- T. spends some minutes on building rapport by asking ss. about their last meal or their favorite things. - T. shares the link, on Zoom's chat, to a Google site page and direct ss. to the first part. - T. explains the objective and ask ss. to look at the pictures there. - T. shows the pictures and ask ss. the questions. - Ss. share their answers to the class.

-T. shares the link for the Google sites again (in case some students did not get it) - T. asks ss. to read the text and answer the questions above. - After ss. read the text and answer, they have to check their answers in breakout rooms. - T. uses ICQs. Are you working in groups or individually? Individually. - T. monitors ss. work. - T. asks ss. to share their answers to the whole group.

- T. highlights expressions form the previous conversation. - T. asks ss. to read the expressions and check the correct answer. - T. models the first expression with ss. - T. uses ICQS. - Ss. work in breakout room. - T. monitors the activity. - Ss. share their answer to the whole class. - T. focuses on pronunciation, explaining the difference between rising and falling intonation. - Ss. read the questions and answer again.

- T. directs ss. to the last part of the page (t. shares the link again, just in case). - Ss. have to read the instructions. - T. explains the activity. - T. models the activity with a s. - Ss. go to breakout rooms and work on the activity. - T. monitors the activity.

- While ss. are practicing, t. takes notes on some mistakes ss. may have with the use of the target language. - T. asks ss. to perform their conversations for the whole class. - T. gives feedback on some problems using Zoom's board.