This stage activates learners' prior knowledge and engages them by discussing their daily routines. I'll ask open-ended questions like, "What do you do every day?" and encourage small group discussions. This sets the context for the topic "day" and builds confidence through familiar content. At this pre-intermediate level, I'll monitor to ensure all participate, offering prompts if needed (e.g., "Do you work or study?"). The aim is to create a relaxed atmosphere and introduce the target language naturally.

Learners are introduced to the target language (collocations with "day") through a guided conversation designed by me containing examples like "the day before yesterday" or "one day," and I'll set a gist task ("What are Anna and Mark planning to do one day?") on Google Slide for individual responses. After reading, learners discuss in pairs, then submit answers.

Using Google Slides, I'll explain the meaning of collocations (e.g., "every day" = routine, "one day" = future possibility) with visuals like timelines and/or examples. Form is addressed by showing sentence structures (e.g., "I work every day"), and pronunciation is practiced through choral and individual drilling, focusing on stress (e.g., "EV-ery DAY"). I'll check understanding with concept questions (e.g., "Does 'all day' mean a short time?") and address confusion between similar terms.

Learners practice the target language in a structured way using part of the exercise 1 from the Wordspot "day" page (SB p. 37), completed individually on Google Forms. The task involves choosing the right answer for each sentence (e.g., "a good day" or "the day before yesterday"). After submission, learners check answers with peers using the OCFB, where I'll display correct answers.

Learners apply the target language creatively discussing things they've done "The day before yesterday", "Yesterday", "Today" and "One day". This happens in breakout rooms, where pairs or small groups talk for a couple of minutes, then they write them down followed by a brief class share. I'll monitor to encourage use of TL and support quieter students, ensuring learners practice fluency despite limited vocabulary. The task is kept simple to match their level.