T draws the diagram and points out the 100% and o% at each end and then gives them HO1 a time table" of things I do in the week". T then writes sentences on the board (with blanks) and asks Ss to think about the meaning of the adverbs from the diagram. Then Ss fill in the blanks with the correct adverbs. T checks answers. T introduces (usually) and (not usually) asks Ss to put the word in the diagram. After Ss understand the meaning T drills its pronunciation.

T gives them phrases with "every" and asks Ss to put them in orders.Check in pairs.T writes answers on board. T then writes /early - late - tired - busy - together/ on the board.T explains the word that the SS don't know( as in the vocabulary analysis sheet) then teacher drills pronunciation of words.

Teacher shows HO3 and asks students to answer a question "what do they always do together on Sunday" after listening "to a CD" and reading the text. Teacher makes sure students understand the question before starting the CD player. Check in pairs. Then teacher checks with WC.Answer is written on WB.

Teacher gives the students a HO4 with questions to answer about Pete and Maggie's Sunday routines. Teacher explains and demonstrates how the questions are answered. Then teacher gives students five mins for them to answer .Then check in pairs .Answer key is given for FB.

Teacher writes on the white board sentences (while the students were answering the previous HO) with the frequency adverbs highlighted and focuses attention on the position of the adverbs and "every". * Frequency adverbs go after the verb be. * Frequency adverbs go before other verbs. * Frequency adverbs with "every" are usually at the end of the sentences. *Teacher points out that with frequency adverbs we can use the plural form of (time words) but with "every" we don't use plural form.

Teacher regroups the students and asks to work in pairs. Teacher gives HO5 and shows a demo how to answer the question. Teacher monitors and checks the word order in students sentences for FB. Check in pairs. T nominates Ss to answer the questions . Error correction on WB.

Teacher asks students to write four sentences about there Sunday routine using the frequency adverbs. Then one or two students tell the WC about it. During activity, teacher monitors and checks for any common errors for delayed error correction.