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1. Work in pair (students A&B)

2. Together, build a plan to teach this content (source: Life 3, Unit 7C – Ex1-10): ~10 minutes

3. Countdown challenge:

●20 minutes for your design (Ex1-5-student A) and (Ex6-10-student B)

●Post your design to the PADLET board. On the comment section, provide brief rationale for your design

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Exercise 1:

T asks Ss: “What makes a job satisfying?”.

Ss brainstorm in pairs, then share answers with class.

T introduces the new words in the box.

Ss discuss in pairs, drag and drop the prepared sticky notes (colleagues, salary, promotion, etc.) to arrange them in order of importance (1 = most important) by using Google Jamboard.

Groups compare results and discuss differences.

Exercise 2:

T shows the cowboys photo and asks Ss “What do you think is important in their job?”.

T broadens the knowledge by giving Ss a video about Cowboys’Job on Youtube.

T uses Edpuzzle to ask Ss “Which factor is important for cowboys? Why?”.

Exercise 3:

T shows the article on the slides.

Ss read the article and choose the heading.

T highlights the key word and gives them the correct answer.

Exercise 4:

T ups the questions on Kahoot.

Ss choose the correct answers.

T reviews the questions.

Exercise 5:

T shows the article on the slides.

T asks Ss to find these sentences in the article and highlights them.

T asks Ss “Who or what do the bold refer to?”.

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Pre

Justification: activate prior knowledge, gathers student input quickly, and creates curiosity.

Use Mentimeter / Slido: Display the question “Give me one example with make and one with do”.

https://www.mentimeter.com/app/presentation/al6xd8v4jk1k7t649hzwprqfrs5awjrb/edit?question=vtrvut3y8y7q

Students type in their phones; answers appear on the shared screen (word cloud or list).

The teacher highlights correct and incorrect uses.

—> Then, the teacher shows slides with pictures:

make breakfast (picture of pancakes)

do homework (picture of a student studying)

a list of some common phrases with “do” and “make”

While

Exercise 6:

Justification: Gamified quizzes increase engagement, provide instant feedback

Upload sentences to Quizizz

Students complete on their phones; teachers get instant results.

Exercise 7:

Justification: drag-and-drop reinforces the difference between make and do through kinesthetic learning

Use Wordwall (drag-and-drop activity: make vs do).

Students compete in teams to finish first.

Exercise 8:

Students ask each other 3 questions using make and do.

They record a 1-minute voice note on their phones (like WhatsApp/Voice Recorder).

The teacher collects a few to play back for feedback.

Exercise 9:

T shows the reading passage with the highlight of some keywords that support the correct answer.

Exercise 10:
T shows four statements from the book.

Provide functional language on the boardwork:

I agree with this because…

I see your point, but I think…

In my opinion…

Set time for sts to discuss

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Create, interact, and analyze - engage audiences and spark real conversations in meetings and classes.

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Lesson Plan

-        Level: Intermediate (B1–B2)

-        Duration: 40–45 minutes

-        Skills focus: Vocabulary (job satisfaction), reading comprehension (skimming, scanning)

-        ICT tools: Padlet, Slide, Kahoot

·       Ex 1: Padlet

- Task:

+ Students decide how important different factors are to job satisfaction.

ICT: Create a Padlet ranking wall → students drag and drop items (salary, colleagues and culture, promotion, independence, etc.) to order from most to least important. (1= most important).

·       Ex 2: Padlet

+ Quick class discussion: Which factor is most important for you? Why?

+ Randomly ask one student to share their answer.

+ Ask other students: If S have the same answer, raise their hand. If not, T will continue asking someone else the same question.

·       Ex 3: Kahoot

+ Read the article quickly and choose the best heading.

+ Answer the question on Kahoot multiple-choice quiz (3 options)

+ S answers, results displayed instantly -> T gives short feedback and tells them skimming skill.

·       Ex 4: Slides and handout

·       Ex 5: Slides

+ Cut the reading passage into 4 paragraphs. Give the 1 handout that contains 1 paragraph along with the bold question.

+ Divide the class into 2 teams. Each team will locate the answer in the given paragraph. The team can answer first will be the winner.

