T shares link to Jamboard page with Ss, the board features pictures of a bookstore and a sticky note indicating the register. T tells students to use sticky notes to indicate other things and places in the bookstore. Results of their brainstorm and discussion are reviewed briefly in open-class feedback.

T shares with Ss the link to a slide show that features a conversation between two friends at a bookstore. Ss are given a time limit to read, discuss and give their opinions on which is a better option between two situations mentioned in the dialog. Ss present their reasons in open-class feedback.

M T shows Ss a slide with the expressions "I think a new coffee machine is too expensive", "How about fixing the one you have?", "I'd prefer to buy a new one". Each expression is linked to two possible meanings. T asks Ss to circle the one that helps explains the meaning in each case. T elicits function from Ss (the first one is used to express an opinion about a problem, the second one is used to give alternatives and suggestions, the third one is used to make a choice). T shows Ss a slide with the statement "If we serve better coffee there will be a few happy readers". T asks Ss CCQs to convey meaning. T asks Ss what the expression is used for (point at the potential result of taking a certain action). F T asks students to guess what part of each statement is fixed and therefore doesn't change. T elicits location and form of the verb and complement in each case. T encourages Ss to produce examples of their own for all statements. P T models word stress and weak sounds for Ss. T elicits Ss to distinguish linking sounds and contractions as well as intonation, models for them and asks them to do coral and individual repetition of both the TL and the complete statements. A T shows Ss a slide with the expression "How about fixing the coffee machine you have?" under another expression with the same communicative function, asks Ss to indicate which one is more formal and which one is more casual. The slide features visuals to help Ss understand the difference.

Ss are given a copy of the slide show featuring the CP activity, T instructs them to find and correct the errors in the sentences as showed in the example. Ss are given a time limit to complete the activity individually and compare their answers in pairs. Corrections and explanations are addressed in open-class feedback.

T shows Ss a slide with images and questions to have a picture-prompted semi-controlled practice activity. T models activity for Ss and gives them a time limit to completed. Ss work in pairs. Results are shared and clarified briefly in open-class feedback.

T gives Ss instructions to have a free practice task and shows them a slide with the image of a library needing renovations. T reminds Ss of the language reviewed and encourages to use it during this activity. T models activity for Ss before setting a time limit and having Ss work in pairs. Once time is up, Ss report their results briefly in open-class feedback.

T praises Ss for good language used during FP task and annotate such language on the board. T then proceeds to write language that needs correction or reformulation and uses CCQs to prompt self-correction and/or peer correction.