Show the title "I wake up at 4:00" on the board. Ask SS: "What time do you usually wake up?", and "How many hours do you sleep?" Get quick responses from a few students to build interest. Open class feedback.

Point to the picture at the top SB p 50 of the man asleep in ex 1A, p 50. Elicit or teach the word sleep. Put SS into pairs to talk about when they do the things in the list. Take feedback as a class. Point to the underlined words in the Anneli text and ask SS to match them with pictures 1-3 in ex 1C, p 50. Check answers as a class. Drill the words. Have SS to complete the exercises in Vocabulary Focus 6B on SB p.146. Play the recording for students to complete the times in Exercise a and repeat the verb phrases in b. For Exercise c, check that students understand the difference between goes home (draw an imaginary line between the picture of Danny finishing work and the picture of Danny with his key in the front door) and gets home (point to the picture of Danny with his key in the front door). Tell SS to go back to SB p 50 in ex 1E.

Focus on the topic: Write the title "A good night's sleep" on the board. Elicit ideas: Ask SS: "How many hours should people sleep every night?", "Is it OK to sleep only 4-5 hours?" Open class feedback.

Write on the board: eight, five or six, twice. Check that students understand twice (two times). Give them one minute to read the first paragraph to find out what these numbers refer to (People say it's good to sleep for eight hours every night. Some people sleep for only five or six hours and they feel fine in the morning. Some people sleep twice every night). Give SS one minute to read about Beatriz and Anneli and complete the matching task. Check answers as a class. Ask SS to say which words helped them find the answer. Take feedback as a class through orally.

Tell SS to cover "A good night's sleep" with a piece of paper. Ask SS to match the words to make daily routine verb phrases. Ask SS to look at the text to check their answers in ex 1D, p 50. Check answers as a class and write the complete verb phrases on the board.

Ask SS to ask and answer the questions in ex 1F, p 50. Ask SS to share their answers with the class as pairs.

For Exercise 1, check that students understand consonant by eliciting some examples of consonants (g, p, k, etc.) and contrasting them with vowels (a, e, i, o, u). Point out that the words start with two consonants together. Play the recording in ex 1G, p 50 for students to listen and practice saying the words. For Exercise 2, play the recording in ex 1G, p 50 for students to underline the consonant sounds thar are together in each word. Check answers as a class. For Exercise 3, put SS into pairs to practice saying the words. Monitor and check that they aren't adding a vowel sound between the two consonants.

Show SS a picture of Paul or one of his daily routine photos. Ask: "What do you think his job is?", or "What activities might he do in a day?" Open class feedback.

Play the recording in ex 2A, p 51 for students to answer the four questions. Play the recording again if necessary. Check answers as a class.

Ask SS to answer the questions about Paul's daily routine and his photos in ex 2B, p 51. Take feedback as a class.

Write 2-4 example "Present Simple: he/she/it questions" on the board: "Does she/he work?", "Do you study in abroad?" Underline or color-code key parts: Auxiliary verb (do, does) Subject (he, she) Main verb (work, study) Ask SS to notice the word order and prompt with: "What comes first?" "Where is does?" Write on the board: ____you go to bed early?, _____ your wife wake up? Elicit the missing words (Do, Does) and drill the two questions. Ask SS to complete the table in 3a with do or does in ex 3A, p 51. Check answers as a class. Open class feedback.

Ask SS to read the information in Grammar Focus 6B on SB p.124 in ex 3B. Ask them to answer the question under the cartoon: "Does she get up early?". Play the recording where indicated and ask SS to listen and repeat.

Play the recording in ex 3C, p 51 for students to listen for the stressed words in the "When" questions. Check answers as a class. Play the recording again for SS to listen and repeat.

Have SS to complete the exercises on SB p.125. Check answers as a class. Tell SS to go back to SB p.51 in ex 3B. Remind SS about Beatriz and Anneli from the article on SB p.50. Ask: "What's the same about the two women?" Give SS three minutes to use the prompts to write questions about Beatriz and Anneli in ex 3D, p 51. Check answers as a class.

Give SS two minutes to prepare questions with you from the prompts. Monitor and help as necessary. Put SS into pairs to ask and answer the questions. Tell them to write down their partner's answers in ex 3F, p 51. Divide the class into pairs and assign A and B roles. Student As read the information about Gamal on SB p.109. Student Bs do the same about Peter on SB p.107. Give SS one minute to prepare questions from the prompts in ex 4(speaking), p 51. Monitor and note down any common mistakes to deal with when giving feedback.