Focus ss' attention on the PowerPoint pictures and ask them to guess six facts about the teacher and try to elicit as much information from them as possible then ask them to write six facts about themselves using (usually, sometimes,..etc.)

Showing the Ss two pictures on the PPT and ask them: Does she get up early or late? Does she like it or hate it? Is he working at day or night? Elicit, concept check, drill and write (if necessary) the following vocabulary: -an early bird -a night owl

Ss will now answer the questionnaire and find out if they are early birds or night owls, then compare their answers with their pairs. Provide visual feedback on the desks so that ss can check in groups. students will listen to Jeanette and her husband, Dominic, write J by Jeanette's answers, and compare answers, then find out what kind of person she is.

Ss will underline the frequency adverbs(often,etc.) in the questionnaire. CHANGE PAIRS! Ss check their answers with their pairs. Monitor and check - Feedback provided by choosing one ss per pair to be the 'teacher'

elicit, concept check, and write the adverb placement rule on the board. Does the adverb come before or after the verb? Does it come before all the verbs? Does it come before or after verb "to be"? Show the form on the PP presentation Allow time for ss to write the forms to take away for further reference. Ss will choose the correct words to complete the rules in Ex.4 b

Ss will put a frequency adverb in the sentences in Ex.5 (a) and make them true for them. Demo the task as a class and get ss to work individually Monitor and write the language error for the class feedback at the end of the lesson.

Demonstrate this task very carefully. Get ss to walk around and ask each other about their answers and find how many are the same. Write up a mixture of correct and incorrect forms and allow ss time to decide in their groups.