The lesson will begin by greeting the Ss who have arrived and we'll kindly wait for the rest to arrive. I will draw a house on the board before they arrive, stating the bedroom, bathroom,living room and kitchen. Ask Ss what they can see on the board. Possible answers will be: house, bedroom, kitchen and so on. I will then ask the Ss what they do at home? Possible answers: study, clean, cook and read. I will then elicit the idea of housework with a power point slide. Then check via CCQ: Is the house clean? Then DRILL the 'clean the house' phrase. Do the same with the following images, their CCQ'S will be: Are they wet? - wash the clothes. Are they clean? - do the ironing Is he cooking? - make dinner If they tend to find the task difficult, below will be my backup: I will ask Ss to look at the slide for a minute, Ask 'what do you do at home'? I will give a personalized example of what I do, I clean the bathroom and my partner cooks. I will then ask Ss what they do at home again and to brainstorm these. At the end Ss will tell the class what kind of housework they do.

Hand the images on the walls and pair the Ss according to the number of Ss in the class. Hand them the strip of collocations and ask them to match the images. I will ask the class to match the strips to the images in pairs/groups whilst I monitor. ICQ'S: Are we drawing? No Are we writing? No Are we matching? YES After they stick the strips on the walls under the images, I will ask to peer check the images and strips. I will prompt by saying check, and is it correct? To keep the TTT low. After the Ss checking the errors and correcting strip,s I will give FB and handout the correct forms of CLEAN THE HOUSE papers: I will approach the images and use gestures to convey correct and incorrect. If the answers are correct, then I will ask CCQ's to make sure it is understood by the whole of the class: Such as: 'Is the house dirt'? 'Are the clothes wet'? DRILLING will take place if the strips are not correct, then I will say 'whats the problem with this' and get the Ss to correct themselves. I will then hand out the correct forms to the Ss.

Ask Ss to look at the images and strips on walls as well as the hard copy that was handed out for FB for 1 minute. Ask S's to talk to eachother in pairs and answer which activities do you do and dont do at home? ICQ's: Are we writing? NO Are we speaking? YES Monitor whilst they are sharing their thoughts and answers, note down errors to correct later. This activity will help the STT, group and pair work. Monitor the Ss note down any errors to correct later. 5 minutes later. Ask for feedback. Which activity do you do and dont do at home? WHY? Do you like...??

Open up the slide to elicit and ask the Ss 'who does the housework in your house'? and await feedback such as: Me, my mother, my sister. EX 1. Put the survey slide on board, and ask Ss to look at the sentence for 1 minute. Say: What is the missing number? Ask Ss to guess the %. EX 2. Say Ok now we are going to listen for the answer, just listen for the 1st time. Now listen for the answer (2nd time) - to give them a purpose to listen - up to 'lets go to the first one' I will pause here and check the answer to the ex 1. Check with your peers. Check the answers with CCQ: What is the %? IS IT ......%? If the Ss miss the answer, I will play the recording again. Give clear instructions. Ex 3. Now, look at ex 3, listen and tick? Elicit tick on the board. This is to listen and concentrate on specific information with a more challenging activity. Are we speaking? No Are we listening? Yes. Leading the lesson by playing the recording once. Ask Ss to peer check and monitor to see if they need to listen to it again, then ask for FB. To develop Ss speaking and listening with a more detailed task, ask the below Q's. for CCQ's to check understanding and feedback and follow up productive skills task such as engaging in a class room discussion to improve their speaking skills. Does ralph do the shopping once a week? Is Tom always on the phone? Does Ralph's mother always do the housework? and so on.

Following the listening task, ask students to order the best housework to worst. Put a :) on the board and put a :( to elicit best to worst , ask students to list their best housework and worst housework. Ask them which housework is your favorite? Please speak with your pairs & share thoughts. Wait until they finish and ask Ss to check with peers and ask Ss to share with the class.