- The T greets the students and hangs the marker sentences on the board. - The T asks students to discuss whether the sentences belong to a man or a woman with their groups. - The t elicits answers and moves on to the next stage.

- The T gets the students in pairs. - The T does chesting for the activity. - The T gives the instruction. "Now, with your pair discuss and answer the questions. You have 5 minutes." - The T elicits the answers and finishes the stage.

- The T asks students to give her one example sentence from the meaning task. - She writes it on the board and asks students; "Where do we put "a, an, the"; the articles"? - She receives some answers and writes the actual form.

- The T writes two sentences from the quotes on the board. - She does drilling for the sentences with the whole class. - The T asks ladies to say the sentence. - The T asks gentlemen to say the sentence. - The T asks one group to say the sentence. - The T asks the other group to say they sentence. - The T asks the students to get in pairs and discuss if they recognized any change in "the" between the two sentences. They have one minute for that. - The T elicits some answers and moves on to the a and an paradigm. - The T explains the strong and weak forms of the indefinite articles.

- The T does chesting for the hand out about two dialogues about two men and two women talking to each other. - The T gives the instruction. "There are two dialogues in this hand out. Put the articles a an the to their right places. You have 5 minutes." - When the time is up, the T gets the students in pairs and lets them check each others' answers. They have two minutes for this part. - When they are finished with checking, the T elicits the answers and moves on to the semi-controlled practise.

- The T separates the class into two groups. In each group, there must be one man. - The T gives the instruction. "With your group, prove the article you have read wrong! Now, I will give you a concept but please do not look at them." - The T continues; "You will talk about the concepts using the articles we saw. You have 3 minutes to think and 2 minutes per person to talk."

- While the students are on the free practise stage, the T makes notes on the mistakes the students make. - When she finishes the activity, she tells the students that all of them did a good job and then says "I don't remember who said this but I would like to share these sentences with you." - Then she writes the first error correction sentence on the board. She lets the students find the error and lets them correct it. - If there are any other errors related to the TL, she does the same.