The teacher shows students their diagrams/maps and elicits what recreational areas they decided to incorporate into the summer camp (the teacher should retrieve the diagrams/maps from the previous class). The teacher mind-maps their ideas on the board for further reference later.

Students are shown a set of pictures of recreational areas and pieces of equipment – the teacher elicits as many answers as possible, and students are asked to match the pictures with the correct word as follows: 1. tennis court 2. net 3. swimming pool 4. sports center 5. racket 6. bat 7. bicycle 8. sports field The teacher elicits other recreational areas/pieces of equipment and mind-maps their ideas on the board for further reference.

Reading for gist – students read a short advert about a new sports center located near their summer camp and decide what it is about. Reading for detail – students read the short advert again and decide whether the following statements are true or false: 1. The sports coaches help you get better at a sport - true. 2. There are activities on three Saturdays in June - true. 3. The Baseball Day is six hours long - true. 4. Tennis lessons are on the sports field - false. 5. The activity with bicycles finishes at 11 a.m - true. 6. You need a Sports Teen Card to swim for free on Saturdays or Sundays - true.

Meaning – students read a few sentences from the advert and identify both possessive adjectives and pronouns to complete a table as follows: ○ My - Mine ○ Your - Yours ○ Her - Hers ○ His - His ○ Our - Ours ○ Your - Yours ○ Their - Theirs Form – students identify whether possessive adjectives and pronouns are used to describe or replace a noun as follows: ○ We use possessive adjectives to describe a noun. ○ We use possessive pronouns to replace a noun. Students choose the correct option (adjectives or pronouns) to complete the sentences as follows: 1. This ball isn't mine. It's hers. 2. Our sports center is great! 3. Is this tennis racket yours? 4. Maria is using her brother's bicycle. 5. Is Tom Wilkins their coach? 6. His baseball bat is on the sports field. Pronunciation – students identify the sentence stress in the following examples: 1. This ball isn't mine. It's hers. 2. Our sports center is great! 3. Is this tennis racket yours? 4. Maria is using her brother's bicycle. 5. Is Tom Wilkins their coach? 6. His baseball bat is on the sports field. Note: students play 'what's in the bag' – they place one of their belongings into a bag; the teacher pulls out one of the items and asks whose it is (pre-teach the pronoun 'whose' before).

Students order a set of prompts in the context of a routine – the teacher elicits as many answers as possible and contextualizes both vocabulary and simple present (3rd person) to talk about routines: ○ wake up ○ get up ○ brush one's teeth ○ have breakfast ○ take a shower ○ get dressed ○ go for a run ○ walk the dog ○ go to work/school ○ have lunch ○ do homework ○ complete work tasks ○ hang out with friends ○ play a sport ○ have dinner ○ go to sleep Students look at a picture of a swimmer at the summer camp and brainstorm about what his routine might be. The teacher mind-maps their ideas on the board for further reference. Listening for gist – students listen to a short interview to check and compare their answers. Listening for detail – students listen to the interview again and decide if the following statements are true or false: 1. Dan gets up early. - True 2. He has a small breakfast. - False 3. He's a student. - True 4. Dan has lunch at home. - False 5. He goes swimming after classes. False 6. Dan watches TV or goes on the internet before bed. - True

Students complete Dan's diary with the relevant activities according to his timetable as follows: 05:00 - get up 06:00 - go swimming 08:00 - have breakfast 11:00 - go to university 02:00 - have lunch 05:00 - meet friends 07:00 - have dinner The teacher emphasizes the use of the third person and elicits as many answers as possible to write complete sentences as follows: ○ He gets up at 05:00. ○ He goes swimming at 06:00. ○ He has breakfast at 08:00. ○ He goes to university at 11:00. ○ He has lunch at 02:00. ○ He meets friends at 05:00. ○ He has dinner at 07:00. Students are shown the scientist wheel again and are reminded about the scientist of the week. The teacher asks students about what Einstein's routine might have been like. Students make simple present sentences speculating about his routine – the teacher monitors and offers help if need be before showing the answers on the board: ○ get up - 08:00 a.m ○ have dinner - 06:30 p.m ○ go to work - 01:00 p.m ○ go to university 11:00 a.m ○ have breakfast - 09:30 a.m ○ meet friends - 04:30 p.m ○ have lunch - 02:00 p.m

Students retrieve their diagrams/maps of their summer camp and prepare a timetable for the leisure activities and/or events. The teacher monitors and reminds students that the activities should be focused on the areas they chose on the first day (i.e., on Thursday, we'll go to the zoo to see some animals). Once done, students present their timetables to the class and are given feedback.