Introduce context about Elliot's life. 1- Show a picture of Elliot, have students guess his daily routine. Ask this question ( What does he do everyday?) 2- In case students did not know what to ask, the teacher elicit a key like (what time does he go to work?) 3- The teacher hands students pictures of Elliot's daily routine, and ask them to work in pairs, put them in order. 4- WCFB , the teacher projects the answers.

1- The teacher hands students a handout (page 42) fill in the gap exercise 2, and ask them to fill it in. Students work in pairs. (1-2) Minutes. 2- The teacher plays the sound track 6.5, and have students fill in the gaps. 3- WCFB. 4- The teacher asks students to work individually and WRITE the answers of some question about Elliot. ( Does Elliot have his pizza at 5 pm? When does he have his shower? What time does he go to bed?) 5- Students work in group to check their answers.

1- The teacher writes a sentences about Elliot (Elliot gets up at 5:30. He has his has his shower at 6 am.) 2- The teacher focuses the students' attention on the target language (third person singular "S", has). Write "S" on the white board where everyone can see it. 3- Have students underline the verbs in exercise 2 page 42. 4- WCFB 4- The teacher writes the verbs on board.

1- The teacher Focuses the attention on the last letter of each verb on exercise 2 (has, leaves, goes, works, leaves, buys, eats, gets, goes out, works, watches). 2- The teacher writes this examples on board ( He gets up at 6:00 am. He lives in a nice house. He watches the TV. 2- The teacher drills the pronunciation of reach verb, and the pronunciation of those verbs in connected speech (track 6.6) making sure students distinguish the /s/ endings. the whole class repeat the pronunciation, and then the teacher has the students who have problems in pronouncing this verbs to repeat them. 3- The teacher Writes the phonetic transcription of ("s,z,iz") dictate vocabularies to students and they list them according to what transcription they follow. ( s= likes, writes, types, "Z" = gives, drills "IZ" watches, washes, hatches. 3- The teacher Writes three adverbs of frequency( Always, sometimes, never) on the white board and asks the students to read them and guess what they mean. 4- Students work in groups to list some details they know about these adverbs. 5- The teacher projects a picture that shows the usage of these adverbs. 6- The asks students to find three sentences about Elliot in exercise 2, page 42, each one of them has different adverb. 7- WCFB

1 -The teacher asks students work individually to write sentences about Elliot using the adverbs appears at the bottom of the timetable. 2- Students then work in pairs to check their answers. 3- WCFB 4- The teacher asks students to do practice 4, page 43. 5- The teacher asks students to work in pairs and fill the gap, then he plays the recording 6.9. 6- Students work in pairs to fill the missing gaps. 7- Students work in pairs to check their answers. 8- WCFB

1- The teacher asks students to work individually and write 5 sentences about their daily routine. 3- The teacher monitor and take notes about some students daily routine. 2- Students can work in pair to tell each other about daily routine. 3- The teacher asks one of the students questions about his partner's daily routine. 4- Students change partner and asks such questions. 5- In case students needed more help, the teacher uses the notes he already has taken to elicit some questions on board.

1-Ball game, the teacher asks students to play ball game asking question about their daily, weekly, monthly routine. 2- The monitor students to make sure they are using verbs in the simple present. 2- Interview game, Students interview each other and ask themselves questions about daily, weekly, monthly routine. 4- The teacher monitors the students to make sure they are using asking correct questions and making correct use of the verbs in the simple present .