I will ask students the following question: “Should children be allowed to take cell phones to school?”, and allow them to share their opinions.

I will ask Ss to identify who is in favor and who is against the use of cell phones by children at school by reading a short dialogue on shared screen: A: Children shouldn’t be allowed to take a cell phone to school. B: I disagree. I think kids should have the right to take it anywhere. A: Really? And what if the cell phone was stolen at school? B: I see what you mean, but a cell phone can be very helpful, too. A: But what about students’ attention during class? Next, I show Ss the following question: "Should people under eighteen be allowed to drive?", and ask them to work in pairs in breakout rooms to use their ideas in the following dialogue with gaps: A: People under 18 shouldn’t be allowed to ____________. B: Well, I believe they should have the right to ___________. A: And what if ____________________________________? B: I see what you mean, but ____________________________. A: But what about _____________________________? Students will be given 2-3 minutes to do it. Once back to the session they will share their ideas and we will check some of the answers. I will then show Ss one possibility for the dialog and ask what the main argument is: A: People under 18 shouldn’t be allowed to drive. B: Well, I believe they should have the right to drive. A: And what if a teenager crashed against your car? B: I see what you mean, but if parents take the responsibility, it’s ok. A: But what about the risk to others?

Ss will be given a handout for Guided Discovery to cover meaning, form, appropriacy, and pronunciation. I will explain that they will need to see and compare the two dialogues to answer all the questions in the handout. We will do the first one together as a model. Ss will work in breakout rooms for 6 minutes. This is the handout content: Dialog 1 A: Children shouldn’t be allowed to take a cell phone to school. B: I disagree. I think kids should have the right to take it anywhere. A: Really? And what if the cell phone was stolen at school? B: I see what you mean, but a cell phone can be very helpful, too. A: But what about students’ attention during class? Dialog 2 A: People under 18 shouldn’t be allowed to drive. B: Well, I believe they should have the right to drive. A: And what if a teenager crashed against your car? B: I see what you mean, but if parents take the responsibility, it’s ok. A: But what about the risk to others? 1. What phrases are repeated in both dialogues? (shouldn't be allowed to / should have the right to / what if / I see what you mean, but / what about) 2. Read this sentence and answer questions A-C using YES or NO: “And what if a teenager crashed against your car?” A. Has a teenager crashed the person’s car? - NO B. Are we talking about the past? - NO C. Is it something possible to happen? - YES 3. Look at dialogue 2 and answer questions E-F: D. What phrases are followed by a verb in the infinitive? - shouldn't be allowed to / should have the right to E. What phrases are followed by a sentence or a full complement? - what if / I see what you mean, but / what about F. What phrase is followed by a verb in the past? - what if 4. Can we use “shouldn’t be allowed to” and “should have the right to” in formal situation, informal situations, or both? - Both 5. Underline the stressed words in these three sentences: • Well, I believe they should have the right to drive. - should have / right / drive • I see what you mean, but if parents take the responsibility, it’s ok. - see / mean / parents / responsibility / ok • But what about the risk to others? - what about / risk / others When returning to the main session I will give them feedback with shared screen and confirm all points have been covered. Assuming they may struggle to identify sentence stress, when checking the answers to the last question I will show Ss 3 sentences with missing words. At first, they will see only the content words (in pink color) and asked to tell the meaning. Next, students will be shown only the function words (in green color) of the same sentences, which will not be possible. Then they will be asked which set of words represent the most important ones (the content words), and will be told that those are the ones that usually carry the stress in the sentence. Finally, I will have a drilling routine with students to practice that (first chorally, then individually). First set of words: 1) should have right vote. 2) see mean, parents responsibility, ok. 3) what about risks others? Second set of words: 1) Well, I believe they the to . 2) I what you , but it take the it’s . 3) But the to ? Then, I will have a choral and individual drilling routine with Ss on the 3 sentences: 1) Well, I believe they should have the right to drive. 2) I see what you mean, but if parents take the responsibility it’s ok. 3) But what about the risk to others?

I will ask Ss to individually choose the correct alternative for each sentence. The multiple choice exercise will be done through Google Forms, and Ss will be given 3 minutes to do it. We will do the first one together as a model: 1. ____________________ she asked me to give her some money? ( ) What about ( X ) What if 2. ___________________ your friend? ( X ) What about ( ) What if 3. That beach is too dirty. People ___________________ swim there. ( ) should be allowed to ( X ) shouldn’t be allowed to 4. Everybody _______________________ vote. ( X ) should have the right to ( ) shouldn’t have the right to 5. _______________________ I have a different opinion ( ) What if ( X ) I see what you mean, but Once time is up, I will show them the answers for feedback and confirm if they have any doubts at this point.

I will show Ss the following question: "Are you for or against the use of COVID-19 vaccine passports to travel and to attend pubic events?" If all students are either for or against that, we will decide who will pretend to be for or against, so that they can have a short debate on the topic. Students will be given 6 minutes to discuss it in breakout rooms, and will be asked to use the following phrases: What if … ? What about … ? … should(n’t) be allowed to … … should(n’t) have the right to … I see what you mean, but … After the debate, Ss will share the ideas discussed (open class feedback). Then I will show students some mistakes and points for improvement from their discussions (DEC).