The teacher greets the student. Tells a few words about themselves. Then, proceeds to ask the student about them and their goals for learning English. Notes the goals down on the board for future reference.

The teacher proceeds to the part of the board with the questions and asks the student for their answer, reacts with enthusiasm, but doesn't talk too much, giving the stage to the student. The questions: On a scale from 1 to 10, how important is sleep for you personally? Do you use any “sleep hacks”? (Herbal tea, blackout curtains, counting sheep etc.)?Why or why not?

The teacher asks the student to complete the quiz, count their points, react to the result they get. Instructions: 1) Complete the quiz:
Circle the answer that fits you best and record the number of points. 2) Now find out your result & react to it. Anticipated problem: the student may ask for the clarification of the target vocabulary before the highlighting and clarification stage. Solution -> explain the word briefly, focus on it in more detail during the next stages.

The teacher draws the student's attention to the items highlighted in bold, elicits their meaning, clarifies it, drills pronunciation, later double-checks understanding with CCQs. Elicitation & definitions: Oversleep Elicitation (from text): “Look at Q1: Do you ever oversleep? … I often sleep through the alarm. What does it mean if you oversleep?” Definition: To sleep longer than you intended and wake up late. CCQs (main): Did you wake up at the right time? (No) Did you sleep longer than planned? (Yes) Is this usually a problem? (Yes) Extra CCQ (for later): Can you oversleep on purpose if you set no alarm? (Yes) A Light Sleeper Elicitation: “Q1: I’m a very light sleeper, so my alarm always wakes me up. What is a light sleeper?” Definition: Someone who wakes up easily from small sounds or movements. CCQs (main): Do they wake up quickly? (Yes) Do small noises wake them up? (Yes) Do they sleep deeply? (No) Extra CCQ (for later): If someone snores next to them, will they probably wake up? (Yes) A Heavy Sleeper Elicitation: “Q1: I’m a heavy sleeper, so I often sleep through the alarm. What does this mean?” Definition: Someone who doesn’t wake up easily, even with loud noises. CCQs (main): Do they wake up quickly? (No) Can they sleep through noise? (Yes) Do they usually sleep deeply? (Yes) Extra CCQ (for later): If there’s a storm outside, will they wake up? (Probably not) Have a Lie-In Elicitation: “Q1: Sometimes it’s good to have a lie-in. What do you think this is?” Definition: To stay in bed longer than usual in the morning. CCQs (main): Do you do this in the morning? (Yes) Do you get up at your normal time? (No) Is it usually to relax? (Yes) Extra CCQ (for later): Do people usually have a lie-in on workdays? (No) Drop Off Elicitation: “Q2: I drop off as soon as my head hits the pillow. What does drop off mean?” Definition: To fall asleep, usually quickly. CCQs (main): Do you start sleeping? (Yes) Is it sudden or slow? (Sudden) Are you awake after you drop off? (No) Extra CCQ (for later): Can you drop off while watching TV? (Yes) Insomniac Elicitation: “Q4: I’m an insomniac, so I often have a nap in the afternoon. What does insomniac mean?” Definition: A person who often has serious problems falling asleep or staying asleep. CCQs (main): Do they sleep easily? (No) Do they often have sleep problems? (Yes) Can this happen many nights? (Yes) Extra CCQ (for later): Does an insomniac usually feel rested in the morning? (No) Have a Nap Elicitation: “Q4: I often have a nap in the afternoon to try and catch up on sleep. What is a nap?” Definition: To sleep for a short time during the day. CCQs (main): Is a nap long, like 8 hours? (No) Is it usually in the day? (Yes) Do you feel less tired after it? (Yes) Extra CCQ (for later): Can you have a nap at your desk during lunch break? (Yes) Deep Sleep Elicitation: “Q5: …especially if I’ve been in a deep sleep. What does deep sleep mean?” Definition: A stage of sleep when you sleep very heavily and don’t wake up easily. CCQs (main): Do you wake up easily in deep sleep? (No) Is it light sleep? (No) Do people usually feel rested after it? (Yes) Extra CCQ (for later): Can people dream during deep sleep? (Yes) Nightmare Elicitation: “Q5: …after having a nightmare. What is a nightmare?” Definition: A frightening or unpleasant dream. CCQs (main): Is it a happy dream? (No) Is it frightening? (Yes) Can it wake you up? (Yes) Extra CCQ (for later): Do you usually feel good after a nightmare? (No) Snore Elicitation: “Q6: Do you ever snore? … I sleep in a room on my own so I don’t keep my partner awake. What does snore mean?” Definition: To make a loud breathing sound while sleeping. CCQs (main): Do people snore when they’re awake? (No) Is it usually loud? (Yes) Can it disturb others? (Yes) Extra CCQ (for later): Can a person know they are snoring while they sleep? (No) Keep Awake Elicitation: “Q6: I don’t keep my partner awake. What does keep someone awake mean?” Definition: To stop someone from sleeping. CCQs (main): Do they want to sleep? (Yes) Can they sleep? (No) Is it because of noise or disturbance? (Yes) Extra CCQ (for later): If your phone keeps you awake, are you sleeping? (No) Anticipated problems & solutions ->: 1. Pronunciation: 'insomniac' (or any other word) -> extra drills 2. The student might confuse 'have a nap' & 'have a lie-in' -> give an additional differential clarification: I was exhausted after work, so I decided to have a nap before dinner. vs On weekends, I love to have a lie-in and stay in bed until late morning. 3. Overwhelmed by the number of new items -> two rounds of CCQs

The teacher mentions moving on to practice, explains the task, demonstrates how to do it to the student by completing the first sentence together with them. Then, the student works independently on the board, the teacher monitors, in case there are mistakes - mentions it, encourages the student to find the mistakes on their own, if it doean't work - provides and explains answers.

The teacher mentions improving understanding of the new TL by personalising it. Moves on to the semi-controlled task. Gives instructions: "Complete the sentences so that they are true for you". Demonstrates how to do that by completeting the first sentence themselves. Once the student strat working trough the exercise, the teacher asks a few folllow-up questions to extend the discussion.

Teacher explains task (make 1–2 sentences with both words about own sleep habits/experiences, models a sample sentence with demo word pair, checks ICQs. The student spins the Wordwall wheel, makes sentences using both words; T monitors and supports if needed. The teacher asks 1–2 personalized questions to extend S’s output and encourage freer speaking.

The teacher gives delayed feedback on vocabulary use, accuracy, and pronunciation; praises good language; encourages the student to reflect on which items were easier/more challenging, where they could use them in real life, and how they plan to remember them.