Teacher shows the students a picture of a famous cartoon cat character . Then h/she asks them if they know this character's name and he elicits its name which is Garfield. Then teacher focuses them on the sign that says daily routine and then he/she asks them (what do you think we will learn today about Garfield?) Then he/she elicits the answer which is his daily routine.

Teacher tells that students that they are going to watch a video to find out about Garfield's daily routine but first they have to read the questions first then watch the video. Teacher divides them into pairs and tells them that they are going to answer the questions together Teacher gives them a minute to read the questions then teacher plays the video. Then gives the students 5 minutes to check their answers together and write down the answers,.

Teacher asks the students checks the answers with the whole class and he/she shows the students the answers with present simple verbs highlighted. Next, he/she elicits form them the rule of the present simple and teacher also uses the time line and he/checks if the students understood by asking the following questions: Did it happen in the past? and he/she elicits answers. Is happening only now? and he/she elicits answers.

Teacher models the difference in pronunciation between (do not - don't) and( does -doesn't)

Teacher hands out a worksheet about the present simple. Teacher asks the students to read the stem of the question( Choose the correct answer) Teacher checks if they understood the instructions by saying the following : Are we going to work alone or in pairs? How much time do we have? Then he/she tells them they have 5 minutes to answer the activity in pairs. After thy check their answer together, teacher checks the answers with the whole class.

Teacher shows the students some pictures of a man and he tells them that his name is Tom. Next, he/she asks them to look at Tom and describe his daily routine. Teacher checks if they understood the instructions by saying the following : Are we going to talk about Tom's daily routine or write about it? and he/she elicits answers. How much time do we have? Then teacher elicits answers.

Teacher divides the students into pairs and then he/she explains to them that they are going to ask one another about their daily routine and that after they come back from the breakout rooms, every student will speak about the daily routine of his partner. Teacher explains that the questions given can help them in this activity. Teacher sets(5minutes) the time and checks if they understood the instructions by saying the following: Are we going to work alone or in pairs? and he/she elicits answers. How much time do we have? and he/she elicits answers. After you com from the breakout rooms, Are you going to talk about your daily routine or your partner's? and he/she elicits answers.