1. T greets the students and commences the session 2. T shows the picture of Carol from the previous lesson to recall the context: 'a typical day/daily routines'

T has extracted some sentences from the reading passage about Carol to further draw students' attention to the target language. 1. T forms 2 groups 2. T gives instruction for Activity 1: - I have 2 sets of papers here. The times of the day and Carol's activities. - You need to match each sentence with a time. - Work in your groups - 2 minutes 3. T asks for WCFB (see next stage)

1. T draws a table on WB to present parts of speech of the sentences in the activity and deliver and highlight the form of the target language 2. T asks for WCFB: "What does she do at 7.45 am?"... 3. T writes the answers in the table and sticks the endings (-s/-es) 4. T asks "Does she do these things every day?" to ensure the understanding of the use of present simple 5. T highlights the -s/-es endings' sound and drills the sentences to practice the pronunciation of the target language 6. T CCQs the sentences by changing the subject pronouns/taking out -s/-es endings to make sure of the understanding of the form

1. T sets up Activity 2: - Here we have a table - As you know, for some verbs we add a -s for 'she and he' and for some we add an -es. - Read this part of the table and write when we add a -s/-es. - Work alone - 2 minutes 2. T asks for pair check 3. T asks for WCFB

1. T asks one of the Ss: "Now let's see something. [Student's name] do you go to work every day?"/"Do you go to school?" (the answer for one of them should be "No, I don't.") 2. T asks Ss to try to report his situation in the negative form to elicit 'doesn't' 3. T tries to change some of the model sentences on the WB to negative by the help of the Ss 4. T drills the negative sentences to practice pronunciation 5. T asks a few CCQs

1. T sets up Activity 3: - Here we have Tom's routine - We need to say what things he does and what he doesn't - We have the verbs in the brackets - Look at them and write the correct form of the verb - Work alone - 2 minutes 2. Ss pair check when they are finished 3. T asks an early finisher to come to the board and write the correct verb forms 4. Class checks with the board 5. T gives necessary FB

(T forms new pairs) 1. T gives instruction for Activity 4: - We are going to watch a video clip about Mr. Bean's daily routine - Here I have a paper with some sentences he says about himself. For example: "..." - In the table here, you need to write a sentence about him. For example: "He ..." - Watch the video and write about him - Work alone 2. T ICQs 3. T plays the video and pauses after each part to give time to the Ss to write 4. When Ss are finished T asks for pair check 5. T monitors the Ss and takes notes for the late feedback 6. T asks for answers individually 7. T provides correction regarding the meaning, form, and pronunciation of the target language by referring to the highlighted sentences on the WB 8. T finishes the session by wishing everyone a good day