T uses realia to elicit the word "clock" T writes word "clock" on WB T asks SS what time is it T writes it on WB. T gives instructions that SS will work in pairs and try to tell what time is it T gives out HO of pictures showing time T checks answers and writes them on WB

T asks SS what day is today, what day is tomorrow. T writes days of week on WB( Only do it if SS cannot name the days in Aki's Diary.) T plays recording 1.57 Ask SS what does she say. Write on WB (I'm at the office on Monday; I'm free on Tuesday morning and Tuesday afternoon; I'm in London on wednesday.)Exposure to 3 prep(in, on, at) T gives instructions that SS will receive example of a woman's diary, and they will need to answer these questions: When is she free? When is she busy? When is she not here? T gives out HO to SS.

T writes on WB more examples of sentences with prepositions: I'm busy in the evening. I wake up at 6.30 in the morning. T asks SS what's different about these sentences. Then underline "in, on, at".

T explains to SS that we use "on" before days, "in" before "the morning, the afternoon, the evening", but at night, and at before times. T gives the task to SS. "Now you will practice using in, on, at." T gives HO to SS (page 26, ex. 3a, 3b) SS work together to fill in answers. T models and provides controlled practice of pronunciation of phrases.

T explains to SS that they are going to receive pieces of papers with a diary and they will need to work in pairs to find the time when they are free, busy, at work, in New York, have English class, meet Alex & Rosa. T divides SS into students A and B. T gives HO to respective SS. T monitors how SS are doing, maybe help a little if they are stuck.

T explains to SS that they have to do the same thing as before, but write their own diary, and find out about each other when they are free. T gives out empty diaries to SS. T monitors and helps a little if any help is needed.