T shows slide with pictures of famous brands. "What are we looking at here?" Instructions: In BOR, discuss whether brands are important to you when buying a product. 2 min. Demo: <Nominate student>, when you buy a new phone, does it have to be a certain brand, like Apple?

Gist task Use of present and past simple passive in text is underlined to raise awareness of TL. T shares screen when setting task. Instructions: Read this text quickly and choose the best title. You have 2 min. T shares link to text and task in chat. OCFB, when time is up, ask ss to write their answer in the chat. (No pair-checking because only one question, put answer in chat to make it more interactive)

Instructions: In BOR, you will complete these questions in pairs/small groups. We'll do the first one together. T shares screen when setting task First (few) question(s) in open class. T shares link in chat to GD document GD covers meaning and form. Pronunciation: 1. are (all) produced /ər prəˈduːst/ What sound comes at the end, /t/ or /d/? (/t/) Produced - which syllable carries the stress? (2nd) Does the ‘o’ have a strong or weak sound? (weak, /ə/) are-all (produced) – do I pronounce these words separately or together? (together, linking) 2. is seen /ɪ'siːn/ i-seen – do I pronounce the first 's'? (no, linked) 3. was designed /dɪˈzaɪnd/ What sound comes at the end? /t/ or /d/? (/d/) Where’s the stress? (/zaɪn/) Is 'was' pronounced strong or weak? (weak, /wəz/) 4. was broken /wəz ˈbroʊ.kən/ Where’s the stress? (bro) Is ‘was’ pronounced strong or weak? (weak, /wəz/) T models sentences. Choral drilling. Appropriacy: Are these sentences formal/informal/neutral? (neutral)

Because the lesson focus will be considered hard for some students, they will complete this task in pairs/small groups. I added a small note on the slide to guide the students (present or past? singular or plural? regular or irregular verb?) T shares screen when setting task. Instructions: In BOR, complete the gaps with the correct form. Decide whether the present or past passive should be used. You have 5 min. Demo: first one in open class. T shares link to slideshow in chat. Ss will complete the task in pairs/small groups in BOR. T monitors. OCFB. If time allows, I will elicit all answers (or most) instead of simply showing them, given the complexity of the task.

Instructions: Think of a product you bought recently or would like to buy. In BOR, tell each other about your product. Try to use the language we learned today. I will provide a demo myself instead of asking an example from the student, so I can use both present and past passive in my example. I have added my example sentence to the slide, so students cannot only hear but also see that I use both present and past passive form. Demo: My phone was made in China. It is used to call people. You have 7 min. I added images to the slide to give students some ideas/inspiration. T monitors and takes note of both language and content of ss' conversations.

T nominates ss and asks content based FB. T shares examples of learners' productions and sets task in small groups in BOR for learners to identify the correct + incorrect ones, and correct the latter ones. If short on time, correction in open class instead of BOR. OCFB. Any questions?