DRAW a clock on one side of the w/b. SAY 'Good morning' and POINT AT the time on the board, IF NECESSARY ask 'what time is it ?'

POINT AT the times of the day and MIME eating and ELICIT the word 'breakfast'. MAKE SURE and HIGHLIGHT 'to have breakfast' but not 'eat'. SAY 'have breakfast' and ADD the stress!! (very important). PLACE the paper around the clock and CONTINUE doing this with all the activities, and one by one move the papers with activities written on to appropriate time, try ELICITING as much as you can.

Go through the activities of the day 'DRILLING' the lexis, Say 'LISTEN' the get students to REPEAT ( get up , wake up , have breakfast, meal, do exercise have lunch , midday , have dinner, go to bed , midnight with pictures ( meaning ) . POINT AT the stress by fingers or drawing ( pronunciation ) . FORM : Use also 'I GET UP in the morning' at 6 o'clock , WE and THEY ACTIVITY : Ask students in pairs to do ex. 1. MONITOR and do FEEDBACK. USE CCQ's like 'do you have breakfast in the evening at 7.00 pm ?' 'Do you go to bed at night?' HIGHLIGHT at night is different to in the morning.. evening etc HIGHLIGHT early & late, using get up and go to bed!

What can you see in these pictures ? When do you have your breakfast? Do you work after midday or before midday?

This box is about daily routine according to British. Guess the time of these activities from the previous box.check your answer in pairs.

Now listen to the record and check your answer. Okay put a tick if you agree with the time in the text . Put a cross if you don't agree.

If there is free time Ss will write sentences about their daily routine. Then they compare it with partners by asking questions about time or activities or discuss it.