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Nguyễn Huy Hoàng (1-5) + Nguyễn Huyền Trang (6-10)

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Nguyễn Huy Hoàng (1-5) + Nguyễn Huyền Trang (6-10)

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https://docs.google.com/document/d/1HRVeojo3FgFG1kxM9zcf8bfwUxPPo-4i0zp2NrZOTf4/edit?usp=sharing

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Exercise 6: Ozdic introduction & use

T introduce the tool & do examples, explaning the focused features/ areas (the first example is done by T)

S have a chance to search using their own phones/ laptops…

Exercise 7: Ozdic introduction & use

T organizes a race (if possible → to raise competitiveness & better attention)

S have a chance to search using their own phones/ laptops…

(Similar to exercise 6)

Exercise 8:

(Ask and answer)

S do in class

T call 1-2 groups for feedback

(Additional) video recording if necessary

Exercise 9: Slide + handout

S completes the task in the handout

T check by showing the slides, with 1-2 S come to the board, and use the pen in the PPT to answer the question. T then base on that answer to check with the class.

Exercise 10: Padlet

Students work in groups of 4, exchanging ideas, and after that, write 1 comment/ group on the comment section on Padlet

T check, ask S for explanation/ whether they have new opinions

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Exercise 6:

Warm-up (2 minutes)

Teacher asks the question: What things can we ‘make’? What things can we ‘do’?

Teacher organizes sticky notes into two categories: make vs. do on Padlet: https://padlet.com/chloenguyened/make-vs-do-qc3rpd5dazyf40i6

Students discuss the question.

Students add sticky notes with examples (make a cake, do homework, etc.).

Do the task (5 minutes)

Teacher inputs the 4 sentences on Wayground: https://wayground.com/admin/quiz/68b7b13b2631d9a65eb57055

1. ____ business

2. ____ money

3. ____  a job

4. ____  breakfast

Teacher asks the students to get access to Wayground and do the task.

Students choose between “make” or “do” to fill in the 4 sentences and receive immediate feedback (wrong/right).

Teacher use slides to give meaning and explanation of the collocations.

Students take notes.

Exercise 7: (5 minutes) https://wayground.com/admin/quiz/68b7b27e6f8fb03fb2aba337

Teacher divides the students into groups (each group has 4 members)

Teacher continues using Wayground for students to do another quiz-based task.

Students work in group to discuss the answers.

Each team must quickly match the correct verb (make/do) with each phrase.

Exercise 8: (3 minutes) https://padlet.com/chloenguyened/make-vs-do-qc3rpd5dazyf40i6

Teacher asks the pairs to post 3 questions on Padlet

Students practice asking and answering in pairs.

Exercise 9: (4 minutes)

Teacher instructs the students with the book's guidelines.

Students discuss and do the task individually.

Teacher calls out some individuals to share and uses the highlights in E-book.

Exercise 10: (6 minutes)

Teacher asks the students to discuss the 4 comments in groups.

T asks one representative of each group to present the idea in front of the class.

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Ex 1-5: https://www.menti.com/alnhgvs1w3ci

Exercise 1: (5 mins)

Let students rate the importance of each item on the Mentimeter in 2 minutes

Show the live results on the screen

Discuss what are the possible explanations for the ranking

Exercise 2: (3 mins)

Based on the items in Ex1., work in group to discuss what are the factors that affect cowboys’ job satisfaction, then report group results on Mentimeter.

Class discussion

Exercise 3: (5 mins)

Students read the article individually.

Teacher opens a Mentimeter Multiple Choice poll with 3 headings (from the textbook).

Students vote using their phones.

Teacher shows the live results (bar chart).

Teacher asks follow-up questions:
+ “Why did you choose heading 1 instead of 2?”
+ “What words/ phrases in the text helped you decide?”

Exercise 4: (8 mins)

Teacher creates a Mentimeter Quiz Competition with the 4 multiple-choice questions.

Students join using a code on their phones.

Each question appears one by one:

Students select their answer within the time limit.

Mentimeter shows the percentage of students choosing each option.

Invite students to briefly explain the correct answer.

Exercise 5: (4 mins)

Teacher shows the first sentence from Ex. 5 on Mentimeter:

“It was a classic symbol of the United States.”

Prompt: “What does It refer to?”

Students type their answers on phones.

Mentimeter displays a Word Cloud (common answers appear larger).

Teacher confirms the correct answer and call out a student to explain.

Repeat the same for the next three.

