T welcomes the S and asks how they are doing. T asks about the S's day and extends the greeting to a new language. T Writes the probable new language of greeting and elicits from the S. T leads the S in by asking and reviewing some foods & drinks vocabulary and having them written on the board. T writes only the items mentioned by the S and helps the S to recall the words only partially. T writes the "what do you have at night?" Q on the board and start answering the Q for 3 or 4 times ex: I drink milk at night. I have spaghetti at night. I drink water at night. T asks the Q and helps the S to answer it only 2 or 3 times.

T shows/draws a weekly food plan to show how he eats during a week and to give a brief report about it by using simple sentences in S-present tense. T talks about the whole week and parts of the days by using simple present sentences and finally writes 3 of them on the board and tries to demo the correct intonation by putting emphasis on the stressed part of the sentence. ex: I eat spaghetti at night. (I, Spaghetti, Night) are stressed. he puts black dots above the words on the board.

T starts the explanation of the S-present tense by drawing a timeline on the board and marking the area which is covered by the tense. He explains the functions of the S-present (facts - habits) and highlights the grammatical notes on the model sentences on the board like the simple form of verb usage after the subject in the sentence. Then he makes more stress on the verbs in the sentences about his weekly plan as he reviews them orally. T demonstrates the negative form of the sentence by mentioning the things that he doesn't eat during a week. ex: I don't drink coffee on Saturdays.

T hands the unfilled paper of the weekly plan to the S and asks them to fill it in based on their daily eatings. T asks the fixed Q (what do you eat on (weekdays+part of a day)?) and writes a gaped sentence on the board as the answer and waits for the S to answer it with their information. ex: What do you eat on Monday morning? model answer on the board: I eat ..... on Monday morning. T does the practice 7 times. T corrects any probable mistakes after the whole practice.

T writes the fixed question which he was answering during reporting his personal weekly plan on the board. (what do you eat on Monday?) He clarifies the grammatical notes about making a WH Q with 4 simple steps: 1- find and write the AUX verb at the beginning. Do/Does (he explains Does is for HE/She/It.) 2- write your desired WH word before the AUX. Where Do ... 3- write the subject after the Aux. Where Do You... 4 - verb comes finally and the sentence is almost finished. where do you eat? T makes more simple examples and demonstrates the correct intonation by emphasizing the stressed words.

T has the S to do Excercise a. on page 101 of AEF book. and checks the answers finally.

T asks the Student to do exercise b. on top AND bottom of page 101 of AEF. then he checks the correct answers with the S.

T and the S swap their weekly plan papers and start asking Qs about each other's week. WH Qs and YES/NO Qs. they talk and T writes down any probable mistakes. T gives feedback after the practices are finished.