At the very beginning I put some humorous pictures on the WB and I ask the students: "What do people in general, or husbands and wives mostly agree about". After I get some answers, I ask the Students: What do husbands and wives mostly disagree about". Rationale: Asking students some interesting questions related to daily life relationship and problems is a good way to engage them and elicit the use of expected vocabulary. Also by matching, they get some useful phrases which they will be using further in the lesson discussions.

I chest a piece of paper with some phrases that I will tell the students to match, then I explain them that they are to match phrases from exercise 2a some of which are on the left, with some other phrases on the right, and then hand them out to them and tell them to work individually, and when they finish, I tell them to first check them with their partner, before I check for correction, so students will correct any mistakes on the matching part. Rationale: Students in this lesson will go through some phrases that they will be practising during the stages of the lesson. The students are learning some phrases that will help them share their opinions about agreeing and disagreeing. Having been exposed to some introductory phrases about agreeing, disagreeing, and giving opinions, they get already ready to enter the productive skill development stage.

I write three phrases from exercise 2b on the board and ask the students to tell which sentence from the matching exercise 2a best describes three points written the WB. Rationale: By eliciting the right understanding of the use of the phrases I make sure they develop understanding (receptive) skill. Before I chest some useful language, I elicit phrases that express agreement and disagreement, and immediately after, I chest a piece of paper with those phrases by explaining them that those phrases will be of use in the coming activity, and then I hand them out the papers. Rationale: In order to stage the lesson properly by teaching them some more phrases on agreeing and disagreeing, which the students will be using in further discussions, thus developing their speaking (productive) skill. These phrases will further be the focus of the lesson productive skill activity so they will help them also increase the STT to the desired level and effectiveness in the coming speaking activities.

I have three topics to write, but firstly I write only the first of the three topics on the WB, and I tell the students to work in threes and share opinions. When they finish sharing opinions, in order to initiate a debate (productive skill) I ask them to raise their hand whoever is pro the issue written on the WB . So, those who are raise their hand pro the issue, move and sit on the right side of the parallelly arranged chairs, and those who are against the issue sit on the opposite chairs so as to start a conversation between the two sides debating the issue of "should smoking be banned in the workplace". After they have a short debate on the issue mentioned, I write the second issue on the WB and do the same as on the first, so when they finish with the debate on the second issue, I write the third issue as a topic for debate and do the same as for the first two. Rationale: ("Dialogue Activities, by Nick Bilbrough, Cambridge University Press "Cline Debates - Chapter 8.5 - Procedure, page 177." ) Students now enter the final phase which is speaking productive) skill development. I set the topics in order one after the other because I want them to really concentrate on one issue at a time, and to have an opportunity to put the language use into real life context and increase STT to the maximum level possible. "A major strand of CLT (Communicative Language Teaching) centres around the essential belief that if students are involved in meaning-focused communicative tasks, then 'language learning will take care of itself', and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for a student's development of knowledge and skill". (The practice of English Language Teaching, chapter 4: Popular Methodology, page 69, by Jeremy Harmer, fourth edition - Pearson Longman)

If students are not deepened into a hard talk discussion (debate) before the lesson ends, I will give them some feedback on their correct use of some phrases or vocabulary that they were using incorrectly during the debate. Rationale: Feedback that is given in general without personalizing it, is far better because nobody will really know who exactly made those mistakes, and they will get to learn any important element that maybe someone haven't known before.