T writes incomplete sentences on WB and ask sts to complete them with the correct form of the verb. As this lesson is a continuation of two other lessons about the topic of the simple present and daily rountines, sts should be able to complete the sentences easily. T drills the sentences then tries to elicit "daily routines". T explains to sts that they can use the simple present to talk about their routines

T explains the task and distributes HO. Sts complete the task. Sts check in pairs first and then T conducts WCFB by asking individual sts.

T asks 5 sts to stand near the board. T distributes a set of cards for each of them. Each set contains parts of a sentence (subject, verb, -s/-es, and a complement). They hold the cards and try to make a meaningful sentence. If the sentence is not meaningful, one of them changes his/her card. Sts read the words on their cards first. After that, they repeat the whole sentence as a class.

T shows a model paragraph about his daily routine. Sts write about their routines. T monitors and checks. Sts complete the task. T demonstrastes how to do the second part of the task. T asks one of the sts to read her/his paragaph out loud. T writes "St's Name goes to bed at ....". Sts then write another paragraph about their classmates in order to practice using 'the third person -s'. T monitors and checks .

T writes the sentence, "She go to bed at 9.00." and asks sts what is the mistake in that sentence. One of the sts corrects the mistake. T distributes handouts and sts complete the task. Sts check in pairs. T monitors and checks.

T asks all the sts to stand up and form a circle. T gives a ball/dice/... to one of the sts. T asks that student to say a sentence about his/her daily routine and then to throw the ball to him. T repeats the sentence using the third person. T says another sentence about himself and throws the ball to someone else and so on.