1. 3 things in common: find them among a group of 3. 3 things DON'T count: that you 1. teach English 2. Live in Russia 3. are women. You have 3 minutes to find out what your 3 things in common are. Let them discuss a bit more if they need. Fast finishers - what was it that you didn't find as things you have in common? WC feedback: nominate some other people to sum up their 3 things in common. 2. Lie detector (3 facts about yourself) - home-prepared statements. Model your own 3 statements WC (whole class) to show them how it goes. Reshuffle groups from the previous turn. In groups of 3 let them go through each student's statements, let them guess and speculate, reveal the statements and briefly comment on each. While monitoring, try to notice any examples of lang of speculation. WC nominate one student out of the group of 3 and ask them to summarise the most interesting facts that they've learned about their fellow students.

Give some examples of the TL that students have used in stage 1. What kind of language is it? Elicit or clarify. (Language of speculation)

Three ways of speculation: (Ask prompting questions before clarifying.) 1. Modals of deduction. 100% - must be 50% - might/may could be 0% - can't be (draw a couple of examples relevant to your context) 2. Sentence frames: It looks like/as if... It seems that... It is possible/highly likely that... More elegant ways, e.g. Judging by her/his facial expression I may suggest/assume that... There is plenty of speculative sentence frames, notice them, write them down and make your own collection. 3. Separate words: probably, possibly, maybe, etc. etc. Obviously - be careful with this word, might seem a bit rude. We need the language of speculation (and the variety of it!) in the exam. So this is going to be a recurrent theme on the course.

Use visuals from the book. -You've got 1 minute to prepare to talk about one of the pictures. You will speculate about the person's character traits in groups of two. While listening to your partner, try to notice any language you like and would like to "borrow".

page 8, ex 2. In pairs, discuss connotations of these words (i.e. positive/negative) and intensifiers that can be used with them (highly/extremely). Set a time limit of 5 minutes. Monitor for the further clarifying and/or error correction. WC clarify the meaning of the words Ss are not sure about, give synonyms or examples where appropriate

Task repetition. Use visuals from the book. -Choose another picture and get ready to speculate about it in a minute. Try to use the language of speculation and the adjectives from the previous exercise. Reshuffle Ss. Monitor while Ss are talking.

A note on methodology: TTT lesson

1) Establish rules. – Three working modes. Wave your hand. Breakout rooms. Notification to enter. Timer. "We're gonna have three working modes. The first one is the WHOLE CLASS type. + Wave your hand when you’re gonna speak, but don’t wait for me to nominate you." "Has anyone of you worked in breakout rooms in Zoom? We’re gonna work either in GROUPS OF THREE or IN PAIRS. When we need to work in breakout rooms, I’ll gonna press a magic button and create them, and you’ll see an invitation to join your breakout room on your screen. You click on that and you’re redirected there. You start your activity. I can switch from one room to another to listen to you. If I do that, ignore me, don’t pay much attention and continue your discussion. I’m there only to listen. Of course, if you have a question, you can use this opportunity to ask it. When I want to end the activity, I press another magic button and you see on the screen that you’re invited to the main session. In this situation you have two options: you either follow the link or you have 60 seconds to finish what you’re doing and then you’re redirected automatically. No one will be lost in space :)" 2) Names (тёзки)