T writes 'My weekday routine' on the board. Elicits meaning of routine by giving examples of his/her routine during the week. e.g., I wake up at 7 o’clock every day. Model discussion activity by asking students questions about their routine. CCQs Routine – is it a repeated activity? Does it change, or always stay the same? Weekday – Is this on Saturday and Sunday? Or Monday to Friday? Is it when most people work, or don’t work? Everyday – Do I do it just once? Do I do it sometimes? Or do I do it Monday, Tuesday Wed, etc?

T puts picture on the board. Asks Ss to imagine: 1. What’s in the picture? (What are they eating/drinking? What meal are they having?) Where are they? 2. How do they know each other? T asks questions. Gives three minutes for pairs to chat, does WC FB and writes predictions on the board next to picture.

Do listening once, students check their predictions from previous stage. Check in pairs, WC elicit (with justifications).

T gives students questions, they have 30 seconds to read them before starting the recording. Students listen to the recording, and answer questions. Can listen a 2nd time if necessary. WC FB – Go over answers, tolerate silence!

Ss work in pairs. T gives each group one handout with the time phrases chart. Ss have one minute to write in the correct answers. T writes on board three columns with the prepositions on, in and at. To the group who finishes first, teacher asks them to write their answers on the board for one category. Next group, next category. When students are finished, they check their answers with those on the board. T asks if everyone agrees. This activity can be skipped if time is running short. If I have extra time, do some drilling. Start with last word, do back-chaining.

Ss work on activity individually, check with partners. WC FB.

In pairs, students use the time phrases in the first vocabulary activity to ask each other questions. T models by asking student a question and pointing at the board. T then asks another Ss to ask her a question. Try to encourage students to combine them Q: What do you do on Tuesday morning? A: On Tuesday morning, I meet my friend for breakfast. Q: What do you do on Sunday at half past ten? A: On Sunday at half past ten, I go to the market. If I needed to cut the first vocabulary activity, give students a handout with the time phrases to use.