Establish the concept of daily routine by talking about yours. (Watch TTT) T-W/C Put the Ss into pairs and ask them to say 3 things about their routines to each other. PW (Keep this stage short to avoid timing problems and make sure to give clear instructions.)

Hand out (Difference) and project it. Ask the students to work together to scan the texts and spot the differences. When they finish ask them to complete the tables. PW Write the answers on the board and nominate students to say the verbs with endings and drill pronunciation. S-WC Put the students into groups, project p.46 and ask them to write sentences about Carla. GW Check to see if they can use the endings -s and -es correctly. If there is a mistake, indicate it and prompt self correction. T-S, T-W/C

Project (English Unlimited pp.46-47, slide 3) Elicit the meaning of the word "meal" and the names of meals (breakfast, lunch, dinner) T-W/C Ask the students to listen to 4 people talk about their meal routines and pay attention to who says the sentences. Play 2.3 twice and check answers. T-W/C, S Draw attention to word stress on "sometimes, never, always, usually" (Drill) T-W/C Play 2.3 and ask the students to fill in the gaps. Replay to check. T-W/C Ask the students to write the adverbs on the scale. Elicit with anecdotes and examples if help is needed. T-W/C, S Model 2a and ask the students to make the statements valid for themselves. T-WC, S Ask students to say what they do using the adverbs and then nominate a classmate to to the same. S-S

Put students into groups with stronger students distributed among groups. Distribute "Endings and adverbs" sheet face-down. Ask them to do the exercises on the handout and set a time limit. First group to finish shouts "AWESOME" GW Project the answers. SS-WB

Project the bingo game on the board and distribute the handouts. Put the students into two teams and model a sentence to clarify the activity. GW