- Teacher starts by telling students about her weekend (to model and create interest in the topic). - Tear asks students to work in pairs and talk about their weekend (to personalize the lesson, make it students-centered and to get students to work and speak). * Students work in pairs and talk about their weekend. - Teacher monitors and then gets general feedback from students.

Usually, the exposure procedure comes before this stage of the lesson, but I think it is very important to start by highlighting the target language to help students understand the text that is yet to come. - Teacher asks for 5 volunteers from students, but the number of students is small in this group. So the teacher can get all students involved in this task. - Teacher gives students cards with frequency adverbs (always, usually, sometimes, not usually and never) and asks them to order them from more frequent to less frequent. * Students work together to complete the task. - Teacher draws the diagram, in SB, on the board and asks students to post the cards according to the diagram. -Teacher drills and clarifies the meaning of the vocabulary by asking the CCQs included in the language analysis. ---------------------------------------------------------------------------------------------------------------- - Teacher gives students cards with phrases with every (every day, every week, every month and every year) and asks them to order them. * Students work together to complete the task. - Teacher asks students to post the cards on the board. - Teacher drills and clarifies the meaning of the vocabulary by asking the CCQs included in the language analysis.

- Teacher gives instructions on how to complete the task (matching task: to match the word with picture). - Teacher asks students to work in pairs. - Teacher asks ICQs to make sure that all students understand the given instructions (For example, are you going to write anything? No. Are you going to work alone? No). - Teacher gives students the handouts. * Students work in pair to complete the task. - Teacher gives students answer key. - Teacher drills and asks CCQs included in the language analysis sheet to make sure that the meaning is clear and drills.

Jigsaw reading - Teacher puts students in two groups (group A and group B). - Teacher gives group A the reading passage about Pete and gives group B the reading passage about Maggie. * Students read the passage and answer some questions about it in their groups ''What does Pete/ Maggie always, usually, sometimes, never do on Sunday?'' (4-5 minutes) - Teacher regroups the class in pairs 1A+ 1B (and group of 3 if there is an odd number). * Students tell each other about the reading passage they read and answer the question ''What do they always do together on Sunday?'' - Teacher gets feedback from students.

- Teacher gives students instructions on how to complete the task. - Teacher models the task. * Students work individually to complete the task. - Teacher monitors to make sure that all students are on the right track. - Teacher asks students to talk to other students in the class to compare sentences and see if there are any similarities. * Students talk with each other. - Teacher gets general feedback from students.

-Teacher gives instructions to students ''now I want you to write about your Sunday routine without showing it to anyone''. - Teacher models and asks ICQs. * Students write about their Sunday routine on a piece of paper. - Teacher takes the pieces of papers and gives one paper to each student. * Students have to find out the person who wrote the sentences. - Teacher gets Feedback from students (if there is enough time to do so).