T asks ss to sit in pairs and ask each other about their first and last name. Then partners report about each other to the WC.

T will show his/her bag to the students, ss will guess what is inside the bag. Then T will take things out of the bag on by one, elicit what they are called and drill them.

T chests the worksheet and gives instuctions to ss to match the pictures to the words given below. Before handing out the worksheets T checks how well the ss have understood the instructions by asking ICQs. Ss do their tasks individually, compare answers in pairs , then check as a whole group.

T plays the recording, Students listen and practice. T highlights the pronunciation of some words and also checks that students say the multi-syllable words with the correct stress.

T asks ss to focus on the things on their desks or take out some things out of their bags, T groups ss in pairs. They ask each other questions to find out what their objects are called. T monitors and helps if necessary.

Write 2 nouns on the board: an apple and a book. Elicit from class that they are nouns, elicit use of a/an with these nouns. Tell that, we use a with nouns that begin with a consonant sound and an with nouns that begin with a vowel sound. Elicit more examples from ss.

T shows the grammar handouts to students and tells them to fill the gaps with a or an individually. To check understanding T asks ICQ like "Are you going to work in pairs?" or "Can you put "the" in the gap?" Then T hands out the worksheets, ss fill in the gaps individually.

T plays the recording, drills with the WC and elicits the meaning of the vocabulary from students. Ss can use realia, gestures or translations to show that they can recognize the words. T shows a Labelling Handout to studets and explains that they need to try to write names of things labelled in the picture individually. T sets a minute for the task. T may check understanding by asking an ICQ like "Are you going to write in pairs?" After they've written words, ss check them in pairs. T walks around and monitores.T puts up numbers on the board and nominates a s whose answers were all correct to come and write theanswers to corresponding numbers.

T gives ss 1 minute to memorize all the things in the photo, then turn the handout over. ICQ to ask could be "Do you have 2 minutes to learn/ memorize the words?" When the time is up, T tells the students to turn their papers over and write all the things in the picture on the reverse side on the worksheet. ICQ at this stage could be "Can you look at your handout?" Ss check their answers in pairs and check their partners spelling. Then they check their answers using their handouts. T finds out which student in the class remembered the most words.

Draw a flower and a few flowers next to it on the board, elicit the words "singular" and "plural" from students. Elicit some more examples using realia, for ex: a teacher- teachers, a chair-chairs, a student-students, a marker- markers, etc. Show ss the Plurals Handout and instruct them to work in pairs trying to work out how to complete the table by refering to the other words in the table.Ask ICQ to check understabding. Give the worksheets to them. While they are working, draw a table on the board. Check answers with the class. Elicit use of plural endings(-s,-es,-ies) and irregular plurals.

Play the recording. Students listen and practice. Repeat the drill if necessary.

Play the recording. Students listen and practice. Repeat the drill if necessary.

Show students the handouts, tell them they need to write plural forms of the given words. They have 2 minutes to complete the task on their own. When they finish, T asks them to compare answers in pairs, then they check answers with the class.