T writes ‘good habits/bad habits’ and demos to the students: “I smoke, and it’s a bad habit. But I have a bicycle and go biking, it’s a good habit.” “Now, talk with your partner about your good/bad habits about your health.” Ss work in pairs and in FB, T asks Ss if anyone’s partner has interesting habits.

T groups Ss into two major groups, A and B. T shows two sets of cut-ups: “Here in my left hand are some problems, and here in my right hand are some advices for these problems.” “You should match your card with another card” “If you have a problem, you should search for advice for your problem. If you have advice in your hand, what should you do? Find the problem.” T can ask some ICQs to clarify the instructions: “Should we walk around or sit down? Walk around.” “Should we read or speak to match the problem and advice? Speak.” Ss get their cards and read them and then stand up to find and match their card with a problem or solution. T during the activity moves around and takes notes of any possible mistakes for a later FB and delayed error-correction. Students when finished sit with their new peers.

Teacher in feedback, asks pairs to share their problems and solutions to the class. T may elicit some more advice from stronger Ss. Teacher uses the board to highlight some errors or mistakes that they already made during the activity.

Students sitting next to their new peers, get the same A and B grouping. T elicits the word ‘doctor’ and then patient’. and asks some CCQs: Do the patients go to the doctor’s? Yes. Do the patients see a doctor? Yes. T then shows a picture and elicits the word ‘shellfish’. “Who has eaten shellfish? Is it delicious?” T then tells them that they will have a role-play and that they will act as a doctor and a patient. T explains that each student must follow the instructions on their cards, i.e. “the doctor asks the questions listed, and the patient replies using the information on his/her card”. The doctor listens and then decides what advice to give. He/she begins with ‘You should …’. T asks them some ICQs to clarify the instructions: “What does doctor do? Asks questions.” “What does the patient do? Replies to the doctor’s questions.” “Who gives advice then? The doctor.” “Who listens to the advice? The patient.” “Do we read or speak? Speak.” “Are we ourselves or somebody else? Somebody else.” Students are given the role cards and practise the conversation together. When they have finished, T gives them the second pair of role cards and repeats the exercise swapping the roles this time. The second role-play may be skipped if time is limited. T monitors carefully and listens to the conversations during the activity taking notes without any interruptions.

Teacher uses the board to highlight some errors or mistakes that they already made during the activity. Teacher invites students to think about the incorrect words or phrases or sentences or problems in pronunciation and elicits the correct forms from students.

T gives the Ss a handout about ‘a healthy diet’. Ss read the diet. Teacher encourages them to create their own healthy diet and take some notes. T gives them 3 minutes to work alone and read the text and write their own healthy diet. After the given time, T groups the students into A’s and B’s. Teacher asks group A to make a circle facing outside. Teacher drawing a circle, uses the board to help them get the instructions. Then teacher draws another circle on the board facing the inner circle and asks group B to make another circle facing group B. “You will talk to the person in front of you and when I clap, the outer group will move one step to the left and talk about his/her diet to another person from the opposite group.” “The inner group (A), do you move? No.” “ The outer group (B), do you move? Yes. When? When you clap.” During the task and when Ss speak to each other about their diet, Teacher monitors them and listens to them attentively and takes notes of their mistakes and errors.

In feedback, teacher asks students to choose the best ‘healthy diet’ in the class and share it to the class and explain why it is the best diet. Then, for a delayed error-correction, teacher uses the board to highlight some errors or mistakes that they already made during the activity. Teacher asks students to think about the incorrect words or phrases or sentences or problems in pronunciation and elicits the correct forms from students.