Post labels for 'Likes dog', 'cat', or 'horse' around the room, and ask the Ss to find the one they like best. Before sending them to their corners, T will ask them to take their notebooks with them. When T sends them back to their seats, T wants them re-grouped by which animal they like. (This will help when they write a text about their partner.) Ss will move the labels from the corners to the board. How do we make these three words plural? 'add s.' But do the 'S's all sound the same? (no) What are the differences? Talk with your partner what the different sounds are! Pronunciation ex. 2: Listen to these words, and tell me where to write them on the board. Let's say them together. (airport, clocks, exercises, keys, phones, starts, watches)

Now let's listen to a few more words (p 23, Pro 1.47) T will now offer the students those present simple third person verbs to categorize, and ask them to put one verb on the board. Each word can be practiced as it is put on the board. Having just finished categorizing both nouns and verbs, T want Ss to see why they have different endings. Why do they sound different? It depends on the SOUNDS they end with, right? -Unvoiced consonant: /t/, /k/, /p/, /f/, and voiceless /th/, become plural with an /s/ sound. (eg kicks, jumps, laughs…) -Voiced consonant: /b/, /d/, /g/, /v/, voiced /th/, /l/, /m/, /n/, /ng/, /r/, vowel or diphthong become plural with a /z/ sound. (eg calls, begs…) -Other: /s/, /z/, /sh/, /zh/, /ch/, and /j/ become plural with /iz/ or /ız/. (eg guesses, dashes, catches…) Now Ss should think of one verb and say it to their partner, picking the right way to pronounce the 's' in it. T will pick a few examples for instant feedback.

What is the difference between work and works, get up and gets up, start and starts? Or, WHO is the difference? T will use guided discovery to elicit the present simple grammar, using a slightly adapted version of the texts, ex. 1 on p. 23. On the screen, Ss will see one sentence from the text at a time; each sentence will appear in the first person, and the Ss will be able to consider what the third person should look like before seeing it. Students will provide the correct answers to fill in the blanks for the third person of the present simple. T now provides a handout with instructions to 'Choose the correct verb.' Remember that 'I' and 'she' will be different! Handout (pg 139, ex. 6) After the handout is finished: Men, tell me the answer to number 1. Ladies, number 2...

Write about your partner's daily habits. BUT! Don't ask them about their habits, just guess! What does 'guess' mean? Do I know? I .... think. So, write 4 sentences about your partners habits. What time does he get up or eat lunch or go to class or brush his teeth or go to bed... Ss have 3-4 minutes to do this. T asks some Ss what their guesses were. Ss share one guess each. 'Now ask your partner about whether your guesses were right!' T asks some Ss whether their guesses were right.

Seat switching: people who normally get up before 7 (or 8) o'clock, between then and 9, after 9, sit in together. Now, Ss share their normal schedule with their new partner, focusing on 4 times of day. They can use the words 'bed, breakfast, coffee, dinner, get up, gym, work, home, lunch.' Ss may want to write their sentences down. (T can put these on the board.) (Speaking ex 1, pg 23)

Ss will now take the sentences they have practiced and written, and they will try to find someone whose schedule is similar to theirs. (Speaking ex. 2, p 23 - FIND SOMEONE WHO) CCQ: What questions will you be asking? When do you normally get up? I normally get up at 7.30. etc. [If there is additional time, this activity could have different pairs sharing about their routine to the class.]