- Teacher displays one image on screen related to the context of a conversation in the kitchen about agreeing and disagreeing with forcing kids to eat. - Teacher elicits a few ideas from learners. - Teacher asks: Do you agree with forcing kids to eat? Does it make kids hate mealtimes? - Teacher conducts OCFB.

Students will listen to audio and read the script on a slide (Jamboard). The teacher will share Google Form. Give students time to read statements 1-6. Tell students to listen individually and answer. Put them in breakout rooms to compare answers in pairs. 1. Who is worried about how much his/her child has eaten? Correct answer: Colin. 2. Who does believe the way to encourage children to eat is to make mealtime fun? Correct answer: Val. 3. Does Val let the children help them prepare food? Correct Answer: Yes, she does. 4. Who does agree that if you let children help you, it probably slows things down? Correct answer: Colin and Val. 5. Who does think boys should learn to cook? Correct answer: Val. 6. Who does not think boys would want to help in the kitchen? Correct answer: Colin. Students do the exercise individually and compare answers in pairs in breakout rooms before OCFB.

1. Share Jambord Slide with Students. The teacher will display synonyms and antonyms about four different sentences mentioned in the listening. Students have to choose two synonyms and one antonym of the main verb of each sentence. Sentences: 1.1 But surely it slows everything down if they’re helping you. a. Delays everything (Synonym) b. Speeds everything up (Antonym) c. Slows everything up (Synonym) 2.1 They’re always falling down and things. a. Dropping (Synonym) b. Rising (Antonym) c. Tumbling over (Synonym) 3.1 I can’t argue with that a. Agree (Antonym) b. Disagree (Synonym) c. Differ (Synonym) 4.1 I’m still not convinced a. Hesitant (Synonym) b. Sure (Antonym) c. Unsure (Synonym) Share P Form. SS will repeat sentences with dots over them and link. * * * 1.1 But / surely it slows everything down/ if they’re helping you. * * * 2.1 They’re always / falling down / and things. * * 3.1 I can’t argue / with that. * * 4.1 I’m still /no/ conviced

- Instructions: The teacher displays some expressions of agreeing and disagreeing. Students will choose some ideas of agreeing or disagreeing and complete three little conversations between Amanda, Colin, and Val. Expressions of agreeing or disagreeing: - I see what you mean. - I see your point - That’s a good point - Well, I’m still not convinced - Well, I can’t argue with that - Oh, do you think so? - I suppose you’ve got a point there - I suppose that’s true, actually - Oh, I wouldn’t say that - I don’t know about that - I can’t really see the point of (forcing kids to eat) 1. Amanda: School holidays are much too long. Colin: -------------------. They’re certainly difficult for working parents. Val: ----------------------------. Kids need a break from studying! 2. Colin: Holidays are always better abroad. Val: -------------------------. They’re more interesting. Amanda: --------------------------. You spend too much of your holiday traveling. 3. Colin: Travelling by train is more relaxing than driving. Val: --------------------------. You can sit and read a book. Amanda: ------------------------- You don’t always get a seat. - Ss do the exercises individually and compare answers through breakout rooms before OCFB

Instructions: - Teacher will display sentences. - SS will think of at least two reasons why you agree or disagree with them. SS will use the expressions of agreeing and disagreeing, developed in the Controlled Practice stage. The teacher will display questions on the screen. Sentences: 1. TV and video games make children violent. 2. Children under ten shouldn’t be allowed to have mobiles. 3. 20 is a good age to get married. 4. Friends give the best advice. Ss will go to break-out rooms, and then T and students will work OCFB in the main room.