- T welcomes the class - T sets the task (1 min): What’s your favourite food? Discuss in pairs for 2 minutes. - Learners discuss in pairs in breakout rooms (2 mins). - T conducts OCFB (1 min).

- T gives instructions and demos the task (1 min): Now think. What kinds of restaurants are there in your city? For example, what restaurant is this? (points at a picture of a Chinese restaurant) (Chinese restaurant.) 3 minutes in pairs. - Learners brainstorm in pairs in breakout rooms (3 mins). - T conducts OCFB, elicits and organises contributions on the slide (2 mins).

- T gives instructions and demos the task (1 min): Now put the phases in the correct column. Just like this (DEMO). 2 minutes, together. - Learners work together in Jamboard (2 mins). - T shows the correct organisation on the slide and asks CCQs for meaning and appropriacy (1 min): When I make a suggestion, do I give the person a choice? (Yes.) When I reject a suggestion, do I say why? (Yes.) When I say ‘instead’, do I give an alternative suggestion? (Yes.) Is this a polite way to say no? (Yes.) - T elicits form from learners and asks FCQs (1 min): What is this (Chinese restaurant, Italian place)? (My suggestion for a restaurant.) Is this the food I want (Chinese food, Italian food)? (No.) Is this the reason why I don’t want to go (the service was bad)? (Yes.) What is this (go to …, order a takeaway)? (My second suggestion.) Can I say ‘There’s a nice Italian food near my house’? (No, it should be ‘Italian restaurant/place’.) Can I say ‘Why don’t we instead go to the new Thai place’? (No, it should be ‘Why don’t we go to the new Thai place instead’.) - T guides learners to sentence stress, linking and intonation (1 min): Where's the stress? What's my intonation? - T conducts choral and individual drilling (1 min)

- T gives instructions and demos the task (1 min): Think of three restaurants that you like in your city. What’s good/bad about them? Make a list, for example, good = food, bad = service. 3 minutes, individually. - Learners work individually in their notebooks (3 mins). - T sets speaking task (1 min): Suggest these restaurants to your partner. You can use the following questions to start the conversation: Are you hungry? Do you want to get something to eat? Do you feel like going somewhere to eat? Reject at least one of your partner’s ideas and say why. - T nominates a learner and demos the task: For example, René, ask this question: Are you hungry? (Yes, I'm starving.) Do you want to get something to eat? (Yes, I'd love to.) There's a nice ... restaurant in my neighbourhood. How about that? (Mmm I don't know. I don't really feel like ... food.) Why don't we go to the ... place instead? (Sure, let's go.) Okay, 12 minutes. - T monitors each pair and makes note of common errors for DEC. - If learners finish earlier, they may switch pairs.

- T conducts OCFB on the speaking task (2 mins): Okay, where did you decide to go? Why?

- T highlights good use of language and elicits from the learners (1 mins). - For not so good use of language, T nominates different learners to identify and correct the errors. T writes the correct versions and elicits explanation from the learners (2 mins). - T provides further clarification and refers to previous slides, if necessary (1 mins). - T closes the class.