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Nguyen Ania (ex.1-5), Minh, Huyền (6-10)

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Nguyen Ania (ex.1-5), Minh, Huyền (6-10)

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https://www.canva.com/design/DAGx4qR2bSY/WpYsyigpmpygxj3w4MK--Q/edit?utm_content=DAGx4qR2bSY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Beige and Brown Organic Vintage Group Project Presentation

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Ex 1:

Teacher explains the new words.

Teacher uses Mentimeter to make a survey about how important these items are to job satisfaction (1= most important).

T shares the result with class.

Ex 2:

T shows cowboy photo through PowerPoint

T uses Padlet to ask Ss “What is important in their job?”

Ex 3:

T uses power point to show the exercise 3 and its answer

Ex 4,5:

T uses Google Form to show the exercises 4 and 5.

T uploads the correct answers to Google Form.

T explains the answer through PP

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Vocabulary job satisfaction (1-2)

Warm up: + Watching a video of cowboys working (words mentioned in the lesson  + video/picture)

Ask students “What do you think is important in their job?” + show picture on page 87

Vocabulary and ranking:

Using Kahoot for students to decide how important these items are to job satisfaction (1=most important, 2=important,3=neutral,4=less important)

=> Teach new vocabularies, provide background knowledge

Reading (3-5)

Pre-reading:

Show video about old cowboys

Ask question “In your opinion, is modern cowboy similar to old cowboy”

During reading:

Modelling: Introduce students how to do the task (highlight the key words, paraphrase, scanning/skimming technique)

Group working (of 2): grouping students, then set time

Checking answer: Using padlet to upload students’ answer

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Word Focus make or do (6-8)

Complete task 6 using dictionary

Checking answer: + Ss upload their answer in Padlet

T show answer/rules/pictures in slide

Gamification: Using Wordwall to complete task 7

Pair work: Ss work in pairs take turn asking your partner using make/do

Critical thinking (9)

Pair work: Ss choose one word and write the supporting sentences then upload it in Padlet

Checking answer: Show paragraph with highlighted sentences

Speaking (10)

Classwork - ask and answer

Show the comment on slide => ask students which comments are similar to your own opinion and give explanation

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Hoàng Dung Mỹ Hạnh, Trần Thu Hiền, Nguyễn Thị Thanh Nhàn

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Hoàng Dung Mỹ Hạnh, Trần Thu Hiền, Nguyễn Thị Thanh Nhàn

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Task 1: Job satisfaction warm-up

Teacher: Display 8 job satisfaction factors; guide ranking and discussion.

Students: Rank factors individually, share with a partner, then post top 2 on Padlet.

=> Activates prior knowledge; social affordance encourages sharing.

Task 2: Prediction with visuals

Teacher: Show cowboy photo; prompt brainstorming.

Students: Discuss in pairs what’s important for cowboys; add ideas to Jamboard.

=> Dual-channel (visual + verbal) aids comprehension; spatial affordance organizes ideas.

Task 3: Skimming for main idea

Teacher: Instruct students to skim; display 3 heading options.

Students: Read quickly, pick a heading, discuss reasoning in pairs, submit on Google Docs.

=> Builds top-down reading; supports peer learning.

Task 4: Scanning for details

Teacher: Provide detail questions; highlight clues on Slides after checking answers.

Students: Re-read, answer questions, check in pairs, then confirm in class.

=> Bottom-up reading; signaling effect reduces cognitive load.

Task 5: Reference words

Teacher: Highlight sentences with bold words; guide clarification.

Students: Identify references in pairs, mark on Google Docs comments.

=> Builds cohesion skills; peer correction boosts confidence.

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Ex6:

T shows the exercise in the PPT

T gives students 2 examples of “make” and “do”

Then T shares a Quizlet flashcard set with collocations (make/do homework, make a mistake,...)

Ss complete the exercise in their phones

Ex7:

T uses Jamboard to post prompts on sticky notes

T asks Ss to complete the work

Ex8:

T asks Ss to form pair work

T asks SS to use Recorder in their phones to record 3 questions using make and do

T invites volunteers to share orally with the class

Ex9:

T uses PPT to share the passage

T asks Ss to choose one word form the box

T reviews answers and give comments for Ss

Ex10:

T uses Google docs to show 4 sentences in the book

T sets time for students to discuss

T asks volunteers to share their ideas in front of class

T checks and give feedback

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https://wayground.com/join/quiz/68b7b35e933d8677ae2af07f/start?studentShare=true

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Exercise 1

- T introduces vocabulary in the box

- Ask S to work in groups and arrange those words in order from least important to most important by using Jamboard drag.

