Greet the students and ask them about their familiarity with the concept of starting a business. Begin with lead-in questions: "Does anyone here have their own company or business? Would you consider starting your own business?" Engage the students in a brief discussion, including questions of starting a business with someone else, and making decisions ("Can you start a business with someone else? Do both people need to agree on the details?" Guide the conversation toward a brainstorming session on details to be discussed before starting a business ex: Name, location, type of business... etc.

Show the "Conversation Unjumbling" and send the link while you notify the Ss to work in pairs. Instruct the SS to put the missing parts of the conversation in the correct order and notify them that they have 3min for this. Afterward, bring the whole class together and check the conversation's correct order. Clarify the meaning of any challenging vocabulary words such as () if necessary

Direct the students' attention to the completed conversation on the board. Explain that you want them to identify expressions in the conversation that are suggestions, opinions, or comments on others' suggestions or opinions. In a full group setting, ask students to volunteer one expression at a time and circle them on the board. Then Introduce the Wordwall activity by explaining its purpose: to classify the language expressions into giving opinions, giving suggestions, or commenting on others' suggestions or opinions. Direct the students to the word wall activity and instruct them to access the link and complete the activity individually. Allow a max of 3min for this After the time ask the CCQ about the three categories: Am I asking for your suggestion? Am I giving my suggestion? Is this a suggestion or my opinion? Am I making a comment about something you said? Does it mean that I agree? Does it mean that I disagree? Use the clique for these last two. Move on to the slide and work on form, ask students to look at the sentences and then look at the fixed part vs the flexible part. Show the different structure options and ask Ss to match them. Volunteer Ss to provide you with answers. Then work on grammar focusing on intonation for the question "How about...?"; Stress patterns for "I think we should decide on a name" and "The way I see things we can mix styles" and the linking "that's" on the sentence "That's a good idea".

Instruct the students: "Now, I want you to consider the possible name, location, and type of food for your business. Explain that they will have two minutes to write down their ideas on a piece of paper. Inform Ss that they will be paired up in a pair/small group and they must take turns sharing their ideas and discussing their preferences for the business name, location, and type of food. Encourage them to use the expressions learned earlier, such as giving opinions, giving suggestions, and commenting on others' suggestions or opinions. Remind them to aim for reaching an agreement on each detail. T asks ICQS before sending them to the BORs for about 10 minutes. - T monitors students well in the BORs, provides assistance if necessary, and writes down any type of mistakes made to be discussed in the feedback session. After the time Is up at the end of this stage the teacher asks each group presenter to present their for the whole class and the T creates a list on the board with the new businesses created by the Ss. If there is enough time, T can ask students to vote for the business they think would be a successful one.

T corrects the Ss mistakes by giving them some models of their corrects answers and some other models of the incorrect answers and asks them to find the mistake.