Taking into account the students' background, I developed this lesson to help them understand the targeted grammatical characteristics (gerunds and infinitives) and make them able to use these characteristics in communication with others. Students, as mentioned in the course outline, take this course in the evening, which means they are most likely working during the day and likely need to communicate using the language in their work setting. Therefore, it is important to provide as many opportunities as possible for students to use the targeted features in interactive activities, such as interviews and group work. I expect that these activities not only promote the negotiation of meaning useful for language learning (Long, 1996), but also push them to produce an understandable result, which also facilitates learning (Swain, 1993) . Therefore, with a communicative goal as the main focus, the writing activity in class is kept to a minimum. Students will use writing as a way to facilitate their speaking activities (e.g., writing interview questions, writing partner responses and writing preferences, etc.). However, this does not mean that writing is a less important form of communication. Students probably also need to write in their work environment, so it becomes important to teach them how to use targeted features in written communication. Therefore, to keep the balance, writing is given as homework and to make it relevant to the objective, students will be asked to write a short email, which is an example of how people write to communicate in real life. The lesson is designed to give implicit exposure to grammatical features to students. In some sections of the lesson (e.g. warm-up activity and transition...... middle of article ......mmar: An empirical study. Applied Linguistics, 13(2), 168-184 .Hernandez, T. (2011).Reexamining the role of explicit instruction and input flow on the acquisition of Spanish discourse markers, 15(2), 159-182.Long, M. (1996). in Second Language Acquisition. In W.Ritchie and T.Bhatia (eds.) Handbook of Second Language Acquisition (San Diego, CA: Academic Press), 413-68. ). Effectiveness of L2 Teaching: Research Synthesis and Quantitative Meta-Analysis, 50, 417-528. Scheffler, P. and Cinciaa, M. (2011). , 13-23.Swain, M. (1993). The output hypothesis: It is not enough to speak and write. The Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes., 50(1), 158-164.