Video of a typical day in SF to get students engaged/set the context. (Shows people going to work, having breakfast, getting their coffee, having lunch, walking to/from places, driving, etc.)

Read about a normal day for Carol and answer gist question - Does Carol have breakfast, lunch, and dinner every day? o Check your answer with a partner. o WC FB: then ask to check comprehension, what time does Carol have breakfast, what time does Carol have lunch, etc. • *Note: use of "at" w/ time • *Note: "midnight" – CCQ: what time is midnight? Model/drill pronunciation. • *Note: "about" – CCQ: does that mean exactly 7 hours? Model/drill pronunciation.

In pairs, match 10 pictures of Carol’s routine w/ the appropriate words/phrases o Peer check w/ another pair o WC FB Will be monitoring to see which words/phrases they know or are having difficultly with.

Model/drill each answer from previous activity for pronunciation. Go over meaning if any questions/confusion. • *2. Note: usually say have breakfast/lunch/dinner, not eat… • *7. Note: get home → arrive home • *9. Note: go to bed, not go to the bed • *4. Note: start/finish work → work is a noun here B) Model/drill sentences from reading

In pairs, match the words/phrases from 1a to a time of day. (morning - get up, have breakfast) WC FB Will be monitoring to see if anything is unclear before going into speaking activity.

In NEW pairs, tell your partner about your daily routine/what activities from 1a you do at what time. (Example: I get up at 5am every morning.) Also, find out what activities you and your partner both do at the same time. (Example: We get home at 7pm every night.) o *Note: meaning of "at the same time" • WC FB: what do you and your partner do at the same time? o *Ex on board: Fazi and I start work at 9am. If there is sufficient, time, may have students do a mingling activity talking about their daily routines with different people.