T holds up a clock and elicits the time from the class. T attempts to elicit both the 'American' and 'British' ways of stating it (i.e. 'six fifteen' and 'quarter past six'). If Sts have difficulties with the 'British' version, T spends a little bit of time modelling and drilling. T demonstrates the activity, "Body Clocks." T shows the time on a clock, but uses his arms and his body rather than an actual clock. Sts call out the correct time. T repeats a couple of times, before nominating a student to stand up and replicate the task using their own body and arms. In pairs, Sts then take turns to test each other on telling the time. T then demonstrates the activity again, but this time one student calls out a time and the T must act it out on his 'body clock.' Again, Sts work in pairs to complete the activity. T writes up a list of digits (e.g. 6.30) on the board and Sts work in pairs to name the times in both their 'American' and 'British' formats.

T provides Sts with a handout (HO) containing a list of different times (exercise 1) . Sts must read the article about MetroNaps again to find what the man does at those times of the day. Sts check their answers in pairs. T projects the answers on the board and underlines the verb forms.

T points to the sentences on the board and asks: "Do these actions happen only now or usually?" (usually) Individually, Sts complete exercise 2 on the HO given in the previous stage. Sts must fill in the table with the correct verb forms. Sts check their answers in pairs before T projects the answer key on the board. Individually, Sts then complete exercise 3. Sts must look at the text and find the correct collocations of 'have,' 'go,' and 'get.' Sts check answers in pairs. Sts then work together to do exercise 4, which asks them to add more items to each category. T projects the answers for exes. 3 & 4 on the board for Sts to check. T elicits the sentence "I go to work at eight o'clock" from the group. T models and drills the sentence, with careful focus paid to the sentence stress and weak forms. T writes the sentence up on the board and marks the stress for the Sts to see. T writes up a couple more example sentences and Sts practice saying them with the appropriate stress patterns.

T provides instructions for the task before distributing the second HO. Sts, individually, complete the gaps (exercise 1) before checking their answers in pairs. T projects the answer key on the board. Sts then complete exercise 2, which contains samples of the TL, but with incorrect collocations. Sts correct them before checking their answers together. Again, the answers are projected on the board.

T writes up a list of times throughout the week on the board and elicits a sample sentence from the class regarding something they do at that time. In pairs, Sts tell each other what they do for at all the times listed on the board. T monitors and makes notes of any mistakes the learners make with the target language. T conducts whole class feedback (WCFB) by asking Sts follow up questions about their daily/weekly routines. T makes sure to only nominates a few Sts here, so as not to take up too much time. T writes up any noticeable mistakes on the board and gets Sts to correct them.

T writes up the following model sentences on the board: "What time ___ you wake up?" and "What time ____ your father wake up?" T elicits the correct missing words ('do' and 'does') and clarifies that only these change when asking questions (the main verb remains the same regardless). T draws a grid on the board (4 columns; one for questions and three to make notes about different partners) and demonstrates the task by writing a question using the model from earlier. T instructs Sts to write 8 questions using a mix of second and third person forms (i.e. "what time do you get dressed?" and "what time does your wife go to work?"). T provides instructions by demonstrating the task with a student. The student stands up and asks the T a question, which is answered fully (i.e. NOT simply giving the time without the rest of the sentence). The student should make a note of the time in the first column. When the T says "change," Sts should find a different partner and repeat the task. Finally, the task is repeated for a third time with yet another different partner. Sts sit back down. In pairs, they report back to each other about what they learnt about their classmates. T monitors and makes notes of any mistakes that are made in form or with collocations.

T writes up any noticeable mistakes from the previous task on the board and instructs Sts to work together to correct them. T writes the following questions on the board: 1) What did we talk about in this lesson? 2) What did you study/learn in this lesson? Sts discuss the questions in pairs before T conducts WCFB.