Write "My typical day off" on the board and elicit from Ss what day off means.Tell students what you usually do on your day off (Sundays). Ask them in pairs to discuss what they usually do on Sundays. Set a time limit of two minutes. Get feedback from a couple of pairs randomly. Don't give any feedback on errors if they are related to TL.

Have Ss individually do the exercise given. Then, have them compare their answers in pairs. Have a whole class feedback. You can make some corrections at this stage if needed or you can keep them for the Ss to correct after clarification stage.

Ask students to read the text about Pete and Maggie's Sunday routines and make note of the thing that they always do together on Sundays? Ask ICQs: 1.Do we chose only what Pete does on Sundays? 2.Do we chose only what Maggie does on Sundays? 3. Do we choose what they both do together? 4. Do we choose 1 thing or more than one? Have them compare their answers in pairs before having a whole class feedback.

In pairs, ask SS to read the sentences taken from the text and answer CCQs that follow and fill in the gaps in the cline. Have a whole class feedback to see how Ss understood the meaning of the TL. (Give an immediate correction) Ss continue to work together and answer the questions on the form using model sentences for reference. (Feedback: Answer key)

Have SS complete the sentences looking at the chart. Ss work individually and then compare their answers in pairs before having a whole class feedback. (Note: This stage may be skipped depending on how well they performed in the test stage)

Give Ss worksheets A&B. Have them work alone and choose which adverb they think are true for their partners. Students then take it in turn to tell their partner what they think is true for him/her. The other student tells him/her if he.she is right or wrong. If wrong, the S explains why wrong. e.g.: I think, you never sleep before 10., Yes, you are right/No, I sometimes sleep before 10. etc. Demonstarte the activity with one of the SS before giving HOs. Monitor and help if necessary. Make notes of errors to be discussed in the delayed error correction stage.

(Note: if time left) Ask SS to write two true and two false sentences about their Sunday routine.Then, working in pairs they should guess if their partners sentences are true or false. Monitor and help if necessary. Make notes of errors to be discussed in the error correction stage.

Put up some errors made in semi-controlled and freer practice stages on the board. Elicit the corrections from Ss.