In this procedure I ask them if they like chewing gum and if it is considered rude to chew gum in formal places such as: classrooms, banks (eliciting: chew gum, gum and blow a bobble), and if chewing gum helps them in any way like concentration and so on. While they are talking, I pay attention to how much correct articles they use in their speaking.

As the grammar part is not new for them, I would use the approach DISCOVERY. I am going to write a mini text on the board which I found in an unknown author grammar pamphlet used in Iranian schools, and then want them to correct it individually, and check them in pairs. The text has articles' problem. Here is the text: ( A boy and the girl were out shopping. the girl saw the earrings that she liked in shop. She wanted a boy to buy earrings. Boy said: '' I hope the shop will accept the check, I do not have the credit card.''). I, then get a feedback to make sure they know indefinite and definite articles and elicit zero article. Next, I want them to do exercise 2a, they read the text (gist reading) individually, and choose the best title for it and after finishing, share their ides in pairs. Finally, In groups of 3, I want them to finish exercise 3 and share their ideas.

I start explaining the grammar point to them and want them to compare it with their first language to see if there are similarities or differences. Before doing the exercises in Analysis 1, I am going to elicit or pre-teach the words: mentioned, unique, ordinals and superlatives. And then I want them to answer the questions in Analysis 1 in pairs and find examples in the texts they have already studied.And then, they do exercise 2b and check their answers in pairs. Finally, they will be given a hand out on language summary to read on their own to get more and complete information.

At this stage, students look at the General Knowledge Quiz and do it in pairs to complete the gaps with a, an, the or no article, and try to answer the questions based on their general knowledge in pairs. Finally, the teacher gets a feedback in WC.

At this stage, students listen to the audio and check the answers individually. The recording is paused after each section to give them more time to write and correct themselves. Eventually, they work in pairs to find out how many correct answers they chose before listening.

I have designed a table for students to tick the correct boxes and identify exceptions( Use and non use of articles for places and times). They are given the table and should work on it in pairs and finally, check it with the teacher.

If time allows, they are going to have another shorter General Knowledge Quiz to do in groups.