I will ask them if they remember what to say to ask for and give advice. I will conduct a whole class discussion, elicit the answers and write them on the board. If there are some extra ideas or correct languages suggested by the students, I will revisit the meaning and form by asking some CCQs. I will also write them on the board and might add one or two more uses if necessary.

I will get the students into groups of three and tell them we are going to play a board game. After informing them about the rules, I will give each group a game sheet and a dice. I will also remind them if they are not sure if a sentence is correct or wrong they can call me and ask me. Clarification of the rules should be done very carefully and students should be askes some ICQs to check if they have understood thoroughly. After they start the game, I will be monitoring if everything is OK and making some notes of problems in language use and good uses of TL.

I will tell them they have done really well and I have heard really good suggestions. Then I write my notes on the board pointing at both good and problematic uses of Target Language. I will ask students to look at the sentences and correct them in pairs if they think there is a mistake. I will try to elicit all the correct answers from the students and reformulate some uses if necessary. The time of this stage depends on the number of the students mistakes and their performance so it is a bit difficult to foresee how long it will take precisely. After finishing this task, I will probably have some extra time that I will get them to do the review parts in the book related to today's topic (Exercise 4 and 5 on p. 95)