T will ask students to read the sentences individually. Teacher needs to clarify the difference between the definite article the and indefinite article a/an. Then, T elicit reasonsfor use of the definite article for each occasion.

T tells students to read through all the sentences and then match each one to a category.T points out that the category should refer the bold words to help them to understand. After they get the answers T gets the feedback from students by just asking.

After ex 2, T rearranges the class for pair work and asks ss to tick the categories that usually take a definite article. After some time when most of the ss finishes T gets the feedback from the students.

After PW activity T tells ss to read the information in the box to themselves first without doing the exercise. T asks couple of ss tell her in their own words what they have misunderstood. Has anyone got any examples of funny misheard lyrics they could share with the class? after getting some feedback, students then do the exercise in pairs. T monitors the class and for answer key T uses audio. ask the reason why the was used for each time.

T tell students to face down the paper that they have on the desk. T asks students to listen and write what they hear. then T invites the students to come up and write the words on the board. Then t asks them how the was pronounced in each one.

T chooses 3 students to read 3 sentences out loud and T does not give them a feedback. Then T plays recording and after each record T stops and drill the sentences and ask students to match with possible meaning. by one by we finish the exercise and t gives out the answer key. In pairs ss practice to say sentence in as many different ways as possible.

T hands out the papers and asks ss to work in pairs. T tells them to find which sentences are correct or incorrect. After, She just tells the answers and see if there is any question about exercise.