Before the lesson starts, T sets the context by showing visuals girls having lunch, having coffee, getting up and going shopping. T elicits at least have and get from students by asking; What other verb can I say instead of eating lunch? What can I say other than waking up?

T instructs students to complete a matching exercise. After students are done with the task, T instructs students to peer check in pairs. After peer checking is done, T nominates students from groups to write the answers on the WB.

T teaches as many verbal phrases as possible from the answers on the board. T elicits, checks meaning, highlights past form, drills and highlights the stress in the phrases. T especially highlights the difference between 'go home' and 'get home'. CCQ: Which phrase means that I am coming or arriving home? T also highlights the difference between 'go by bus' and 'get a taxi'. CCQ: Does everyone take the bus? Can you find a taxi available anytime and anywhere?

T instructs students to complete a gap-fill exercise. After students are done with the exercise, T asks students to peer check in groups. Once peer checking is over, T asks students in groups to read their answers outloud.

T gives students a speaking task handout. T asks students to complete the questions and think of answers to the questions before talking to their partners about it. Monitoring must be ensured to take note of any delayed error correction.