T will introduce the lesson with an example sts will ind interesting. T will elicit the different answers and ask sts what they think about the change in meaning. Whole class, 5 min, feedback peer checking, if noone seems to know then, T-S.

T gives out the handouts and asks the sts to fill the blanks with the articles they think is necessary. Individual, 5 min, for feedback T gives the key, pairs check their answers together

T writes examples on the board, elicits answers from sts. Each example shows different usages of articles and how they change the meaning. The goal is to give sts the most common article usage examples. T tries to answers from the sts and the sts who get the right answers explain their friends. WC, 12 min, feedback either sts check each other's answers or T-S is necessary.

T gives out the second test sheets. Students are given 7 minutes to answer. T monitors when sts are answering and helping them. Since the second test is long, T will give the sts first half of the test. If there is time at the end of the lesson the second test will be given as a flexi stage. PW, 7 min, feedback type depends on timing at this stage. T will either give out the key or if there's enough time groups will go over the text and correct each other. At the end of this stage, T gives out the photocopied materials so that sts' can further study the subject.

Sts are asked to: 'Write a short paragraph about a time when you spent time with a person of a different nationality. What did you talk about? Did you learn anything that you thought was interesting? What did you do together?' Every st writes a paragraph individually, then partners check each other's paragraphs on article usage. T monitors and helps sts write and give feedback. If there is time sts read what they wrote to the class.