I will begin with images of daily routine on the board (in the order in which they happen). I will elicit the context "daily routine" from them. Once they guess it, even if it is not the words "daily routine" I will write that on the board and explain "daily" and "routine."

Explain the worksheet (3min)--"there are a set of images like on the WB and a set of vocabulary words. You will match the words with the images--as many as possible." Ask students to put their things on the floor, except a pen and paper. Pair students. *prior to class, put the desks together in pairs so they understand they need to work with one person. Once paired, check the instructions (1 min). Ask Ss who they are working with. Ask Ss what they will do with the worksheet. Pass out worksheet and ask students to begin. Monitor (4 min) Get Ss attention. Elicit one word from each pair and drill the word (individual). Once all pairs have given a word. Write on WB. Go again until all words have been elicited. Do choral drill by pointing to the images/word. Mark stress when necessary (10 min).

Tell Ss they will read a paragraph with my daily routine written on it. After they read it, they will answer T/F questions about my routine. Check Instructions. Pass out H/O.

Using the WB, I will explain that the form is the same for "I, we, they" i.e. "I eat breakfast, they eat breakfast, we eat breakfast..." I'll ask students to say a sentence about their daily routine to check for accuracy.

I will have the students write 4-5 sentences about their daily routine. I will provide a starter on a H/O, i.e. When I wake up, I________________ Then I ____________________ After_______________, I___________________

Ask students to work with a new partner and tell about what they do in their daily routine by using their written practice sentences in H/O 3