The following questions will be on the WB and students will be asked to share their answers in pairs: What games do you know? What board games do you know? Pictures of scrabble and Monopoly will then be put up along with the questions: Do you know these games? Have you ever played them? Do you like them? Students do as previously. Same with pictures of checkers and chess boards. After each series of questions some WCFB.

T instructs ss that they have to choose between neither and both, and distributes HO. before distribution, check meaning of 'dice': simply draw one, elicit 'die' and two, elicit dice. Monitoring closely, T tries to find out if ss need to need further clarification for form, meaning, or both. Feedback will be reduced to ss checking answer key on WB

A gap-fill exercise will serve the purpose of teaching both form and meaning. T explains that HO includes rules and that answers are to be chosen from the words given. Models will be projected. Check meaning of 'successful' and knowledge of 'them' being a pronoun. For FB more advanced ss will answers on WB.

Prior to listening pictures of Scrabble and Monopoly are put back on WB and ss are informed that they will be the subject. Ss are instructed to find what both games have in common and are advised to take notes. Check meaning of 'in common' For second listening, ss are handed out a series of words and numbers and asked to find out what they mean in context. Quick WC FB by eliciting.

T instructs ss that they will choose between both and neither to put at the beginning of the sentences based on the listening. Ss MAY NEED TO MODIFY SENTENCES. ICQs: Where do write your answers? At the beginning Is it possible that you will have to change the sentences? Yes.

A similar HO is given to students, this time as a gap-fill to slightly increase challenge and keep things stimulating. Check meaning of 'luck'. "Is luck something we can control?" No. Do dice and luck go together? Yes. Ss are simply instructed to fill-in the gaps. Feedback will be done with AK to make hopefully make time for following practice stage.

Students are given questions to ask around the class: "Do you like gambling games?" "Are you a good chess player?" "What is your favourite board game?" Give meaning of gambling. After they've had the chance get some answers they sit down in groups of 4 (ideally) to share what they've learned from their peers using the TL. During conversation examples are put on WB to aid during monitoring if help is needed