T starts the lesson by talking about his/her daily activities briefly. S/he plays a short video about an English teacher’s daily routine. S/he asks ss to compare their daily activities to the teacher’s while watching the video. S/he asks questions like "Do you get up early, too?".

T shows a picture of each daily routines phrase through PPT and elicits the phrases from ss. S/he models the pronunciation of the phrases and ss drill them. Then s/he shows the written record on PPT. The syllables of the phrases are shown on PPT, too. Ss work on word stress where necessary.

T shows the pictures of the phrases on a piece of paper. S/he tells the phrases and asks ss to tell the letters demonstrating those phrases. Then T tells the letters demonstrating the pictures and ss tell the related phrases. Then ss work in pair. One partner tells the letters demonstrating the pictures and the other tells the phrases. Ss exchange partners in their pairs. T monitors ss during pairwork. T-SS, PW 10 mins T mimes a phrase and ss tell it. Then one by one ss pick a picture of a phrase out of a box, mime it, chooses a student and that student tells the phrase. T asks the miming student if the answer right or wrong. Then the chosen student picks another picture and follows the same procedure. T-SS S-SS 5 mins Ss are given worksheets where they match the phrases with the pictures and fill in the gaps with the verbs of the phrases to complete a paragraph. Ss work alone. T gives class feedback. S 5 mins

Before working in pairs, T employs pairing. Ss picks cards on which the phrases they have just learnt out of a box. Ss choosing the same phrase become pairs. Then ss do an information-gap activity in pair. Partners ask questions including the target phrases and complete a chart with the answers they have received. Before starting the task, T models the question pattern. T monitors ss during pairwork.