T shows students some photos of healthy and junk food. Based on those photos he asks SS to discuss some questions in pairs (Which of these two types of food do you eat more often? Why?) SS discuss the questions in breakout rooms and return to the main session when the time is up T performs OCFB

T shows SS a photo of two people (Guy and Jasmin) with different eating habits and some sentences (I think I'm pretty healthy and I just eat what I like. My mom's always complaining about my diet.) they said in a survey. SS have to choose which sentences were said by Guy and which ones by Jasmin, and justify their answers. SS answer individually and then check the answers in pairs T performs OCFB

T gives students a task with the TL to elicit any previous knowledge they have of the TL . In the task, there will be 4 groups, one for each part of the TL, and students must put the correct information (MFP) in the correct group in pairs. T gives OCFB T shows students some sentences where the TL is being used and in bold to cover any doubts students have of the MPF and do a little drilling.

T shows SS some sentences with multiple options that have the TL. SS must check individuallly if it is possible to use both options, if not they must choose the correct one. Pair checking in breakout rooms SS return to the main session and teacher provides OCFB

T asks SS to write 3 sentences about past habits and 3 sentences about present habits with the use of the TL SS write their six senteces and T puts them in breakout rooms. In pairs, SS talk about their past and present habits and the reason why they stopped/started doing them. SS come back to the main session.

T conducts OCFB following up on the freer practice. T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB