Put Ss into teams. – 1 x S from each team mimes a household job from prompt given for team to guess. 1st team to guess gets the point.

Recap what Ss remember from the lesson about Ralph & Tom – elicit some examples to w/b, e.g. I sometimes do the shopping. My mother always does the housework. Ralph never makes the beds. (If necessary, play a short extract from the listening again.)

Elicit position of always & never to cline on w/b (100% ... 0%) Ss stick advs of freq on cline according to frequency. w/c FB Deal with issues as needed – CCQs & examples Get Ss’ to notice the position of the TL in the model sentences on the w/b. Consider use of TL with to be & other verbs. Consider use of negative adverbs of freq - & positive verbs – CCQs as needed Drill – include repetition, & substitution drills.

Demo restatement drills – S: You never make the beds. T: That’s not true!. I always make the beds. Ss in pairs practise restatement using prompt cards Monitor and help as needed

Focus Ss on ex 2, p47. Elicit example to personalise e.g. I am late for English class - elicit appropriate adverb & position. Remind Ss to check adverb position. Ss work alone to complete the sentences so they are true for them. Monitor and help as needed Tell Ss to write two more similar sentences for themselves. Ss work alone to complete Put Ss into groups to share their sentences and find out what's the same. Encourage them to respond, e.g "Me too" or "I never work on Saturdays" "Really? I always work on Saturdays", etc. Ss work together to share examples Monitor and help as needed Take w/c FB

Elicit some questions Ss can ask each other about who does the housework in their houses, e.g. "Do you usually wash the dishes?" "Does your father/brother make the bed?", etc. Ss work in groups of 3 or 4 to create questions to find out who does the housework. Monitor and help if necessary. Model question and answer exchange, encouraging Ss to use advs of frequency in their answers, e.g. "Do you usually wash the dishes?" "No never. My mother always washes the dishes." etc. Drill some of the questions paying attention to intonation. Ss mingle and ask Ss from other groups their questions. Monitor and take notes of any errors. w/c FB - Ss share what they found. Decide who does most housework - is it the same as the recording from lesson 1? Delayed error correction - put errors noted on w/b and elicit corrections.