Using this example of a PowerPoint presentation to B2 adult learners in a CELTA class on speaking give time breakdowns utilising a main room before and after the breakout rooms. use 1 minute for the introduction and lead in, one minute for thinking time one minute for a role-play activity with two teachers modeling the phrases "I strongly believe that" and In addition to that"  leave seven minutes for the feedback section:utilise two trips to breakout rooms with student instructions using instruction checking questions and concept checking questions prior to students going to breakout rooms as well as open class feedback prompts for the teacher to use in the main room highlight the opportunities for use of productive and receptive skills practice for the students and the use of teaching meaning, form and pronunciation by the teacher
Sure, here’s an idea for how to incorporate two trips to breakout rooms and practice productive and receptive skills:

Trip 1 to Breakout Rooms:

Instructions: Students will be divided into breakout rooms and assigned a news agency to represent in the Balloon Debate. Explain to students that they will have thinking time to prepare their arguments for why their news agency should be the last to be saved. Encourage students to use persuasive language and clear communication in their arguments. Once each student has made their argument, initiate a Q&A session where students can ask questions of other news agencies.

Instruction Checking Questions: “What is the purpose of this breakout room activity?” “What should you do during the thinking time?” “What’s the aim of the Q&A session?”

Concept Checking Questions: “What is persuasive language?” “How would you know if your argument is clear?” “How do you ask effective questions?”

Teacher prompt for Open Class Feedback: “How was your experience in the breakout room? Did you feel confident in expressing your ideas? What might you improve in your persuasive argument?”

Practice Opportunities for Students: Productive skills, such as speaking and active listening, as well as receptive skills, such as critical thinking and comprehension.

Teaching Meaning, Form, and Pronunciation: The teacher can model persuasive language and use discourse markers, whilst checking students’ understanding of how to use them and how to convey the intended meaning. The teacher can also focus on stress and intonation patterns in persuasive arguments, in order to help students sound more compelling in their delivery.

Trip 2 to Breakout Rooms:

Instructions: Students will be again divided into breakout rooms and meet their peers from the other news agencies. Each student will then be asked to make a balanced critique of one of their opponents’ arguments. Once each student has finished, the teacher will provide feedback and guide the discussion towards constructive criticism and positive feedback.

Instruction Checking Questions: “What will you be doing in this breakout room?” “What is the aim of making a balanced critique?” “How will this improve your persuasive skills?”

Concept Checking Questions: “What is the definition of constructive criticism?” “Why is positive feedback important?” “How do you provide a balanced critique?”

Teacher prompt for Open Class Feedback: “How did your perspectives change after hearing other news agencies’ arguments and critiques? How would you use this feedback to improve your argument in a real-world scenario?”

Practice Opportunities for Students: Development of critical thinking skills, constructive criticism, improved reflection skills, active listening.

Teaching Meaning, Form, and Pronunciation: Here, the teacher can model constructive criticism while checking on students’ understanding of this concept. The teacher can also work on checking that students are using language that is balanced and positive, in order to facilitate constructive feedback. The teacher can check on students’ pronunciation and fluency as they offer feedback to their peers.