To set the lesson context, T will pretend to chew a gum and ask Ss to guess what she is doing. T will ask Ss opinions about chewing gum - "Who likes/does not like to chew gum and why?" and "Why do you think that some people object to people chewing gum?" T will then share a fact about chewing gum in Singapore. In 2004, there was a ban on importing chewing gum into Singapore because it was causing serious maintenance problems. T will ask Ss if Turkey is having such problems as well. This will be a great way to engage students and develop cultural awareness. Following that, T group Ss in pairs, then Ss read text about chewing gum and choose the best title for the text (Ex.2A, Pg. 66).

T will ask Ss "What are articles in English grammar?" Then T will briefly explain the "use and non-use of articles" on WB and provide examples. T will ask CCQs and elicit more examples to check for Ss's understanding. (Exercise 3) - Ss to work in pairs and complete the exercise. T will check answers with WC quickly. (Analysis 1, Ex.1) - Ss to work in pairs. Ss read text 2A again and find examples as required in Ex. 1. T will ask Ss for answers as a class since it is only four short questions. (Analysis 1, Ex.2) - T discuss that there are some common phrases that take the definite and indefinite article. Ss to add two more examples to each group. Work in pairs again. T will ask Ss for answers as a class since it is only four short questions. These activities will help T gauge Ss's prior knowledge. Should many Ss still get confused, T will explain rules in depth and provide more examples and CCQs. E.g. Write three sentences on the board and ask Ss to pick which is the correct sentence.

To allow Ss a chance to practice what they have learnt, T gives instruction to work on Practice 1, Pg. 66. Ss are to work in pairs and T asks ICQs to check if they understood what to do. After 2-3 minutes, move the student at the end of the row to the other end to create new "pairs". Ss then compare answers with their new partner (peer-checking). T chose PW as working pairs motivate Ss, especially the weaker ones. Moving one student from one end to the other end is a smart way to create new "pairs". This also increases STT. T will write letters 'a to p' on WB and selected Ss come up to provide their answers. T will strategically choose quiet/weaker Ss (and a few enthusiastic Ss). Ss who participated will be given a packet of gum (since we discussed about chewing gum earlier) as a gift. This is to motivate Ss and keep them engaged.

T group Ss in pairs. T gives instructions about the general knowledge quiz on page 67. Ss will be asked to complete the gaps with a, an, the or -. Then answer as many of the questions as they can. T gives ICQs as Ss may get confused here. E.g. "Do you work alone or in pairs?" and "Do you answer the questions first or complete the gaps?" T monitor Ss while they do work and collect mistakes commonly made by Ss. To compare answers, T combines 2 groups together, so there will now be groups of 4 (peer-checking). After a couple of minutes, T plays audio recording T6.2 so Ss can check their answers. Allow a few minutes for peer-cheeking so weaker Ss can process and confirm their answers before being able to confidently contribute. During feedback, T quickly discuss only selected questions (collected during monitoring) with the whole class and provide the answer key so that time is spent efficiently. The main aim of this activity is not only to practice grammar but also to practice listening. For variety in interaction pattern, T put Ss in groups of 2 at first, followed by groups of 4 and then WC. Working in pairs and groups allow Ss to interact with different people so that they can learn to work as a team as well as hear different opinions. This also motivates Ss and increase STT.

Analysis 2 - T discuss the use of definite article with places and times on WB and ask Ss which of the following place and time need a definite article. T tells Ss to quickly read the rule on Pg. 149 and ask CCQs. T tells Ss not to worry if they are overwhelmed with the rules as it takes time to remember all these rules and with practice it will get easier. This is to motivate Ss and prevent Ss from being discouraged, if they did not know about the rules beforehand. T will not spend too much time explaining the rules but instead, if time permits, T will hand out a quiz, pg. 141 so Ss can practice more. Ss work in pairs and answer key will be given to Ss towards the end. It is better to practice on exercises rather than just T teaching to WC as Ss will understand and remember the rules better through practice.