-T shows Ss a picture of a night owl -T tells Ss ' I'm a night owl, I love night, I hardly ever wake up at 8 in the morning.’ -T asks Ss to repeat the word ' owl ' –pronunciation - drilling ' owl ', 'night owl', I'm a night owl' -T draws a cline on the board and writes 100 % 80 % 60 % 40 % 20 % 0% -T puts the picture of the night owl on the board above of 20%, T uses the position of hardly ever on the line to show its meaning

-T asks 4-5 Ss to choose a paper with a word on it (always / usually / sometimes/often/never) from the bag. - Ss need to put the words under the correct % on the board( For example 100% Always etc ) -T writes on the W/B ( I always get up at 9 a.m ) T asks Ss where is the verb? T elicits the form of the frequency adverbs -T underlines ' I ' and ask Ss what ' I ' means, (as a form of speech , like noun object subject etc) ( I = Subject ) ( get up = verb ) CCQs: Am I an early bird or a night owl ? ( early bird ) Always is it before or after the verb? ( before )

- T writes on W/B : I'm always happy to talk to Sarah. - T underlines ' I ' and writes under 'I' subject , T underlines 'm and writes verb be. - T elicits the usage (location) of adverbs( always never etc.. )-T highlights the difference of usage when we use adverbs of frequencies with verb be and when we use them with other verbs

-T gives HO (a quiz with 3 questions) to Ss -Ss decide whether they are an ' early bird ' or a ‘night owl' - peer-check, pairs. - T monitors, helps if needed. - T asks Ss: ‘What are you? An early bird or a night owl?’( Ss should answer according to their answers on their HO, .. Example : I'm an early bird because I always wake up early.

- T writes on W/B : I'm always happy to talk to Sarah. - T underlines Sarah, and ask Ss 'I' = subject but what is Sarah then? - T asks Ss: ‘Is Sarah a subject as well?’ - T writes under Sarah / she. ( I'm always happy to talk to she ) and asksSs: ‘Is this correct? ' Nooo.' “But, what is correct then?’-T elicits the correct form (subject pronoun) - T writes on W/B under Sarah/She - Her. - T writes on the board the following: I - Me You - You He - Him She - Her It - It We - Us They - Them

- T gives the HO (use object pronouns) to Ss - Ss have to work individually for a couple of minutes. - Peer-check in pairs - T monitors and helps if needed. - T gets feedback from the students orally, and corrects them if needed.

- Ss work in pair - each pair gets a bag of little paper cuts with object pronouns on them - S chooses one paper cut, and needs to make a sentence using the pronoun they have chosen. - Ss take turns - for the instructions- T demonstrates the activity -T monitors -feedback-T writes the incorrect sentences she hears the Ss saying on the W/B and elicits the correct answers from the Ss