-Show 4–5 pictures of people doing different daily activities (e.g., getting up, having breakfast, going to work, going to bed). -Ask students: •What can you see? •What is he/she doing? •What do you do every morning? -Elicit any daily routine verbs students already know and write them on the board.

Exercise 1a -Tell students: “Look at Exercise 1a. You can see six daily routine phrases. Listen carefully to the audio. Write the numbers 1–6 next to the phrases in the order you hear them.” -Ask ICQs. -Play the audio. (Play the audio again if necessary) -Pair check. -Whole class feedback.

-Briefly ask students: •Which activities do you already do every day? •Which activity do you never do? -Go through each verb phrase one by one. -Elicit the meaning using pictures, gestures, or mime before giving explanations. -Ask CCQs to check understanding. “Have breakfast” •Do you eat breakfast in the morning? (Yes) •Is it lunch? (No) “Go to work” •Do students go to work? (Usually no.) •Do adults usually go to work? (Yes.) -Write the verb phrases on the board and highlight that they are verb + noun combinations. -Model the pronunciation of each phrase. -Students repeat chorally, in groups, then individually. -Highlight the main stress in each phrase.

-Direct students to Vocabulary Bank p.156. -Explain that there are two people: •Busy Belinda. •Chilled Charlie -Students work individually to match the verb phrases with the correct pictures. -Ask ICQs. -Students compare their answers in pairs. -Play the audio for students to check their answers. -Conduct brief whole-class feedback. -Ask a few concept questions: •Who has a busy life? •Who has more free time? •Which activities are the same? -Correct any pronunciation problems while checking.

Exercise 1b -Ask students to complete Exercise 1b. -Tell students to number the activities according to their own daily routine. -Explain that there is no single correct order because everyone’s routine is different. -Ask ICQs. -Give students 2 minutes to order the activities according to their own daily routine. -Students compare their routines in pairs using complete sentences. •First, I get up. •Then, I have breakfast. •After that, I go to work. -Monitor and encourage students to use the target vocabulary accurately.

Mini Debate Write one statement on the board: “A busy life is better than a relaxed life.” -Divide the class into two groups: Agree and Disagree. -Give students 2 minutes to discuss with their group and think of 2–3 simple reasons. -Ask each group to share one reason at a time using simple sentences. -Encourage students to respond politely to the other group’s ideas. -Ask ICQs. -At the end, ask the class to vote for the opinion they agree with.