T will aks Sts to get up and stand in a line in the classroom. T will project 4 sentences with information about herself on WB. Sts will be asked to step forward if they think it is true, and backwards if they think it is false. T will give Sts the answers after each question, marking the answer on the board. T reminds Sts of the previous lessons and asks them what kind of housework tasks they prefer to do/not to do.T elicits from Sts what they think her favorite household task is.

OPTIONAL: Remind Sts of some of the language describing household work and/or the adverbs of frequency. For household work: show pictures and elicit what people in the pictures are doing. For adverbs of frequency: Ask CCQs: - If I do something everyday, do I do it rarely or often? - If I do something once a year, do I never do it or rarely? T elicits the word 'habits' from Sts, by aksing: 'What do you call something you do often? Something you do everyday, maybe once a week.' T holds up a copy of HO1 with the 'How often do you' survey. T says: 'In the next activity, you will ask your classmates questions about their habits.' T shows slide 2 and elicits from class 'How would you make a question out of this statement? If you want to know how often ... reads in the bath, how would you ask him/her?' T demos the activity by asking the first 2 questions. T records answer on next slide.

T hands out HO1 and instructs Sts to stand up and ask each other questions. During the activity, T monitors closely and takes notes for good and possible erroneous use of the target language. After a few minutes, the Sts are asked to sit down and T asks a few Sts about their findings. After this, T writes sentences with good use and possible errors on the board and elicits the mistakes in them from Sts. OPTIONAL: If lesson seems to be going quickly, T will introduce second speaking activity here. T divides the class in 2 teams. Sts are given a minute to look at their findings. One by one, a St from the team will be asked to read out a True/False statement about their survey findings. The other team must guess whether it is true or not. If they are correct, they get 1 point. The first team that gains 5 points, wins the game.

T elicits the word 'chores' from the Sts by asking 'Does anyone know what you call the work you do in the house?' Chore: a job that needs to be done regularly. Often has a negative meaning. T shows slide with pictures of women doing household chores. Elicits from Sts if they notice something about the pictures. 'Who is doing the household chores in these pictures? Is it still like this today? (Is it different in Turkey than in other countries?)' Elicit answers from both men and women. T projects HO2 on WB and holds up a copy of HO2. 'In the next exercise, we will find out who in the class does most household chores.' T demos the activity by eliciting how to make a question from the statements. T makes sure Sts will record the answers of the other Sts. T divides the class into groups of three. T asks ICQs: 'What kind of questions will you ask? Will you write the answers down? What kind of activities are we talking about here? How many people are in your group?'

Sts interview each other in groups and take notes of their answers. T monitors closely and notes possible errors in using TL. After a few minutes, T stops the conversation and divides class into male and female (check for equal numbers). One person from each group is asked to ask the other group questions. 'Do you often...?' Sts that answer 'yes' to the question stand up. T keeps track of the answers on WB (if more people in male group stand up, they get 1 point and vice versa). After a few questions have been asked, T counts the point on WB to see whether men or women do more household chores.

T asks: 'What have we learned today? What is a chore? What is a habit? Who do most household chores in this classroom? How would you ask me if I ever take the trash out?'