*In this stage of the lesson, I would normally have to introduce the context, but this time the context has been already introduces in the previous lesson. - Teacher shows students the picture included in the reading passage from the previous lesson using the overhead projector. - Teacher asks students if they still remember this picture. - Teacher asks students to work in pairs to recall information about the main character in the picture. * Students discuss in pairs. - Teacher asks students to come out on the board and write everything they can remember about the main character in the picture. * Students write everything they remember about the character on the board in the form of phrases or even words. -Teacher chooses one of the words to form a sentence in the present simple. - Teacher elicits the noun and verb in the sentence. * Students identify the noun and verb in the sentence. -Teacher asks CCQs mentioned in the language analysis sheet.

- Teacher asks students to work in pairs and gives instructions on how to complete the first task in the handouts. - Teacher asks ICQs. For example, "Are you going to work alone? No." "Are you going to write anything? No." "Are you going to underline the verbs in these sentences? Yes." - Teacher gives the handouts to students. * Students work in pairs to underline the verbs in the sentences. - Teacher gets feedback from students.

In the second task teacher uses cutouts for sentences and asks students to put them in the correct order. - Teacher puts students into two groups. - Teacher gives students instructions on how to complete the second task. - Teacher gives students an example on how to complete the task. - Teacher uses ICQs. - Teacher gives cutouts to students. * Students work in their groups to put the sentences in the correct order. - Teacher draws table on the whiteboard. - Teacher asks students in each group to post the sentences in the correct order on the board. - Teacher explains the negative form of he present simple and the use of ''do not''. - Teacher models and drills one or two sentences. Or can use the audio record.

Task 3: - Teacher shows the task on the board using the overhead projector. - Teacher gives instructions to students on how to complete the task (fill in the gaps). - Teacher tells students to complete the task individually. - Teacher asks ICQs. -Teacher shows students how to complete the task. * Students work individually to complete the task. -Teacher tells students to peer check their answers. - Teacher gets feedback from student. ----------------------------------------------------------------------------------------------------------------- Task 4: -Teacher gives students instructions on how to complete the task. - Teacher shows students an example on how to complete the task. - Teacher asks students to work individually to complete the task. -Teacher asks ICQs. * Students work individually to complete the task. - Teacher instructs students to work in pairs, compare sentences and find out how many are the same. -Teacher takes general feedback from students. After this task students should be ready to use the language they have learnt.

- Teacher tells students to write three true sentences and three false sentences about themselves. - Teacher tells students to complete this task individually. - Teacher asks ICQs. * Students work individually to complete the task. - Teacher monitors students and correct errors.

-Teacher changes the places of students to give them the chance to work with other partners. -Teacher tells students to tell their sentences to the new partners and the new partner has to guess whether these sentences are true or false. * Students speak with each other to practice the target language. -Teacher monitors and delays errors correction.