- T greets students and welcomes them. - T sets the context of the lesson by telling a personal habit from the past, some visual support will be presented on the TV as well as a realia object for learners to connect with the anecdote (a karate belt). "I don't do much exercise nowadays... but in the past, I used to practice karate 3 times a week, I also used to compete in tournaments and things like that, I really liked that... Now, because of the time, that is just not possible" - T displays the following question for them to discuss in pairs. What is something you did a lot when you were a child, but you don’t do now? - T says "That is something that I did frequently when I was a kid, know I want to know about YOUR past habits. Here you have a question for you to discuss in pairs for about 2 minutes" - T models the task with learner's help "Carmen, could you please ask me this question?" - T asks some ICQs to check understanding of the task. "Do we have to write something or simply speak?" (Simply speak) "Are we talking about habits in the present or habits in the past?" (Habits in the past) "How much time do you have? 2 minutes or 5 minutes?" (2 minutes) - After the 2 minutes, T conducts OCFB by acknowledging leaners' answers and asking some follow-up questions. (I'll make sure to show authentic interest) - Transition: "Those are really nice answers, guys! You used to do some nice things when you were kids! Now let's take a look at other people"

- T shows the first handout in his chest and says "Here I have a short dialogue. I want you to work individually and read the text VERY QUICKLY and then choose the correct answer for the question you have below" - T asks some ICQs to check understanding of the task. "Do you have to read quickly or slowly?" (Quickly) "Do we have to write the answer or just choose the correct one?" (Just choose the correct one) - T says "Great, you will only have about 45 seconds to do this" - After the 45 seconds, T conducts OCFB by checking the answer for the question. - Transition: "Good job everybody, yes! We are talking about Moises' childhood activities, but let's analyze the text one more time"

- T says "Now, I want you to underline all the sentences that talk about things people did regularly in the past but don’t do now." - T demoes the first sentence and highlights that the first one is already done in their handouts. CCQs: "Is this sentence about the present or the past?" (The past) "Does he still do this?" (No) "Was this a frequent thing or a one-time thing?" (Frequent thing) - T asks some ICQs. "So, are we underlining any sentences or the ones that talk about past actions?" (Past actions) "Do we have to write them again or just underline them?" (Just underline them) - T says "Great, you have around 2 minutes to do this, individually" - After the 2 minutes, ss will check their answers in pairs for around 1 minute and T will conduct OCFB after that. - Transition: "Well done, guys! Now let's analyze those sentences!"

- T shows the second handout in his chest and gives instructions. "Great, now I want you to work on this sheet of paper, here you have some sentences that I want you to analyze to answer the questions, you have to choose A, B or C" (Demo the task) - T asks some ICQs to check understanding about the task. "Do we have to analyze the sentences to answer the questions?" (Yes) "Do you have to write something, or just choose the correct option?" (Just choose the correct option) - T says "Okay, you will have around 3 minutes to work on this individually" - After the 3 minutes, ss will check their answers with their peers for 1 minute and then T will conduct OCFB by checking the answers and asking some CCQs along the way. - After the Guided Discovery Task, T will clarify MFP(A) on the board by asking CCQs, drilling pronunciation (first individually and then chorally), and eliciting the structure. - Transition: "With that being said, let's practice a little bit"

- T shows the third handout in his chest and gives instructions. "Here you have some key words and some information (a thick or a cross). I want you to use that to write the complete sentence" (Teacher demos the first). - T asks some CCQs and ICQs to check understanding. "If there is a thick, is that a positive sentence or a negative sentence?" (A positive sentence) "If there is a cross, is that a positive sentence or a negative sentence?" (A negative sentence) "Do I have to use any words or the ones that are in each exercise?" (The ones from each exercise) - T says, "Great! You have around 4-5 minutes to do this individually" - After the 4-5 minutes, ss will check their answers in pairs for around 1 minute, then T will conduct OCFB by eliciting answers and asking CCQs along the way. - Transition: Good job guys! Now you're ready to practice by speaking!"

- T dividers learners into pairs by numbering them. (There might be a group of 3, though). - T provides instructions on the task. "Now you're going to talk about your past activities from childhood. For this, you are going to ask and answer only the first question -What’s something you used to do when you were a child? (Demo the task). When you answer, make sure to use the structure we learned today (used to) - T asks some ICQs: "Do I have to answer the first question or the second question?" (Just the first question) "Do I have to write something or simply speak?" (Simply speak) "Do we have to use the structure we learned today?" (Yes) - T says "Great, you have around 4 minutes to do this, make sure to make it interactive, like a real conversation" - After the 4-5 minutes, ss will get to talk with a different partner. - T says: "Okay, now that you have a different partner, you are going to work with the second question, let's make an example -What’s something you didn’t use to do as a child, but you do now? (demo the task) - T asks some ICQs: "So... are we working with the first question or with the second question?" (The second question) "For this question, should I use the positive structure or the negative structure?" (Negative structure) - T says, "Okay, you have 4 minutes to do this, keep it like a conversation, remember!" - After the conversations are over, T will conduct OCFB first on content (by acknowledging the things learners used to do and the things they didn't use to do but they do now) and then on language (writing some utterances with mistakes on TL on the board for learners to identify the mistakes) - T will conduct DEC by writing 3-4 with mistakes on TL on the board for learners to identify them and correct them in pairs. "As I was listening to you, I was able to catch some slight mistakes, here you have some sentences with mistakes, I want you to work in pairs to identify the mistakes and correct them" - T asks ICQs: "Are these sentences correct or incorrect?" (Incorrect) "Do you have to correct them individually or in pairs?" (In pairs) - T says "Great, you have around 1 minute to do it!" - After the minute, T conducts OCFB to correct the sentences by eliciting answers from students. - T thanks learners.