The class will start with a talk about the things I do and do not do in my daily routines. It will be followed by asking students to tell the class about the way they do their daily routines, eg, "What do you do every morning before work?" Then I write a few answers on the board. Then, I will ask students, "What are some things you usually don't do in your daily routine?" I write a few answers on the board. I follow up with: "Why not/ what happens instead?" I elicit natural answers like "I don't eat breakfast because I'm late, I don't watch TV, but I listen to music. I write some on the board and highlight connectors.

At the beginning of this stage, I will write a short paragraph on the whiteboard: "First, I get up. Then I make my breakfast. After that, I go to work because I have a meeting. It's early, but I'm not tired". I ask students to read this paragraph about my morning routine. Then I ask the students, "What words connect the ideas together?" After they answer the question, I will circle connectors in different colours. By this way, I let my tone be exploratory and let the students notice the language, not memorize it yet.

I point to the short paragraph I wrote before on the board and follow it up with some CCQs from the students, such as: "What happens first?", "What happens after that?", "Why do I go to work?", "It's early, but I'm not tired - is that surprising?". After they answer the questions, I am going to draw a grammar table on the whiteboard to explain the function and structure of connectors with examples. For example, I will write First/Then/After that as a category of connectors, as the example in the paragraph, I will write: First, I get up. Then I eat my breakfast. For the function of this example, I will write a Time sequence, and for the structure, I will write a connector + clause. For the next example, I will write another sentence, which is "I stayed home because I was tired. For the function of this example, I will write "gives reason", and for the structure, I will write: main clause + because + reason clause. Another example that I will write is "I was tired, so I stayed home." In this sentence "so" is the connector and its function is to show results. The structure of this format is reason clause + so + result clause. As the forth example, I will write "It was cold, but we went out". In this sentence the connector is "but" and its function is to show the contrast. The structure of this format is clause + but + clause. For the last example I will write " Although it was cold, we went out." In this sentence I will mark "although" as the connector and its function as contrast (more formal). The structure of this format is although + clause + clause. To explain the meaning of each word, I will write each word's meaning on the whiteboard and ask students to make a sentence with. For example, I write: because: gives the reason (Why?), so: shows the results (What happened?), but: connects opposite ideas, although: also connects opposite ideas, but often at the start of the sentence. At the end of this stage, I will wrap up with a few CCQs about the examples I mentioned earlier, such as: Did I stay at home? (yes) Why? (because I was tired) Was I tired? (Yes) What happened? (I stayed at home) Was it cold? (Yes) Did we go out? (Yes) Is it normal or surprising? (surprising) Which happened first? (Woke up) Which happened next? (had breakfast)

Students are going to do gap gap-filling task on page 129 in the grammar bank in 3 minutes individually. They will have 2 minutes to check their answers in pairs, and then we will check the answers with the whole class. To make sure the students understand the instructions, I am going to ask some ICQs, such as: Which page? How long is it going to take?

The students are going to be divided into groups of 3 or 4. They will have 8 minutes to talk about their daily routines by using at least three connectors. At the end, they are going to tell the class about their pair's daily routine. They will be monitored and feedback will be given at the end if needed.