The teacher will use the cover page of the presentation along with a quick listening on a pharmacist's daily routine to set the context of the lesson. Students will be asked to predict from the cover page what the lesson will be about. Students will listen to the recording and answer two questions which will also serve as a gist activity. What is the woman describing? Do you think she enjoys her job?

Students will be exposed to a model of the text type. The teacher will use a reading activity taken and adapted from the coursebook as it was too long. Students will read the text quickly and then compare the man's daily routine in the text to theirs answering two questions What do you think about his daily routine? Is it similar to yours or different?

The teacher will then use the text to highlight key points to take into account when writing this task. The teacher will analyze the layout in terms of paragraphs and content and look at the language recommended by the coursebook to be included in the writing task later How many paragraphs are there? How many parts of the day does he talk about? The teacher will then highlight key vocabulary from the text and check the meaning with students. The teacher will also draw attention to adverbs of frequency so students bear them in mind for the task ahead.

The teacher will ask students to think of ideas before writing about their daily routine. Students will have three minutes to takes notes and create a draft. The teacher will show some prompts to help students generate ideas.

Students will be reminded of the instructions and will be given up to 15 minutes to write about their daily routine. Students should structure the writing in 3-4 paragraphs and be sure to include what happens in the morning, afternoon, and evening describing tasks they do at work/home, the best parts of their day, and what they do to relax at night. Students should also remember use adverbs of frequency.

Students will be divided into breakout rooms and asked to share their writings with their peers. They should learn about their classmates' daily routines and conduct peer correction. During this time the teacher will monitor the interaction and note down any further errors made that were not corrected or reformulated

The teacher will offer feedback on the content of students writing and ask students what they may have learned about their classmates' typical day. Error correction and reformulation will then be conducted to draw students attention to other errors which may have not been picked up by their peers