T comes from outside with a warm welcome to the students, and as the class is new, after she greets herself and tells how she is and how her day was, T asks students to do the same greet eachother with their names and tell how their day was.

T tells the students with the help of body language, that the days have become shorter and colder. She tries to elicit winter through her statements. T asks her exposure questions " What comes to your mind when I say "winter" , "hobbies", "activities"? Think about either in words or sentences. Close your eyes if you want. You have got 3 minutes. Here the aim is helping learners determine whatever they want to talk about without tearcher's interference

T gets a volunteer student and asks her to say her idea in L1 first. T hears it and then translates the statment to L2. T encourages the student to repeat her translation and other students hear it as a sample. T makes students peers and help them work in pairs to say their own ideas entails winter, hobbies and activities.

T helps learners present what they have talked. At the same time T voice records the students' conversation in TL. T replays the record and Students transcribe the utterances and conversations for the purpose of analysis of linguistic forms. T helps learners focus on particular lexical use and application of particular grammar use.

Students are asked to think for a while by closing their eyes ( if they want) about the lesson procedure, how they felt about it and whether they liked it or felt concerned about it. After they thought, students are engaged in free conversation with the guidance of the teacher. Students either engage with eachother or the teacher about what they have learned and what/how they felt about what they learned and the way they learned.