Ask the following questions: 1- Do you have a car? 2- What kind of cars are there in your country? 3- How often do you use your car? 4- Why do you use your car? 5- What problems cars may cause? Draw a spider graph on the board and divide it into two parts, advantages and disadvantages, and ask Ss to come to the board and quickly write their views on the board. Run a quick feedback and ask Ss to support their views.

Play the audio track and ask Ss to listen carefully and catch the similar points they have already mentioned on the board and make note of them. Run a brief plenary feedback in which Ss should come up with answers. Correct answers could be highlighted on the board.

Give the HO. Tell the instruction and ask Ss in pairs to complete the conversation among the three speakers with one word. Remember to ask ICQs as some people in the class may have difficulties understanding the instructions. Allocate at the most three minutes and keep monitoring. After that play the recording for the second time and ask them to listen individually. At the end, to make the feedback more student-centered, ask Ss to check their answers in pairs and finally show the answers on the board.

Group Ss and ask them to exchange their ideas and express which speaker they agree and why. The teacher himself needs to model it. Remember to pint out that they need to make use of the expressions on the board (answers to the blanks of the previous activity) not to mention the positive and negative points they talked about car ownership earlier in the warmer. A large number of ICQs is needed at this point. note the time, 10 minutes, and be strict about it. Run a brief feedback in which ask a student about another group member.

Ask Ss to think about the ways of reducing the air pollution in the same groups and share their views in approximately 10 minutes. Note the use of the newly learnt idioms in their speech. Walk around the groups and feed any necessary help.