T writes up personal information on the board and puts Sts in to pairs to discuss what they think each point refers to. T elicits the first item - "Michael," and that it is the T's name. T elicits the question that is most appropriate for that answer: "What is your name?" In pairs, Sts come up with questions for each of the other items on the board. T projects possible answers on the board for Sts to compare together. Elicit other suggestions from the Sts. Divide the class in half and form 2 concentric circles - Sts facing each other. Give them 1min to ask each other the questions in pairs. The outer circle rotates left and repeats the process. Sts repeat the task with other partners.

T mimes a couple of 'daily routine' actions and elicits the lexis from the Sts (e.g. 'wake up' 'get dressed' go to work,' etc.). In pairs, Sts mime other actions they know for their partner to guess. T monitors and writes up sample phrases on the board. T clarifies the meaning of the phrases with the whole group before modelling and drilling anything students appear to have difficulties with in their pronunciation. T elicits the topic of the day's lesson.

T projects an image of a MetroNap pod on to the board. In pairs, Sts discuss what they think it is and what is can be used for. T elicits a couple of ideas from the class.

T explains that the Sts will read a text about the photo presented in the previous stage. Sts will have 45 seconds to skim the text to find out which of the activities listed earlier people can do with the pod. When T says "stop," the Sts must put their papers face down. Ask: "Will you read the text quickly or slowly?" (quickly) "Do you need to read and understand every word in the text?" (no) "When I say 'stop,' do you keep reading or turn the page over (mime turning over the page)?" (turn over) After reading, Sts discuss what the pod is used for with their partners. T elicits the answer in whole class feedback.

T puts Sts in to pairs and makes sure each pairing has a pen/pencil between them. T labels the Sts as either 'A' or 'B.' T holds up 8 questions that have been cut up in to separate strips of paper and explains that the answers to each question can be found in the reading text. (T makes sure that the reading texts are still lying face down, so that the Sts can't start reading them before time) T demonstrates the activity with one of the Sts by coming to the front of the class and picking up ONE question strip before returning to his 'partner' and reading the question out loud. The other student (seated and with the reading text in front of them) then searches for the answer and tells the first student. The T mimics writing down the answer on the question strip before returning to the front of the room. If the answer is correct, the first student may sit down and their partner then comes up and gets the next question. This is repeated until all the questions have been answered. T asks ICQs to ensure all learners understand the steps to be taken. T projects the questions on the board once enough groups have finished the game, so that those that haven't finished can see what the missing questions were. T then projects the answer key.

T provides Sts with cut up strips of paper outlining the typical sequence of events when taking a MetroNap. In pairs, Sts put the steps in the correct order using the reading text to help them. Sts switch places with a different group in order to compare their answers. T projects the answer key on the board for Sts to check if they were correct.

T projects a list of questions up on the board. In pairs/small groups, Sts discuss each question. T monitors and makes a note of any mistakes to bring up in error correction at the end of the lesson. T nominates Sts to share what they discussed in their pairs/groups with the rest of the class.

T writes up some sample sentences containing mistakes made my the learners in the speaking task. In pairs/small groups, Sts attempt to correct the errors, if possible. T elicits the alterations (or provides the correct models if the learners are unable to do so themselves). T elicits the topic of the lesson from the Sts, and lists everything the class did in the session. T asks concept-checking questions (CCQs) to clarify that the students have understood the purpose of the day's class.