T shows some pics and a box of words on the board.(Creating Context for the TL) T gives instructions to the Ss and asks ICQs. T gives the H/O and sets a time limit (2mins) . T runs the activity and monitors. Ss then check with partners. A student plays the role of a teacher pointing at the pics one by one and asks for answers and writes them beneath the pics. T marks the stress and models. Ss do drilling repeating chorally and individually.(Pronunciation Practice) T puts some verbs on the board and asks Ss to find two matches for each verb. T check with ICQs.If needed modeling is done. Ss work in pairs . T regroups Ss to check with others.(Regrouping) T wants volunteers to write the answers on the board and have W/C check. T wants the Ss to add another word to each verb. T wants everyone to say a verb and another student to say a word that goes with it. T models with one strong student.(more exposure to the TL)

T shows a table on the board with some actions written in . T wants to the Ss to put a tick or a cross under the actions . T gives instructions and checks with ICQs. T wants a strong student to do it as modeling . Ss come to the board and do as wanted. Ss tell the class making complete sentences using the positive and negative sentences . T wants a volunteer to go first.

T runs another task (form in context). T gives instructions asks ICQs. T gives Ss a passage and asks Ss to find the answers.(skimming practcie). Ss work in two and check (peer check) T write the + and - forms on the board and highlights the form. T highlights the pronunciation for the negative form. Ss repeat after the teacher. T gives a word exercise and asks the Ss to put them in the correct order.(mechanical drill) T regroups Ss . Ss read the answers .(W/C check) T shows the answer and Ss practice the short form (pronunciation practice)

T asks everyone to tell their partner about their personal life /routines. T sets a time limit and monitors the TL use. T wants Ss to tell others whole class about their life and routines.