After greeting the Sts, T stands in front of the class and asks Sts to keep quiet and let T to remember their names as a test. This can be done like a game using the funny gestures by T. T writes the first letter of every Sts' name on the board and then tries to remember and say the name for each letter and then T adds the rest of the letters. If there is any mistake in spellings T asks Sts to correct it by spelling their names, a procedure through which T can make sure that Sts know the letters and pronounce them correctly.

T stands in front of the class facings students and starts pantomiming daily routine from waking up to going to work then he does every action once more an tries to elicit the words. After checking and practicing he writes them on the board and drill the vocabulary once more and then gives the students the pictures representing the expressions an phrasal verbs on the board and asks students to stick the pics on the WB under the right phrase.

T stands in front of the class and tries to elicit the correct form of the verb when the subject is He/She and after checking their understanding drills the sentence. Then T starts giving instructions for the activity that Ss are going to have. After instructions, ICQs and modeling each student will get a form on which different actions of daily routine are printed and on the top it has a blank space for the name of the partner the Ss are going to choose and interview them. They mingle through the class and tick the jobs their partners do every day and then they will sit and make sentences in simple past about their partners.

T gives the instructions to the Ss explaining the point that they should find it out which person works in the morning and which one works in the afternoon or evening_the phrases " i the morning" and the next two are written on the board. Then he checks if they know what to do or not and in necessary he model the job they should do and THEN he hands out the copies of the text to Ss. Ss read the text and T checks their answers and answer the probable questions

T has prepared materials beforehand, the papers on which one word is written and every two or three can make up a correct collocation. T has written one part of the phrase on the board and then gives Ss the instructions and asks two groups to think on the phrases then come to the board and complete the collocations. And then T checks the answers with the WC.

T has prepared materials beforehand, the papers on which one word is written and every two or three can make up a correct collocation. T has written one part of the phrase on the board and then gives Ss the instructions and asks two groups to think on the phrases then come to the board and complete the collocations. And then T checks the answers with the WC.

This stage starts with eliciting and practicing all subject pronouns and the differences they make in the verb of the sentence. This will done all by gestures and followed by checking and drilling them. T will also writes different forms of V + s and V + es on the board.

T gives Ss many papers carrynig one word and asks them to make a correct sentence with them. Ss will work in pairs then they show their sentences on the board and then T checks them with WC.