. project a picture of 2 people and elicit 'debate'. if the picture doesn't work, the T can act out what the people in the picture are doing . elicit the exponents for giving opinions 'I think, in my opinion, I agree, I disagree' by asking 'how do you start telling you opinion?' or write 'I think' and ask for a similar way to tell an opinion

. model the task by collecting advantages and disadvantages about 'uniform' and make sentences using the exponants I elicited as a WC (eg. I think uniform are a good idea because all students are equal. I disagree with you because the students can't express their character.)

. project a slide that shows three newspaper headlines . elicit that they are called 'headlines' by asking 'what are these?' or tell them if they don't guess . divide the ss into three groups and assign each group one of the headlines . individually, ss predict the story of the headline . in each group, ss share what they predicted . give them the stories to check their predictions . for FB, ask in each group who predicted something correct . rearrange the group to have in each new group stories a,b and c . have the ss tell each other the stories . for FB, ask a random person from each group to tell a story they listened to . for each story, half write advantages and half writes disadvantages, first individually and then share them together . seat the ss with the advantages on one side facing the disadvantages on the other side . instruct them to try convince each other of their opinions . instruct the advantages to start first . do each story separately so I can judge the debate

. WCFB by deciding who wins . error correct on the WB misuse of the exponents of giving opinion