Teacher tells an anecdote of an argument and asks some questions about arguments. T:"Hello everybody! How are you? If you ask me, I am angry. Last night, I argued with my husband. He told I was always studying and I didn't cook for 5 days. I got frustrated and raised my voice. I know I was in the wrong. Today I'll apologize. Have you argued with somebody recently? Whom do you argue with most? Do you try to take the argument under control or go on arguing angrily?"

Teacher gives a hand-out. Students read the paragraph about arguments there and match the bold words with their explanations below in pairs. T: "Now let's read a short paragraph about arguments. In the text, there are some bold words. Read, try to understand the meanings of the words and match them with their meanings below in pairs. You have 3 minutes. So what are you doing?" Students finish the activity. Teacher asks them to compare with other pairs. T: "Ok, let's compare your matching and see if there are any differences." Teacher gets the answers after they compare. She writes the words and then clarifies the form and pronunciation by asking their parts of speech and by drilling them.

T: "Now, we will listen to a psychologist who will give some tips about how to avoid arguments or how to take an argument under control. But, before that, let's guess what tips she might give, in pairs. You have 2 minutes for that. You may use imperative sentences in your predictions like 'Don't do this' or 'Do this' " 2 minutes later, teacher gets their predictions and writes them on the board. Then she asks them to listen and check if they have predicted correctly. After listening, teacher asks them which ones are mentioned in the text.

T: "We will listen again. This time, I will give you 6 tips she mentions and you will take notes about them. Don't write full sentences. Take short notes. Write as much as possible." When the activity finishes, she plays the audio again so that students can take more notes. Later, she asks them to share their notes with their partners. Finally, she asks some questions to check how much they understand and remember and to make them respond to the text. T: "Ok you have got some tips now. So which tip do you think is the most important or useful? Why? Is it possible to avoid arguments according to the psychologist, Is she optimistic about this? What happens if you raise your voice?"

Teacher gives them role play cards and they prepare themselves for 1-2 minutes. Then they play their roles. T: "It is time to argue! I will give you role play cards. Prepare yourself in 1-2 minutes. Then play your role. There are 2 cards for everybody. Play the first one first and then the second one. Don't forget that it is an argument, so pay attention to your intonation. You should seem angry." Teacher listens to students and takes notes of their mistakes. When they finish, she asks if they have followed the tips of the psychologist. Finally, she gives feedback on their mistakes, makes them correct their own mistakes and wraps up.