Exercise 2:

- T shows a picture or video of the cowboys, asks Ss “ Which factor is the most important for this job?”

- Ss discuss with their partners to answer and post their answer in the Padlet

- T collects answers.

Exercise 3:

- T asks SS to read the article.

- T posts 3 options on Kahoot quiz for S to choose.

- Ask them to explain why they choose their answer.

- T shows the answer on the screen.

Exercise 4:

- S work in pairs to answer questions and explain answers to each other.

- Students use the Forms quiz choices

Exercise 5:

- Work in pairs.

- Students play Kahoot in Team Mode

- Students write answers, pairs must discuss quickly and select together.
- Score rewards speed and accuracy → motivates engagement.

- Competition + joint decision-making affordance – pairs are motivated to collaborate under time pressure, making reference practice more engaging.

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VOCABULARY

+ Using slides with images or videos, definition and examples to teach new words

+ oral explanation the words with conversational style

+ Practice Exercise 1: Match pictures with the words (Wordwall)

+ Divide S into group => let the students do the Exercise 1 (Use Padlet to see the whole view of the class)

+ Exercise 2: Q & A activity (discuss quickly about students’ background knowledge of the cowboy) => invite students to share their ideas

READING

+ Exercise 3: Work in group=> Post the answer and explanation

+ Exercise 4: highlight key words of the question => Use Wayground to check students’ answer

+ Exercise 5: Work in group => post the answers on Padlet

=> Teacher checks and shows the correct answer and explanation in the text (highlighting)

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Unit 7C

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Unit 7C

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Level: Intermediate (B1-B2)

Exercise 1: (5mins)

Ss rate the important of given items on the Mentimeter (2mins)

T show the results on the screen

Ss discuss and explain the reason for their ranking

Exercise 2: (5 mins)

T show the picture and asks Ss "What do you think is important in their job?"

Ss work in group: based on items given in Ex1, discuss what are the factors that affect cowboys' job satisfication (3 mins)

After that, Ss report their opinion on the Mentimeter (2 mins)

Class discussion

Exercise 3: (Using Padlet) (5 mins)

T shows the artilce on the slide

Ss read the article individually and choose the heading

T asks Ss:

Why did you choose heading 1?

Which words in the passage guided your choice?

Ss report their explanations on the padlet

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Lesson Plan: Twenty-first Century Cowboys

Level: B1–B2
Time: 40 minutes
Skills focus: Reading, Vocabulary, Speaking, Critical Thinking

ICT tools: Slide, Padlet, Kahoot

1. Warm-up

Activity: Show a picture of a cowboy. Ask:

“What words come to your mind when you hear cowboy?”

“Do you think cowboys still exist today?”

Purpose: Activate prior knowledge, set context.

2. Vocabulary: Job Satisfaction

Task (Ex.1):

ICT: Create a Padlet ranking wall => students drag and drop items (salary, promotion, job environment, time off..) to order from most to least

Follow-up: Each group explains their top choice. Teacher writes common ideas on the board.

Pedagogy: Encourages critical thinking, connects to personal life.

3. Pre-reading

Ex.2:  Based on Ex1, work in group to discuss what are the factors that affect cowboy’s job satisfaction (use Padlet)

4. Reading for gist

Ex.3: Answer the question on Kahoot mutiple-choice quiz (3 options)

=> After, teacher gives short feedback

5. Reading for detail

Ex.4 & 5: teacher use Google Form to show ex4 and 5, teacher uploads the correct answers to Gg Form, and teacher explains the answer through PP

6. Ex6: introduce 4 phrases with make/do then ask students to go to Mentimenter to type more examples

7. Ex7: Padlet (in group)

A list of words goes with make/do but students need to discuss with each other to figure the answer

8. Ex8: Student will complete survey by creating 5 questions using make/do then ask students

9. Ex9: Show each of the describing words and ask students to go to Mentimenter to give answer

10. Ex10: Divide class into big groups and discuss with each other

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https://www.canva.com/design/DAGx-74JfEA/v7W4ow4_QZNPb9wlqTZO6A/edit?utm_content=DAGx-74JfEA&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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6-10

Exercise 6: ( 5 minutes)

Teacher will show two picture of “Make” and “ Do”

The teacher  asks the questions: what things can we “make” and what things can we “do”  -> listen to students’ perspective

->  teacher will explain the use of “ Do” and “Make” and the way to diffrenciate between them.

