T tells a story by showing a picture on the screen. "Joe wakes up everyday at 7.30. He gets up at 7.45. He has a shower, brushes his teeth and puts on his clothes. His leaves his house at 8.15. He walks to the bus stop and waits for the number 500 bus." story was adapted from Scrivener (2010, p.102) Scrivener, J. (2010). Teaching English Grammar. London: Macmillan.

T shows a PPT slide (1) on which these questions are written: "When do you get up? " "When do you have breakfast?" Next, Ss discuss their answers in pairs. (T must specify a partner for each student first). Finally, some of the answers are elicited.

After elicitation, some of the students' answers are put on the WB.

Meaning: T ask the CCQs about the questions on the board. "He works in the bank", Has he got a job? (yes) What is his job? (bank officer, employee) Does he work there on Monday? (yes, probably) Tuesday? Wednesday? , etc. Is he in the bank now? (Possibly, we don't know) "She plays tennis." "What sport does she like?" (tennis) Does she play often? (probably) Is she playing football now? (Possibly, but we don't know) Form: T takes ss attention to structure of affirmative sentences and wh- questions (part of speech and their conjugation difference) for different pronouns. As far as the irregular forms are concerned, T takes ss's attention to most common verbs like "does, has, goes". T also superficially explains that -ies replaces y when the base form ends in a consonant followed by y. Pronunciation: T gives backward repetition drill for the written sentences as well as for "He finishes at 11 o'clock."

T asks students to do exercise 7 (a). They will need to make guesses. T models the first question. Afterwards, teacher says " listen to this dialogue and choose the correct answers". Having answered the questions, ss check their answers with their partners. In the end, teacher asks for the correct answers and provides them on the screen.

T gives the HOs an asks ss "write six sentences about you. Use the words from the box."

Ss stand up and mingle to share information about themselves until they find someone who has written the same 3 things.

Teacher time gives ss time to put the words in the correct order. Then, the T divides students into 4 person groups in order to answer the questions.

After writing down the incorrect structures, T puts the incorrect forms on the board and asks volunteers to correct them.