Teacher greets the students.T asks a personal question which includes an indefinite pronoun. T gets answers and emphasises indefinite pronoun. T asks Ss to think about a song which includes that kind of words.

T opens a song with lyrics. T asks Ss to write down the words like someone. After the song, T asks Ss what they found. T writes indefinite pronouns on the board with different colors. T introduces indefinite pronouns and gives handouts to Ss. T asks them to read the information carefully. T shows how to read carefully ( to draw attention ). T gives details about indefinite pronouns and writes sentences on the board. T uses present simple tense ( is / does ). T asks the common words in the sentences. After Ss answers, T circles the points. T asks whether pronouns are singular or plural. If Ss answers are correct, T says the rule and asks them to repeat ( always singular verb ).

T talks about question and negative forms in general. When she gives feedback, she talks about grammar uses of indefinite pronouns. T shows the handout exercises and asks Ss to work on it. T gives 7 minutes to do it and emphasises 7 to draw attention. After 7 minutes, T wants them to read the sentences one by one ( exercise is a gap-fill ). When a student makes mistakes, T asks another S why he/she made mistake. T starts a conversation between students.

T shows a picture to Ss. T asks them to create their own sentences ( 3 sentences ) about that picture and they must use an indefinite pronouns.After their individual work, T makes group of 2 student and gives them 4 minutes to talk about their sentences and the picture.

T writes indefinite pronouns and asks Ss where it is used and what it means. T wants all Ss to answer the questions one by one. If a student makes mistake, T corrects he/she with her gestures and mimics.