The teacher greets the students and has a short check-in with them. Then, she shows the relevant pictures and asks the following question: "What and who do you see in these pictures?" The students explain themselves. Next, the teacher hands out the worksheet to the students and they only read the text for one minute. The instruction follows: "Read the text shortly and answer the three questions on your paper, individually." ICQ: Alone or in pairs? When they are done, the teacher shows the answers from the slides.

The teacher delivers the grammar guided-discovery sheet and wants the students to have a look at it for a minute. Then, she asks them to complete the blanks individually. When they are done, they check their answers alone. Finally, the teacher writes the answers on the board.

The teacher asks some CCQs to clarify the meaning of the TL by using some sample sentences. Then she elicits the form through the blanks in the sentences on the board. Finally. she does back-chaining to practice pronunciation (one sentence for each article).

The teacher asks the students to complete the first task about the grammar point on their worksheet. The students work in pairs (on their left). Here, the teacher encourages the students to check the grammar sheet to get support. Then, students check their answers through the recording. Next, the teacher presents an online game at Wordwall. The teacher gets support from her name list and nominates students to answer the questions.

Here, the students answer the open-ended questions in the last task individually. First, they take notes. ICQ: In pairs or alone? The teacher encourages the students to get support from the grammar sheet while answering the questions. She also helps students in need. Then, the teacher arranges new groups by assigning a number for each student (1,2,3). Next, with their new groups, the students discuss their own answers and get informed about each other. As an example, the teacher models a sample conversation and also writes the example dialogue on the board (one question and one answer) Finally, the teacher asks some group members from the name list to give some details about their friends' answers to the whole class.

The teacher gets support from the notes she had taken while students were on a task previously. She writes the wrong sentences on the board and elicits the correct versions from the students. Then the teacher finishes the lesson.