Greet students. Explain that we are going to look at some pictures on the screen, and that they are to look at them and think about what they see. We will not talk or write anything about the pictures. ICQs: "What are we going to look at?" "Are we talking?" "Are we writing?" "What are we doing?" Show students the series of pictures of homes. When finished, tell students "Without talking, I want you to think about what you saw, and we're going to do an activity to see how much you know." Explain that I am going to give out some sets that they are going to match. Have them look at the screen for a demonstration. Tell them to think about what they see, but not to shout out the answer. ICQ: "Are you speaking?" Show them the slide "We wash hands in" Now show them the slide with three possible answers. Ask students if they know which one is correct. Show them the slide with the completed sentence. Tell students I am going to give each table a set of sentences to match, and we will see who can finish first. ICQs: "Are you speaking?" "Are you matching the action to the place where it happens in the house?" "Are you going to tell me when you finish?" Monitor students while they complete activity, checking answers.

Explain to students that we are going to look at some pictures, and they are going to see if they know the word in the picture. ICQs: "Are you writing anything?" "Are you going to shout the word when you know it?" Show them pictures for a record, round, bubble, a rug, a fireplace, flats and curtains. After students have named all of the words correctly, take them back through the pictures and instruct them to "Look at the photos, and tell me what rooms you see." ICQs: "What are you looking for in the photo?" "Are you writing anything?" Work through all the photos again, asking students to give me an example of what they might do in the room with the object. (CCQ)

Tell students that we are going to do a reading about a new kind of home. Instruct them to read the entire paragraph all the way through individually. ICQs: "Are you speaking?" "Are you reading?" "Are you reading in groups?" "Are you going to write anything?" Play music for 5 minutes while students do the reading. Make sure no one is writing during this time. When everyone is finished, tell students that we are going to answer a question about the reading as a class. Tell them you will show them a question, and they are to think about it but not call out the answer. Show them the PPT of the first question and ask someone to read it aloud for the class. Ask if anyone can answer the question. Show them the completed sentence. Show them the next slide, have a student read the question, and ask for a response. Give students the answer. Tell them that they are now going to answer questions from the reading on their own. Instruct students to do questions 1-6 from exercise 3 on their papers (show PPT and have students find the matching exercise). ICQs: "Are you going to talk?" "Are you working in groups or by yourselves?" "Are you going to write anything?" "Which questions will you answer?" Play music and give students 3 minutes to answer questions. When students are finished, tell them they are going to check their work at their tables. ICQs: "Are you going to talk?" Instruct them to look under their tables and find the answer key stuck there, and use it to check their answers. Give students 2 minutes to check answers together.

Tell students you will give them another question to answer as a class. Show them the first question on the PPT and have a student read it. Ask for answers. If students get it, ask what they could write next to the question to show that it is false. If students are having trouble, ask them where the information can be found in the text. Repeat with the next question. Ask students what they can write next to the question to show that it is true. Tell student they are going to answer some questions on their own, not in groups, about the reading. ICQs: "Are you going to talk?" "Are you going to write?" "What will you write if the question is false?" Show students the slide with exercise 4 highlighted. Give students 5 minutes to complete the exercise. When they are finished, tell students that answer keys are in the hallway, and they may go and find one, check their answers and return. Tell them they need to do this quietly, since there are other classes around. ICQs: "Where are the answers?" "Are you going to talk?" When students return, shows students PPT slide of questions, ask them if anyone can tell me why numbers 2, 4, 5, and 7 were false. Elicit responses.

Explain to ss that we are going to practice speaking with one another about the reading. Demonstrate by asking a student to answer the question, "Is there a garden." If the student does not give a short answer, ask them how they could shorten it, or ask for peer correction. Once the q/a has been established, have one student ask the question "Are there any bedrooms?" to another student. Elicit more questions from students. Instruct the students to work in pairs and ask one another is there/are there questions about things that are or are not in the house. Show ss PPT of ex 5 questions. ICQs: "Are you going to write anything?" "Who are you speaking with?" "What kinds of questions are you asking?" Give students 3 minutes to ask each other questions. Monitor ss and make notes for corrections. Write sample sentences on board and have ss correct, if there were any problems. Next, explain that we are going to discuss what we thought about the reading. Have a student ask you "What did you like about Cyril's home?" Answer, then have two students ask and answer the same question as an open pair. Instruct ss to ask each other questions from ex 5b (show PPT slide). ICQs: "Are you writing?" "Which questions are you asking?" "Whose opinion are you speaking about?" Give them 3 minutes to ask. Monitor. Don't interrupt, but make notes. After 3 minutes, tell ss you are going to give them a number. Count them off 1-2, and re-mix the pairs. Give them 3 minutes to repeat the exercise. If time, offer error correction, and/or ask students to hear thoughts on their ideal home, and use self/peer correction to help ss with these sentences.