Have pictures of all of the items to be taught (12 personal items) and cutouts of each new word ready. Show the first picture to the ss and elicit the word by asking "what is it?" Give hints if they get stuck. Drill the word then stick the picture on the WB. Do the same with all 12 items, drilling each time in plenary. When all pictures are on the board, ask in plenary for ss to name the items. Split ss in to pairs and hand out HO (everyday_items_match) to each (so at the end they'll all have a written record). Demo the matching task by chesting the HO where ss need to draw a line linking the picture of an item to the word to match. FB, give out the 11 word cutouts to 11 ss then demonstrate the task (with the remaining word cutout): to stick the right word to the right picture. Instruct ss to follow your example then if there are any errors ask a ss to come up if they know the right answer.

Show your bag to the ss and mime the action as you ask "what's in your bag?" Drill these words in plenary. Wipe the WB and write at the top "Q: What's in your bag?" Demo the task by eliciting the question from the ss then pull out an item from your bag and name it by saying "There's a.........", also do "There are........" and "There's an.........." and "There's some money." Drill "There's a/an/are/some........." then write "A: There's a/an/some/are........" (separate sentences) on the WB below the question. Split the ss in to pairs and indicate that they should ask each other the question above and reply with actual items from their bags using "there's......." Monitor, error correct and help with vocabulary for any items ss have that you did not pre-teach. Note these new items (for the extra task.)

Split ss in to 4 groups and, after a demo to show them how to make a sentence from the words on the cutouts, give out cutouts for them to arrange in to sentences such as "do you have keys in your bag?" (for 2 of the groups) and "No, there aren't any" for the other 2 groups. FB: Instruct the "question groups" to stick their sentences on the WB then instruct the "answer groups" to stick their sentences under the right questions. Try to elicit any error correction from the ss.

For context, project picture "flatmates" on WB and elicit the key words "black", "brown" (ss learned colours in a previous lesson), "sofa", "chair" (use realia) and "table." Drill each word in plenary. Point to the objects on the WB picture and elicit their names from the ss, eg. "brown jacket", "sofa" and "table." Error correct if needed. FB: Hand cutouts of the words to 4 ss (chair, table, sofa, jacket) picked at random and ask them to stick the right label on the item projected on the WB. Next, ask the question "where's my bag?" (place your bag near the WB on a chair so ss can see it) and try to elicit the answer "it's on the chair." Drill the preposition "on", put bag under the chair and drill "under" and repeat until they say the right preposition according tom where you place the bag. FB: Write two example preposition sentences on WB using "on" and "under".

Chest HO (listening_task_multiple_choice) and demo listening task by playing track 1.71, the first part. Elicit the answer from ss, giving hints if needed, then tick the multiple choice answer on HO. Distribute HO and play the next part of the track. Pause and replay if ss want to hear it again. Then play the last part. Repeat if needed and stop the task. FB: write answer key on WB, "1.A, 2.C, 3.B" Instruct ss to check work with person next to them. Further practise: change groupings and split in to pairs and instruct ss to ask their partner "where's my bag/mobile phone/etc" and the partner to answer, "it's on the table/in your bag/etc."

Use notes from GW in previous stage to highlight some errors on the WB for the ss.