T starts the lesson by asking how many people have used their mobile phones in the last 24 hours, and then asks another question; how many of them have used the internet for any given reason? In order to balance different cliques within the classroom, T re-groups them into five or six new ones. Then, he writes two headings on the board, in two distinct columns: 'The advantages [of the internet]' and 'The disadvantages'. Ss are asked to think about each column, and then put their ideas under the relevant headings, in exactly two minutes. After the instruction, T leaves the ss to decide for the specified duration of time, and takes the stage back when the time's over.

For the exposure stage, ss will read a text in which they will witness the organizing structure of the listing points for the first time. For the main text, ss will be asked to read it individually in 3 minutes, and then required to respond are there any different points that were mentioned in the text compared to what ss have written on the WB during the lead-in stage. The next task for them will be to analyze some of the problems with the main text, which will all be related to the lack of organizational structure. After this, T will ask them to take a look at the corrected version of paragraph 2, and underline the key differences from the main text in their groups. When they're done, T will collect an answer from each group, and then write these three expressions on the WB, while eliciting what are their function within each sentence.

T will distribute the second HO and will ask ss to work in pairs and by using the listing points provided on their sheet, change the third paragraph of the main text in the same way as they have seen in the second paragraph. T will monitor their progress during this stage, and assist them when it's necessary. Ss will have three minutes for this task, and when they're finished, they will get a FB on alternatives/choices for this particular task from the OHP device, via PPT. T will clarify why some choices cannot be used for certain sentences, and give further examples to clear out any remaining confusion with the language in focus.

The productive cycle will begin with a semi-controlled gap-filling exercise, where groups will have +1 option compared to the total number of gaps. This first part will take a moment for the instructions, 4 for the actual task, and 2 for FB. For the FB, the ss will be handed answer keys. When they're done, the second task will include the same groups to choose a tech-related topic, and write a four-paragraph essay (introduction, advantages, disadvantages, conclusion) by using the mentioned listing items. T will monitor throughout both stages and collect data for delayed EC, and choose the best end result for the second task, and ask the group members to read it to the WC. The second part will take a moment for the instructions, 5 for the task, 2 for peer/group-check, and 2 for WC interaction.

T will use the recorded data in order to provide a final/delayed error correction on issues that arise throughout the lesson, as an end note to the class session