-> After that, the T asks class to work in pair, giving 3 examples of “Make” and “ Do” in Padlet

-> Teacher shows the answer and discuss with class.

- The teacher use website bamboozle to create a quizzes on the textbook, encourage students to engage in

Exercise 7: (3 minutes)

+ T organizes a competition for students raising their hand to answer question

Exercise 8:  (5 minutes)

Students work in pair and ask their partners 3 questions, use piece of technology such as voice recorder to record their conversation

-> After Students finish, teacher chooses some groups to show their progress and gives feedback

Exercise 9: (3 minutes)

+ S completes the task in the handout given by teacher

+ 1-2 S come to the board, and use the pen in the PPT or PDF to highlight the answer on the slides teacher shows. T then base on that answer to check with the class.

Exercise 10: (5 minutes)

+ Teacher asks the students to discuss the 4 comments in groups.

+ T asks one representative of each group to present the idea in front of the class.

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1.  Introduction (10 mins)

Objective: To activate prior knowledge and introduce the lesson topic.

Activity: Show pictures of cowboys side by side with the title of the unit, "Twenty-first century cowboys," and ask students to speculate on what it means.

2. Vocabulary: Job satisfaction (15 mins)

Ex 1: Working in groups, decide how important these items are to job satisfaction (1 = most important).

Objective: To introduce and rank vocabulary related to job satisfaction.

Procedure: Divide students into small groups. Give them 5 minutes to discuss and rank the six items from the book (colleagues and culture, job environment, independence, promotion, time off, and training). Encourage them to give reasons for their choices.

Ex 2: Look at the cowboys in the photo on page 87. What do you think is important in their job?

Objective: To apply the new vocabulary and link it to the unit's theme.

Procedure: Bring the class back together. Ask each group to share their top-ranked item from Ex 1 and explain why. Then, direct their attention to the image of the cowboys and ask them to guess which of the vocabulary items are most important for that specific job.

3. Reading (25 mins)

Pre-reading: Briefly set the context for the reading. Tell students they will read an article about modern cowboys and how their life compares to the traditional image.

Ex 3: Read the article on page 87. Which of these headings (1-3) best summarizes the text?

Objective: To develop reading for main idea (gist) skills.

Procedure: Instruct students to read the article quickly, without stopping to look up words. They should focus only on understanding the general topic. Set a time limit of 5-7 minutes. After they finish, have them choose the best heading and compare their choice with a partner before a final class check.

Ex 4: Read the article again. Choose the correct option (a-c) to complete the sentences.

Objective: To practice reading for specific information.

Procedure: Teacher uploads the questions onto Kahoot

Instruct students to read the article again, this time more carefully.  Students access the link and do the exercise alone. They have to choose the correct answers. Later review the answers as a class, ask students to read the full sentence.

Ex 5: Find these sentences in the article. Who or what do the bold words refer to?

Objective: To practice identifying pronouns and references within a text.

Procedure: Students work individually to locate each of the four sentences. Once they find a sentence, they should underline it and then write down what the bold word refers to. Review the answers as a class, having students read the full sentences to show the context.

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Nguyễn Hà Phương Thúy + Nguyễn Thị Phương

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Nguyễn Hà Phương Thúy + Nguyễn Thị Phương

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1. Vocabulary (10 minutes)

- T asks Ss to list two factors that are the most important contributing to job satisfaction.

- T shows Ss use flashcards in Word wall to show the target vocabulary then asks them to rank these according to the level of importance.

- T shows the recommended answers.

2. Lead- in the reading ( 5 minutes)

- T shows Ss the photo with all the vocabulary in the previous exercise and some other factors.

- T asks Ss to choose at least 5 important factors decide what is the most important and what is the least.

- T asks Ss to explain.

- T leads in the reading.

3. Reading: (15 minutes)

- T shows the text and the headings on the screen, and analyze by highlighting the keywords in the headings with students .

- T requires Ss to read the text in 5 minutes then choose some Ss to give their answers.

--> confirm, then show the correct answer before explaining the reasons.

