Print out pictures of different daily activities (e.g., "wake up", "get ready", "drink coffee"). Add tack to the back of each one. Write "Daily Agenda" or "Daily Routine" on the whiteboard. Draw a table on the whiteboard. Label the first column with rows labeled for the hours 7-12 o'clock (use numerical and words). (Or use only morning, afternoon, night.) Name the next columns with the names of the students present and the teacher. Tell students that "Today we will talk about our daily routine." Give each student 6 activity pictures. Model the activity for the students by telling what activities you do and putting the pictures for yourself in order as you say each action and what time you do it at. Tell students to put up their activity pictures on the timeline according to their own schedule.

Give students a sample of a daily schedule as the model text. Tell students to "Take 1 minute to read Paul's Daily Routine." Ask CCQ about the concept of a routine: Is this routine every day? Write detail questions on the board: What time does Paul wake up? a) 6:00 am b) 7:00 am c) 8:00 am Who does Paul eat lunch with? a) his family b) his friends Tell students to take 2 minutes to talk with a partner and answer the two questions. Ask one pair member of each group to answer one question.

Say what time you eat breakfast, pointing to the time and activity on the board. Say when one of the students eats breakfast. "At 9:30, Sandy eats breakfast." Ask the students what they hear, enunciating to try to elicit that the verb has an -s for the third person. Form Write and read "I eat breakfast" with subj in blue, verb in green, rest in black. Write and read "[Student Name] eats breakfast", with sub in blue, verb in green, rest in black. Ask the students what the difference is, gesturing to the verb. Try to elicit that he/she has " -s" on the end of the verb. Write a sentence using "they" and "we" depending on which people's "eat breakfast" times match. Elicit the verb from students. Mark above them subject + verb + complement in corresponding colors as you ask students which each is. Stick one "eat breakfast" activity paper on the board. Ask students which subjects go with "eat". Refer to the written sentences. Flip the "eat breakfast" card over to the "eats breakfast" side. Add row with "eats breakfast" and ask students which subjects go with it. Refer to the written sentences. Resulting chart I You We They eat She He Jennifer eats Pronunciation: Model pronunciation of the two verbs. Demonstrate the pronunciation of one of the sentences.

Ask students if chart is correct. "Katricia eat breakfast. Is that right?" Elicit that it should be "Katricia eats breakfast." Flip the card from "eat breakfast" to "eats breakfast". Say the sentence, "At x o'clock, Katricia eats breakfast." Tell one of the students to say and change the rest of the teacher's column. Instruct the other students to one by one come up and say/flip one of their peers' verbs to third person.

Instruct students to "take five minutes to talk in pairs about your daily routine. Say 'everyday'. For example, 'Everyday I eat breakfast at 9 o'clock. My mom cooks chilaquiles for me. They are delicious. Then at 930, I drink a cappuccino'. " Gesture for students to get together to "talk together for 5 minutes".

Provide Delayed Error Correction for any incorrect language usage noted during practice monitoring. Highlight and praise usage of correct language. Summarize the main focus area of the lesson and grammar points, if desired.