-T puts a picture of a night owl and an early bird on the W/B -Ss try to guess what the birds are -T writes under the picture of the night owl 'night owl' and under the early bird T writes , E...y bird, and asks Ss to guess. (early bird) - T asks Ss: ‘Which bird do you think I am?’ - Ss try to guess. -T tells Ss: ‘I love night, I hardly ever wake up at 8 in the morning.’ -Ss guess which bird the T is. And then T gives the answer. (Yes, I'm a night owl!) -in pairs, Ss discuss whether they are an early bird or a night owl. - T asks students: ‘What kind of bird are you?’ -Ss answer. - T asks Ss if they are sure about their answer, ' Are you sure that you an early bird?’

- Now Ss will check if they are an early bird or a night owl- - T shows the reading paper to Ss and explains, ' Check the questions and circle the answer (that describes your daily routine) a) b) or c), for yourself'. - T gives the HO to Ss. (Ss read the questions and circle their own answers) -For a couple of minutes. - T monitors and helps if needed. - Ss check in pairs if they have the same answers with their partners. - T gives an example on the W/B 1 c = 3 2 c = 3 3 a = 3 4 b = 2 5 a = 2 6 c = 3 - T says: ‘I'm definitely a night owl! Now check your score and find out if you are an early bird or a night owl.’ – Ss are given the HO with the score table. - Ss check their score to find out weather they are an early bird or a night owl. While students are checking their scores, T draws a cline on the board, 100% ----------------- 0% - Feedback-Ss explain what kind of bird they are.

- T tells Ss, ' I'm always happy! - Am I happy on Monday? Am I happy on Tuesday? Am I happy on Wednesday? Am I happy on Thursday? Am I happy Friday ? Am I happy on Saturday? Or am I happy on Sunday ?( T continues asking for all days until Ss answer that always goes for 100% ( on the cline T draws in the last stage) - T says I'm sometimes happy. - T elicits: T–‘I'm happy on Monday to Wednesday? And not happy on Thursday-Saturday?’ -Ss answer (sometimes 50%) T puts 'sometimes' paper on the cline - Ss come to the board, and put the the rest of the adverbs to the cline (always, usually, often, sometimes, hardly ever, never) - T checks if the adverbs are in the correct order. - T writes 2 sentences on the W/B 1st sentence: -I'm always happy. 2nd sentence: - I always get up at 8 o'clock. - T to Ss: ‘We have 2 sentences here, are they grammatically the same?’ - Ss answer - T points to ' I ' in the second sentence and asks what that is-( subject? verb? etc. ) - Ss answer - T points to ' I ' in the 1st sentence and asks what is this ? ( subject? verbs etc ) - T underlines the subject in both sentences, ( by using blue colour ) - T underlines the adverb 'always ' with the red marker in both sentences - T asks: ‘Where is the verb?’ ( in the 2nd sentence) - Ss answer (get up) - T asks: ‘Where is the verb here? ( in the 1st sentence ) , T waits for few seconds and underlines 'm ( by using blue colour ) and writes under it ' verb be ' - feedback, T writes under the subject 1 , under the verb 2 , under the adverb 3, ( for the 1st sentence) ( for the 2nd sentence) under the subject 1 (blue colour), under the adverb 2(red colour), and under the verb 3(blue colour). -Drilling, T uses the frequency adverbs in a sentence, and asks Ss to repeat - T ' I'm always happy' - Ss ' I'm always happy' -T ' I usually get up at 8 o'clock - Ss ' I usually get up at 8 o 'clock - T ' I hardly ever see them before 9 o'clock - Ss ' I hardly ever see them before 9 o'clock - T ' I never answer the phone ' - Ss ' I never answer the phone '

- T gives Ss the HO2, and gives instructions. Ss need to read the sentences and answer for themselves, (they will do this alone) T gives one example. (I get up at eight in the morning I never get up at eight in the morning.) - T monitors and checks if Ss are using the frequency adverbs correctly. - Ss work on the sentences for a couple of minutes. - T puts Ss in pairs. - Ss check in pair with their partners if they have the same answers. - Feedback, T asks Ss to read few of their sentences.

- T writes on the W/B, Do you get up at 7 o'clock? (always usually sometimes never) - T gives Ss the HO with the questions. T gives instructions: ‘Ask your class mates