In pairs ss look at the photos and discuss briefly what issues they deal with. T gives his feedback.

T elicits the new vocabulary using pictures, miming, drawing, and brief context. T pays attention on meaning, form ,and pronunciation.

Ex 1a: Ss categorize the phrases in the box into two lists. Which relate to having more rights and freedom, and which relate to having stricter laws and fewer rights? Ss check their answers in pairs. T gives his feed back. Ex 1b:In pairs ss put positive (+) or negative (-) beside the sentences in the box

Ex 1: Ss read the controversial statements 1-14.. and decide which of these are already the law in their country. Ss check their answers in pairs. Ex 3a: Individually Ss mark the controversial statements, if they agree put √, if they don't agree put × , and if you are not sure put ?. Ex 3b Ss put a * beside the statements that they are interested in. Ss check their answers in pairs. T gives his feedback.

Task: speaking T tells ss that this is the time to ask him about any vocabulary or language item they need. ss work in groups to choose at least three topics from the controversial statements they would like to discuss . ss look at useful language,section a,and work Individually for a few minutes to think about their ideas and how to express them. Ss work In groups and discuss their views on each topic.Do they agree or not? Ss look at useful language,section b, to use it in their discussion. T asks ss to prepare how they will summarize their groups opinion. Ss look at useful language,section c, and present their group's view to the class and the rest of the class decide if they agree or not.

T provides error correction for content/language mistakes that Ss made while speaking.