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Ngọc Trang, Xuân Thu, Hồng Hạnh

Ex1

T asks  “What factor do you value most in your job?" and Ss share their thoughts

T provide new words and phrases

Use GG forms and ask Ss to rank those phrases according to their opinions

Then T check the ranking and decide the important level according to Ss answers

Ex2

T provide many images of cowboys and a video of their activities with narration

T asks Ss to discuss what factors that are important to cowboys' job and reasons why using Mentimeter

T check the answer and lead the Ss to the reading tasks

Ex3+4+5:

Ss read the article, and do the task on Quizizz

The Quizizz will include questions in the textbook and other questions generated by T

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4. Word focus: make or do (15 mins)

Introduction: Briefly explain the general rule for these verbs: do is for actions or tasks, and make is for creating or producing something. Provide a few simple examples like, "I do my homework" and "I make a cake."

Ex 6: Complete these phrases with make or do.

Objective: To practice using make and do in common collocations.

Procedure: Go through the first example as a class. Students then work individually or in pairs to complete the list. Check the answers together, and as you do, have students repeat the phrases to practice pronunciation.

Ex 7: Complete these phrases, if necessary.

Objective: To expand the list of common make and do collocations.

Procedure: use Wordwall (drag and drop activity) make vs. do. Later students can compete in teams. If time allows, let students use a dictionary to check or find more examples.

Ex 8: Work in pairs. Ask your partner three questions using verb + noun combinations with make and do.

Objective: To provide a speaking opportunity to practice the target grammar.

Procedure: Model a question and answer with a student (e.g., "What kind of job do you do?"). Put students in pairs and have them create and ask each other questions. Circulate around the room to provide support and error correction.

5. Critical thinking: the author's opinion (10 mins)

Ex 9: What kind of image does the author give of twenty-first century cowboys? Choose a word from the box and underline any sentences in the article that support your choice.

Objective: To develop critical thinking skills by identifying the author's point of view.

Procedure: Explain that the author's opinion isn't always stated directly but can be inferred from the words they choose. Ask students to read the text again, looking for words that describe the author's feeling toward the cowboys. They should choose the best word from the box (hard-working, romantic, sad, unskilled) and highlight the sentences that prove their answer.

6. Speaking (10 mins)

Ex 10: Discuss as a class. Which comments are similar to your own opinions? Explain why or give a new opinion. PADLET

Objective: To practice free speaking and express personal opinions.

Procedure: Put students in small groups or facilitate a class discussion. Read out each of the four opinions provided in the book and ask students to discuss if they agree or disagree, and why. Encourage them to use phrases like "I think..." or "In my opinion..." to express themselves clearly. Ask the students to access the padlet to upload their answer. Later, discuss as a whole class.

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Nguyễn Phương Hiền + Nguyễn Thị Minh Nguyệt

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Nguyễn Phương Hiền + Nguyễn Thị Minh Nguyệt

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Level: B1

Ex1:

- each S has papers with different colors (eg: red symbolizes the most important level)

- when T talk one item, S raises the paper to show his opinion.

- finally, T discuss the viewpoints with S

Ex2:

- T shows the picture and ask S in random to talk about his opinion.

- use Mentimeter to collect opinions of S

Ex3 +4:

- T show the text on the slide on PDF

- S works individually and choose the answer.

- T highlights key words on PDF showing to S

Ex5:

T shows text on slides and do the task with S simultaneously to find the answer, highlight the important words.

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Nguyễn Phương Hiền +Nguyễn Thị Minh Nguyệt

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Nguyễn Phương Hiền +Nguyễn Thị Minh Nguyệt

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Ex6:

T shows text on slide that can use highlight effect to underline key words.

Let S works in pairs in 3 minutes to complete the task.

T shows answers and T and S find the other words combinations in the given text.

- T explains why this uses "do", "make"\

Ex7:

- T give a padlet link to collect the answers from S in this exercise.

- T shows the answer and explain

Ex8:

- Ss work in pairs in 5 minutes.

- T choose one representative group to talk in front of class

- T and S discuss

Ex9:

- T shows the passage with the highlighted important words that support the correct answer.

Ex10:

T shows four sentences on the slide and give 10 minutes for S to discuss.

T choose 2 group, one of FOR and one of Against about the topic

Give 10 minute for S to debate

Finally, T wrap up opinions