ADDRESSING ACCURANCY DURING THE TASK

Completion of a task by choosing how the task is to be carried out, implemented can determine whether it is carried out fluently and with acceptable level of linguistic performance.

• PARTICIPATION: individually or with other learners.
• PROCEDURES: completing the task 
• RESOURCES: the materials to use while completing the task 
• ORDER: the sequencing of a task in relation to previous tasks
• PRODUCT: A written task product or an oral one 

The role play activities consist in

1. provide schemata, vocabulary, and language
2. listening task, to model shorter version of target task
3. dialogue practice task 
4. clarification of task 
5. role play cues 
6. follow up listening 
7. second role-play practice-

Record their performance of a task and then listen to it and identify aspects of their performance that require modification.

DEFINING PRACTICE AND CONSCIOUSNESS-RAISING
The learners are provided with opportunities to practice the structures, first under controlled conditions, and then under more normal communicative conditions, the practice stage consists of a series of exercises, to transfer what they know from short-term to long-term memory. In this stage you can don a filling the blanks activity, where the students have to complete a pharagraph with different tenses.

Controlled activities, relate the form to meaning by showing how structures are used in real-life situations.

1.  focussed attention
2. produce sentenses
3. repetition 
4. perform the grammatical feature
5. practice activities 
6. feed back

You can do some clarify activities in this stage, you show the new structure of the language, and also you answer the questions that your students have.

 PRACTICE WORK
Individual learners with general increases in proficiency, practising a specific linguistic structure results in its acquisition, here you can do remembering activities, where the stundents practice and remember the grammar structure thay already know.