-T smoothly moves to the task: Do you think we can have a carbon-neutral city? where can it be? how will it be? T listens to Ss answers T directs Ss to the text " well let's see this city and some info about it" Task brief: Students are going to read for ‘’ Skimming’’ responding to ‘’ answering some questions ’’ task p.71 ex.1 (3 min) Instructions : 1- Read the text 2- answer these questions 3- 2 min Feedback : 1min - T asks Ss to check in pairs -T shows the answer key to the whole class

-T directs SS toward the ‘’ Grammar box’’ P.71 introducing the articles " a/an/the" Task brief: (4 min) ‘’ Students are going to process the concept through a set of guided questions of the TL in pairs ‘’ Instructions: 1- Read and check the ‘’ Grammar box’’ 2- Use examples from the text 3- Answer in pairs 4- 3 min ICQS 2- Do you give answers from your mind? NO, from the text 3- Do you work alone? in pairs Feedback : -T invites Ss to share the answers to.

-T elicits on the usages of each one - T asks Ss to give extra examples -T covers the MPF using the LA sheet for words’ context and CCQS - T covers the pronunciation " weak form’’ of each one (teacher-led)

-T smoothly guides the students to the task: ‘’Now, let’s have some practice" Task brief (5 min) : ‘’Ss are going to process the ‘’accuracy’’ of the TL through responding to a controlled task (correcting the sentences) ‘ex.2a P.71 + (Fill in the gaps) ex 1 p152 Instructions : 1-Write "the" in the correct place 2- if needed 3- alone (2 min) ICQS : 1- Do you add "the" in all the sentences? No, some instructions ex. 2: 1- complete ( a/an/the/ or nothing) 2- alone ( 2 min) ICQs: 1- Do all of them need articles? No Feedback (1min) : -T listens to the answers - T shows the answers key to the whole class

Task brief: ‘’Ss are going to respond to a controlled task for language diagnosis’’ HO Instructions: 1- Read & Choose the correct answer 2- alone -T monitors to take notes of the troublesome quantifier for language clarification Feedback : -T asks Ss to check in pair -T shows the ‘’Answers key’’ to the whole class

-T directs SS toward the ‘’ Grammar box’’ P.73 introducing the ‘’quantifiers" Task brief: (3 min) ‘’ Students are going to process the concept through a set of guided questions of the TL in pairs Instructions: 1- Read the ‘’ Grammar box’’ 2- Answer the questions there in pairs 4- 3 min Feedback : -T listens to the Ss' answers with the whole class Teach stage: -T elaborates on the troublesome quantifiers diagnosed from the first test -T covers the MPF of the troublesome quantifiers using the LA sheet for words’ context and CCQS - T covers the form ‘’ collocations’ and constructions’’ of the troublesome quantifiers as mentioned in the LA sheet.

Task brief: (6 min) ’Ss are going to process the ‘’accuracy’’ of the TL through responding to 2 controlled tasks "choose & filling in the gaps‘’ P.73 ex 1+2 Instructions : 1- Choose 2- Alone instructions ex 2: 1- complete with too much/ too many/ a lot of -Feedback: -T asks Ss to check in pairs -T shows the answers key to the whole class

Task brief: Ss are going to process ‘’ Fluency’’ by responding to in groups using the TL about ’’ designing a new carbon-neutral city‘’ Preparation stage: Ss work in groups of 3 to design the city using these prompts (5 min) A) location B) Buildings C) streets and green spaces D) transportation E) people F) source of power/ energy Instructions : 1-Read these points 2- Think about how they will be in your city +why 3- write short notes 4- (5 min) Task stage: (8 min) conduction: (1 min) 1- T relocates each student to sit pairs (they are from 2 different groups) 2- T makes sure that each one has a copy of their notes. 3- T divides the pair into A and B Instructions : 1-A shares first then B 2-Don't stop each other 3-In the end, choose the better one 4- Discuss why (7 min) ICQS: 1- are you going to interrupt each other? No 2- Do you agree on one city? yup Note: T monitors taking notes for the language feedback and intervenes if needed

Content feedback: T lets the students share in open class which city they’ve chosen and why to develop fluency Language feedback: To praise the good language heard and focus on error correction and upgrade with useful language