving emotional support to people in distress, through words. In this case Ss will be introduced to some chunks of language.

Teacher displays transcription text and plays an audio of three conversations, Ss listen the audio and identify in the written text the Target Language, which is marked in color. Teacher shares via chat box the link to a gist task (find synonyms in google forms). Ss work in pairs in break out rooms. FB in main room.

Teacher displays a presentation of target language in google slides. Two prhases are analyzed. Students participate in presentation as group. T asks CCQ to have students discover and elicit Meaning. Form is presented in a slide explaining TL is are phrases used as one hole, even when formed by diffrent items as verbs, adverbs, pronouns, etc. Pronunciation is explicit with IPA, stress symbol and intonation arrows. Appropriacy is also pointed in the last slide of each TL. An audio is played to reinforce the importance of intonation to make the TL sound sympathetical. Ss answer in BORs a multiple choice task related to the language to be used as sympathetical. on google slides or forms

Teacher displays the script of the audio of three converstions and plays it again. T shares lik to an activity where Students identify the intonation (tone) of each case, and how sympathetic were the responses each listener in the audio gave to the troubled person. Teacher shares link to google forms activity through chat box. The activity has three stages, one is a multiple choice task related to the conversations topic, the second one is a true or false task, and the third one asks the level of sympathetic tone as heard in the audio. Ss work in BOR in small groups or pairs.

Teacher displays a slide with a communicative task which will have students practice the language chunks to achieve more fluent conversation skills. T sends Ss to break out rooms to discuss the topic assigned. Teacher takes note of problems heard while monitoring.

Teacher displays problems picked up while monitoring in order to give the correct language and clarifies pronunciation issues.