T introduces the topic of music and sets two questions for Ss to discuss in pairs (What's your favourite kind of music? Do you enjoy pop?). This way T makes the lesson more personalised.

T presents SPOTS, the pop group of the discussion, and sets the problem of the situation (the manager has decided to quit). T presents the three candidates for the position of manager, and refers them to a Google document where the candidates' background information is found in a table. Ss are allowed some time to read and complete the second table, where they will rank the candidates from the best to the worst option.

T presents useful phrases for the discussion. He reviews meaning of a few phrases (I agree, I disagree, what do you think?, what about...?) by asking CCQs and using visuals (speech bubbles). T drills phrases and uses substitution drilling, too. To check good pronunciation, T nominates Ss to repeat after him. Finally, to check comprehension of the phrases, T refers Ss to a Google Document, where Ss will complete a table with such phrases.

T sets the task (choose the best/worst manager for the band). He drills phrases again and reminds Ss to use them in their discussion. Ss are told they shouldn't be easily convinced and they should give reasons to state their opinion. They are given 8 minutes to discuss in groups of three. T monitors from breakout room to breakout room. Then T swaps members and students practice for 8 more minutes. T continues monitoring and taking notes of mistakes.

T uses whiteboard to correct Ss mistakes. To do this, he writes sentences on the board and elicits correction. T drills words if pronunciation is the problem. Additionally, T praises Ss for good performance and use of phrases. To do this, T uses a table that is divided into positive and negative comments (happy/sad smiley table).