T asks students “What time is it?” and elicits “It is 4 o’clock”. Then, she shows the clocks on the Power Point presentation and asks “What time is it in New York/ Delhi?” Then , she shows a different time and again asks the time. She reviews the difference between “past/to” and checks their understanding by asking concept checking questions.

T shows the picture of a morning rush hour and the clock and asks “Is it morning afternoon or evening? What time is it?”. Then, she wants them to work In groups and choose a sentence for each picture. Ss give feedback to the class.

T shows the picture of the morning rush to elicit Monday. Then asks “What day is it after Monday?.She asks students to listen and write the days in the diary in exercise 1c. T does whole class feedback.

Ss works in pairs and tries to find the next two days that follow on page 26, exercise 1c.

T asks Ss to look at Aki’s diary and shows the sentences “Monday: She is free, Tuesday: She’s She’s busy. Wednesday: She’s not here” on the ppt. To check students’ understanding of the words busy and free, T asks concept checking questions (e.g. Is she in the office on Tuesday? Does she have time?) T drills the pronunciation of free and busy chorally and individually. T asks Ss to listen to Aki’s day and complete the sentences. Ss give feedback to the class. T asks “ Which word comes before Monday, Tuesday, Wednesday? Which word comes before 7.00, 5.00? Which word comes before the morning, the afternoon?”. Then she asks “What about Monday morning, Tuesday evening?”. Then, she asks them to place the prepositions in the table in exercise 3a.

T divides Ss into three groups. Each group has a different colour of cards that different times written on them. T gives everyone in the group two or three cards. Groups try to put the cards in the envelope with the right preposition on it. T does whole class feedback.

T divides Ss into pairs and gives each pair a timetable. She elicits the question “Are you free on .......?” and asks Ss find each other’s free time.