T tells the class to watch the short video about Mr. Bean's morning routine and then talk in their pairs about the similarities/differences between his and their own morning routine. Ss watch the video and talk in pairs. There is W/C F/B.

T displays the HO. T tells the class to look at the clock and write the times individually. Tmonitors. T tells the class to check answers in pairs. T plays the track, ss listen to the answers. The answer key is displayed on the board via OHP. T drills examples chorally and individually.

T sets the task and then gives the HO. Ss listen and look at the times. T elicits meaning of "nearly", "just after", "almost" and "about" by using a model clock. T asks possible CCQs, e.g. "When it's nearly 3, is it a little before or after 3?", "When it's just after 5, is it much later than 5?" T drills examples chorally and individually.

T names the ss as "A"s and "B"s. T sets the task, tells the ss to complete the missing times on the clocks in the HOs by exchanging information and models a split personality example. T uses the possible ICQs at this stage; "Do 'A's and 'B's have the same clocks?, Will you show your paper to your partner?, etc." T gives the HOs for "A"s and "B"s Ss work in pairs and use the TL to complete the missing times. T monitors. As F/B ss look at each other's papers and check their answers.

First, T pairs the ss up based on the time they get up in the morning. T guides the ss to mingle and ask/answer the times they get up, and order themselves accordingly. The ss sit back in this order. Next, T models the task with the W/C. T draws a clock, indicates the time and asks the time. T elicits the answer from the ss. Then, T names the ss as "A"s and "B"s and tells the ss to work in their pairs and ask/answer (A draws and asks, B answers). T asks the ICQs; "Who is drawing A or B?, Who is telling the time A or B?" T monitors and asks them to switch roles. T monitors and takes notes for delayed correction.

T ECDWs the word "hurry". Ss listen to the conversations and complete the blanks. Ss check answers in pairs. T monitors. Ss listen again if necessary. T tells the ss to find the AK under their chairs. Ss practice the dialogues and switch roles. T monitors and takes notes for the delayed F/B.

T arranges the seating as two circles. T demonstrates the example dialogue with the W/C. T asks the ss to ask the times of their daily activities and find out the most stressed person according to the answers. Then, there is W/C F/B.

T boards examples of errors and good usage of English and elicits the correct form of the errors from the ss. T drills the sentences. T uses backchain drilling.