T tells Ss about his eating preferences. T shares screen of Google slides and asks Ss to discuss if they prefer eating in a restaurant or at home and why in BORs for 3 min.

T asks Ss to provide the advantages and disadvantages of eating out and writes their answers on Google slide.

T shares screen to answer #1 from the quiz on Google forms, elicits a response and clarifies meaning. T instructs students to work alone for 2 minutes to finish the quiz. ICQ if necessary T sends students to BORs to peer check their answers for 2 minutes. OCFB. T shares screen of Google Form quiz and reviews answers and meanings with students. T Elicits examples from students using the adv. and dis. from Slides and a corresponding discourse marker. CCQs ( do we use "Yea but" to agree or oppose) (Is on top of used for advantages or disadvantages?)(7 minutes)

T- gives example of TL with higher-level student. "I think eating in restaurants is too expensive." (nominate 1 student to agree with discourse marker and one student to oppose) T sends Ss to BORs for 5 minutes to discuss the pros and cons of eating in a restaurant. T encourages Ss to use discourse markers to agree and disagree with their partner. ICQ Are you discussing the weather? How much time? T monitors and shifts groups as needed. T shares screen again and allows students to choose between 3 different topics to have another discussion. T sends Ss to BORs for 7 minutes to discuss new topic. After 7 minutes, Ss switch BORs to discuss new topic with new partners. T monitors and notes any misuse of language for DEC

T nominates Ss to share in OCFB. Nominates other Ss to agree or disagree and encourage the use of discourse markers. T shares screen of Google slides with DEC sentences to be analyzed by the Ss. Ss self-correct