I will put different groups of images of art on the board. I will pair students together and ask them to reflect on their favourite and least favourite piece of art, what it means, and how it makes them feel, after modelling my own responses to those questions. Students can choose which side they like the most. In OCFB I will ask students what the differences are, which they prefer and why.

I will hand out Exercise One, which features the extract. I will invite students to read through the extract and choose which of two titles they consider most appropriate, to help them understand the overall idea of the text. I will confirm the answer briefly in OCFB

I will explain that the lesson is about two Verb Patterns. I will write the marker sentences, annotated with their structure, on the board, Pattern A and Pattern B. I will then get student A to highlight examples of Pattern A in the text, and student B to seek out examples of Pattern B in the text. They will have three minutes on their own. After three minutes, they will need to show each other examples in pairs for one minute. Finally, in OCFB, I will ask some pairs for one Pattern A sentence, and one Pattern B, and write them on the board.

I will hand out Exercise Sheet Two, paired with the Annotated Text Extract, with questions on meaning, where they need to choose the right word to complete the sentence out of two options. The correct solution will depend on the verb pattern. I will demonstrate the first two questions, and they will then have three minutes to work through the answers on their own. They will then have one minute to check with each other, and there will finally be OCFB.

I will then ask students to unfold the sheet. The exercise on the bottom half will have questions on form, where students are encouraged to label sections of example patterns with 'Subject', 'Changeable Verb', 'Infinitive', 'Object' and 'Complement'. I will resolve the first two on the board with them, and then they will have four minutes to complete the task on their own. They will then have one minute to check their answers in pairs, and there will be a final minute for us to work through the answers as OCFB.

I will then annotate the example patterns to show where sentence stress falls on the two patterns. We will model and drill correct pronunciation with correct sentence stress.

I will then give students a further exercise, with some sentences which are in the target patterns, arranged in the wrong order. I will model the first two sentences, and students will then have three minutes to work through on their own, before checking their answers in pairs for a minute. There will be a final minute of OCFB.

This section will return to the discussion the students had at the beginning for the lead in, but will now place greater emphasis on using the target language. I will write on the board: "What type of art do you enjoy? How does it help you? Do you prefer using art to reflect or to relax?" I will model my own responses using the Target Language structure, which will have remained on the board from MFP Clarification. I will then place students in pairs for them to discuss these questions for three minutes, and ask follow up questions. There will be a final minute of OCFB for students to share their thoughts, where I will ask them for their opinions and also ask follow up questions.

NOTE: I will only undertake this activity if there is sufficient time. I will take erroneous sentences relevant to the target language that they produced in the session, and write them on the board, but I will also write a correct sentence on the board amongst them. I will ask them if each is correct or incorrect. If the sentence is incorrect, I will invite them to come up to the board and correct it. I will close by asking if there is anything they want to clarify and thanking them for their time.