Trainee teachers will be given protest placards before class to place behind their seats blank side out. Then, when lesson begins, I will tell students that the trainees are going to act something out. Prompt: Try to tell me what each teacher likes and doesn't like. What does Ceyda like? What does Rod like, etc? ICQ: Is it just what teachers like? NO! Then trainees will be prompted to get up and begin a noisy protest. What did you see? CQs: What does Rod like. What does Ceyda like.

Leave placards in front of room. What is the "no to multinationals" person against? Is Rod (or whomever) for or against globalisation? Pair up. Students will complete Ex. 1, P. 71 Inside Out by pairing the slogans they have seen with a description what each protestor was against. These are in column 'a' and column 'b' in the exercise. Class check.

To introduce listening, tell students they are about to hear about more protestors. Task: Find out what each protestor likes or doesn’t like. CQ: Is it just what they like? No, it is also what they don’t like. Play tape. Ask one CCQ: Does Jake like globalisation or not like globalisation. Not like. Jake is against globalisation. Does Debbie like Equal pay for equal work, or Does Debbie hate equal pay for equal work? Debbie likes equal pay for equal work. Question? How do they say "like" in the tape? Play Debbie again. Write: Debbie is in favor of Equal Pay for Equal Work. Question: How do they say Jake hates globalisation? Play Jake again. Write: Jake is against globalisation. Insert pronunciation drill here: Pronunciation will be strengthened by exaggerating mouth formations for: In Fa (lips drawn together) vor of. Is again – ssssssst – like a snake, but faster. Then play whole tape again. What is Ronnie against? (Animal testing). Finally, what about Caroline? Caroline DOESN'T FEEL STRONGLY ABOUT POLITICS. Write Models on board. Model sentences: Jake is against globalization. Debbie is in favor of equal pay for equal work. Ronnie is against animal testing. Caroline doesn’t feel strongly about politics. CQ: Does Caroline feel strongly about politics? No, Caroline does not feel strongly about politics. Would Caroline try to be a politician? No. Meaning: We use “in favor of” for ideas or policies we like. We use “I am against” for ideas, policies we do not like. We use “I don’t feel strongly” or “I don’t really care about” for ideas we neither like nor dislike. Form: S is in favor of N (idea, policy or thing) S is against N (idea, policy or thing) S doesn’t feel strongly about N (idea, policy or thing) S feels strongly about N (idea, policy or thing)

Pair up again. Under lexis, complete exercise 1, p. 71. ICQ: Are we talking about Jake, Debbie and Ronny(hold picture)? No - about you. If we have even number of pair groups, why not have pairs check each others' work? Write on board to provide further models.

Split into new groups. Each group will choose what they are for or against. Then, they will select one of the signs from earlier. Tell the Class what you are in favour of or against (or don't really care about!) . ICQ: Can you be just against something? No you can be for things, too! Nominate from each group to explain.