Link the previous lesson's context to the lesson by asking CCQs and personalizing the context: -What was the context of the previous lesson? (sport) -What was the reading text about? (how to get to the top in sport) -Did you like her ideas about being the top in sport? (students' own answers) *Firstly, ask the volunteers to get answers. If there is no volunteer, nominate the students by calling their names (especially the weaker ones).

Ask the students to focus on the phrases (e.g. the table, the sacrifices, push the limits) in the box in ex. 7a (show the phrases on the board before giving the handouts). Ask CCQs to check some vocabulary (if I am sure they know the following phrases very well in the previous lesson, I am going to skip CCQs): - (sacrifice) Do I decide not to have something to get something less important? (no) - (sacrifice) Do I decide not to have something to get something more important? (yes) - (push the limits) Do I discourage myself in succeeding? (no) - (push the limits) Do I encourage then? (yes) - (drive) Is it a noun or verb in the text? (noun) - (drive) Do I desire to achieve something? (yes) Tell them that they are going to work individually and find the phrases from the box in the reading text titled 'Getting to the Top'. Ask ICQs to check their understanding: - Are you going to read the text in detail? (no) - Are you going to read it quickly? (yes) Why? (to find the phrases in text) - Are you going to work in pairs or invidually? (individually) *Give them 1 minute and then give the handouts. After one minute, ask them to compare their findings and share your ideas why I wanted you to focus on these phrases for two minutes.

Show them two sentences from the text (1-we miss birthday parties; 2-but if your dream is to be the best) and ask for their ideas about the related phrases in these sentences. Elicit definite and zero articles by asking CCQs: - What is the difference between these two phrases? (in birthday parties, there is no the, but in the best, there is the) - What are grammar points we are going to study? (definite and zero articles) - Can we use definite article the or zero article for things in general? (zero article) - For what can we use definite article the then? (specific/ known things) - Can we use zero article for superlatives or ordinal numbers? (no, we use the)

After being sure that they are familiar with the definite and zero articles, set the guided discovery task to clarify meaning, form and pronunciation (pronunciation will be also checked as a short listening activity and in the first controlled practice especially for modelling and drilling both chorally and invidually). Ask them to work individually and complete the rules about the definite and zero articles using the phrases in ex.7a and ask ICQ to check for their understanding: - What are we going to write in the blanks? (phrases in ex.7a.) - What are these items for? (to learn the rules of definite and zero articles) After being sure, they understand what they are going to do, give them 2 minutes to do the exercise and then give the handouts. After they finish the exercise, ask them to compare their answers. Ask for the answers by firstly nominating volunteers and then weaker ones by calling their names. Give immediate feedback if they need. After being sure they understand the meaning, elicit form of definite and indefinite articles by asking CCQs: - Do we use definite and indefinite articles before verbs? (no) - Where do we use then? (nouns) - Singular or plural? (both) To clarify pronunciation (tell them it is difficult to hear the because it is weak not stressed and show /ðə/ and /ði/), ask the students to listen carefully five sentences and tick if they see the and cross if they don't see the before the nouns given in the task. Before giving the handouts, ask a student to justify the instructions by asking 'what are you going to do?' For the first listening, don't stop but in the second listening, model and drill for the students both chorally and then individully by stopping in each sentence.

Ask the students to choose the correct form, with or without the (this is a less challenging controlled exercise) in ex.9a. Give them 2 minutes and remind them to do it individually. After their time is up, ask them to compare their answers in pairs. Next, show the exercise on the smart board and ask for the answers by nominating students by calling their names after asking for the volunteers. Model and drill for the students (the apples, the first world war, the moon). As the second controlled practice (more challenging one), ask the students to edit the text about Esther Vergeer, find and correct 17 mistakes in the use of articles. Give them 3 minutes and remind to work individually at first. Ask ICQs: - How many mistakes are there? (17) - Are you going to find and correct all of them? (yes) After their time is up, ask them to compare their answers in pairs. Give the answer key on the smart board and ask them to talk about the reasons for corrections for two minutes. Monitor and take notes and give feedback if they need.

Tell the students that they are going to see some vocabulary about sport. Elicit stamina and mental toughness: - (stamina) Am I weak physically or mentally? (no) - (stamina) Am I strong then? (yes) - (mentally toughness) Is it a mental ilness? (no) - (mentally toughness) Is it an ability to resist in difficulties Ask the students work with a partner and choose the four most important things you need to get to the top in sport and then rank them 1 (the most important) to 4. Also ask them to think of their reasons. Give them 3 minutes. After they discussed in pairs, ask them to discuss with another pair and ty to change the mind of the other pair.