Categories. Timer for , meals, daily routines: Students sit in a circle. T models the following percussion rhythm: slap knees twice, clap hands twice, snap fingers on one hand and then the other. As the beat goes on, T announces the category. On the next snap, say a word in the Category. Go around the circle, every student gets a turn. The category changes when all known words have been said, or when someone makes a mistake, or everyone's said a word.

T asks students: what classes do you have at school? T uses picture cards 126-131 to introduce the school subjects and then T gives each row of students a target word, then T+Ss play Pop-Up. Pop-up: Students quickly stand up and sit down when they hear their target word. T mixes subjects within phrases to have the whole class moving.

Before exercise: Teacher reads text from page 102, ex. B from Teacher's Book. Page 72. Ex. B.

Teacher shows a slide of different times, both digital and analogue and ask students: What time is it? What time do you: wake up/go to school/ go to bed/ come home? What do you do after classes? T nominates students to get answers. After students answers, T holds up picture cards 132-135 and asks students: where are the students? T models the reply 'They're at (karate class)', then continues to elicit answers.

Before exercise: T draws attention to the grammar box on page 74 and points out the -s in MondayS. T differentiates that we use plural when we do something regularly unlike when we talk about something we do on just one day. Ex. B p. 74. Students create a poster to their favorite class, i.e. Dance Class. T mentions to add schedules.

Before playing the video, T announces what the video we're about to see is about and then instructs students to pay close attention to the countries and subjects that are mentioned on it and suggests to take notes from it. T plays the video on p. 78. Afterwards, T presents a picture of the world map and asks students to point with a marker where the previously said countries are. Then, we move together to p. 78 and T asks students to observe the flags that are on the book, then we work on ex. C and D (p. 79).

Ex. F, p. 79. Students share their answers.

Students watch an interactive video about Labor Day. https://en.islcollective.com/english-esl-video-lessons/listening-comprehension/deep-listening-focus-on-meaning/labor-day-teded/444895