- T elicits the meaning of "home" by asking Ss "Who lives in a house/apartment/dormitory..?" - T asks Ss to look at picture 1. T elicits some other items by asking what Ss can see on/in labeled items. - PW: T asks Ss to say what they keep in each item of all pictures in pairs. e.g. "I keep a lot of things on my desk like papers, books and stuff." [Recycle conversation strategies] FB -T elicits the meaning of 'pack rat' by pointing Ss to the second part of the instruction. CCQ: Are all the things they keep useful? No, some are useless. T asks Ss if they're pack rats. PW: Ss make a list if funny things that pack rats like to keep in 2 minutes. FB

- T asks Ss what and when they throw things away and elicits the lesson title and writes it [Spring cleaning] on the board. T elicits some other things they do when they spring clean their homes [ clean the windows, tidy their closets, etc.] PW: Ss talk about their experience of spring cleaning. FB

- T draws Ss attention to John and Sandra and asks what they're doing and calls on a few Ss to give different ideas. - T then asks "what's in their closet" to elicit different things like, bathing suit, cushion, back pack, jewelry.. - T writes two headings on the board: Clothes and Jewelry. T writes two questions on the board for Ss to answer: "what clothes and jewelry do John and Sandra talk about?" "Who do they belong to?" -T plays the recording for Ss to listen and take notes with their books closed. Ss open their books and review their answers FB

-T draws Ss attention by asking "what's Johns question to know who the bathing suits belongs to?" [whose bathing suit is this?] and writes "whose?" on the board. T asks Ss to find Sandra's answer [it's mine] and writes "mine" on the board. T elicits what 'mine' stands for in this sentence [my bathing suits]. -T asks Ss to do exercise C. check in pairs/FB Practice: Ss Practice the conversations in exercise 1C. Class activity: T asks Ss to go around the class and ask their friend questions like:" whose pen is this?" [it's mine/it's hers/ours] FB

-T writes some of Ss questions and answers while giving FB and elicits other forms of possessive pronouns. CCQ: T shows a pen and tells:"this is Mike's/Sheri's/my.. pen, whose pen is it?" and elicits "it's his" (T can draw some faces on the board and name them if the Ss are not strong enough) -T draws Ss attention to the grammar chart, plays the audio and asks Ss to repeat. -T then elicits the pattern and writes it on the board[Whose+noun+be+pronoun?] for whose and [subject+be+possessive adjectives+noun] for possessive adj.

-T models about you by asking two Ss to read the first conversation. Ss do the task check in pairs FB: T asks pairs of Ss to each read a conversation aloud.

-T has a S read out the first question and answers it with true information. Then has Ss work in pairs taking turns to ask and answer questions. FB: T asks Ss to report back to class giving information about their partners

GW: Ss imagine they're spring cleaning and some of their friends are helping. So they role play by asking and answering questions. e.g. "whose bag is this?" or " Is this your bag?" "it's mine" or "no it's not mine"... FB

Engagement:T reminds Ss what 'content words' and 'grammatical words' are and asks Ss to give some examples. Study:T plays the recording and Ss listen and repeat. T elicits that which groups of words are usually pronounced more clearly and why [content words because they carry information] Ss Practice the conversation as a class with on group playing the role of A and the other B. Activation: T has the Ss do the task in pairs and monitors carefully FB: Several pairs present one of their conversations