As a lead-in, I would ask students the following questions: Have you ever been on a train? How was it? Then ask them to comment on a image of a dirty train. After, they will share their thoughts in OCFB.

I will ask the students the following question: What are some words you use to be convincing in a debate? Other than the words "good" and "bad". E.g: Terrible, ethical/ unethical The students will discuss their answers in chat or in breakout rooms.

I will use 4 sentences from section 5 of page 27 from SB. MEANING The Ss will match the phrases in bold with the correct meaning in breakout rooms. I will ask the students to list the 3 first phrases (according to, apparently, as far as I know) from the most convincing phrase to the least convincing phrase in the context of a debate. More about the meaning, form and appropriacy in the TLAS below.

I will ask the students to debate on the next sentence (7A page 27, SB) in breakout rooms: "It is irresponsible when people leave newspapers on the train. It's just rubbish that someone else has to pick up. " Then in OCFB, I will ask one or two Ss about some things they have said in their respective groups.

I will ask Ss questions on some of the most relevant aspects of their interaction that I have heard in the groups while monitoring. I will ask them to elaborate or to complete what they have said.

I will write on the board some correct and incorrect sentences said by the Ss and use one of these correction techniques: Fill in the blanks, and ask the Ss what word could be changed or included in the sentence to make it accurate. Give Ss options to choose from in order to correct a sentence. Guide the students to the correct answer through CCQs for e.g. I will adapt according to what mistakes where made.

I will ask the students the following question: Everybody litter in buses and trains, should we do the same? Why? I will ask Ss to pick a side: one group would say "yes, we should" and the other "no, we shouldn't". In OCFB, the students will share their thought on the matter. I will ask the students to vote in the chat which side was the most convincing.

The procedure will be the same as the preceding one. I will ask Ss questions on some of the most relevant aspects of their interaction that I have heard in the groups while monitoring. I will ask them to elaborate or to complete what they have said.

The procedure will be the same as the preceding: I will write on the board a some correct and incorrect sentences said by the Ss and use one of these correction techniques: Fill in the blanks, and ask the Ss what word could be changed or included in the sentence to make it accurate. Give Ss options to choose from in order to correct a sentence. Guide the students to the correct answer through CCQs for e.g. I will adapt according to what mistakes where made.

The third speaking task will be similar to the second one. The Ss will debate on the following statement: "It is acceptable to litter in public places, otherwise, the cleaners would be put out of their jobs." This time, one group of student in a breakout room will pretend to be a cleaner whereas the other group will be someone who takes the train everyday (passenger). The students will then vote in the chat which group sounds the most convincing.

The procedure will be the same as the preceding one. I will ask Ss questions on some of the most relevant aspects of their interaction that I have heard in the groups while monitoring. I will ask them to elaborate or to complete what they have said.

The procedure will be the same as the preceding: I will write on the board a some correct and incorrect sentences said by the Ss and use one of these correction techniques: Fill in the blanks, and ask the Ss what word could be changed or included in the sentence to make it accurate. Give Ss options to choose from in order to correct a sentence. Guide the students to the correct answer through CCQs for e.g. I will adapt according to what mistakes where made.