Present students with a question that sets the context of the lesson and personalises the topic. 'How many foreign languages have you studied in your life?' Give teacher model first. Elicit responses from 1-3 students.

Give students a table of do's and don'ts. Tell them to come up with 2-3 do's and don'ts for each on the table. Give example for each first (teacher model). ICQ for understanding. Send into BORs for 3 minutes. Follow with OCFB. Then give students text about do's and don'ts of quitting smoking which uses the useful language that will be used later in the lesson. Ask students to read for gist (1 minute) and decide which headline is best: 1. why smoking is bad for you health 2. tips on how to smoke 3. how to quit smoking ICQs - is this a reading or listening task? (reading) / how long do you have to read? (1 min)

Students will be asked to classify the sentences from the previous text into either do's or don'ts on a table. Do the first 1/2 together, then ICQ to check understanding of activity. Then put into BORs for 2 mins to discuss in pairs. This activity acts as a guided discovery for students to discover meaning of the useful language for themselves. Cover form (loosely). Highlight how many of them are using the imperative (elicit first, then tell them). Cover pronunciation of each of the phrases. Use choral and individual drilling. Elicit sentence stress from some of them.

Tell students they will be put in BORs (for 8 mins) and as a pair/group they need to choose one of the following topics and create a do's and don'ts list for it together: - How to be successful in exams - How to stay fit - How to dress well - How to travel on a low budget - How to find the perfect partner They should aim for 4 do's and 4 don'ts for their chosen topic. Do teacher model. ICQs - should you and your partner choose different topics? (No, the same topic) / How many do's and don'ts should you aim for? (4 of each) / How long in BORs? (8 mins) Then rearrange BORs so students are with different partners and ask them to share their lists to see if anything new can be added. BORs for 4 mins. ICQs - Are you writing a new list with a new partner? (No) / How long in BORs? (4 mins)

Conduct OCFB from productive skills task (ask 1-2 students about what they discussed). Then conduct DEC - aim to include grammar, form and pronunciation correction (not just grammar) Also, could highlight 1-2 examples of where the useful language was used effectively (but elicit from the students if it's correct or incorrect)