Introduce myself and meet the Ss. Try to learn their names. Write Nos. 1-6 on w/b in two "clock" circles. Elicit 6 adjectives for first circle and 6 colours for second circle. Demo activity - S throws a dice - choose the adjective against that number from first circle and write on w/b. 2nd S throws the dice - choose the colour for that number and write on the w/b, e.g. big, red - elicit a noun that these can describe, e.g. bus. Put Ss into small groups and give each a dice. Ss play the game together, rolling dice to choose adjectives and colours and then thinking of a noun. They repeat this 3 times. Monitor and help if necessary. Take FB - nominate groups in turn to say a noun, other groups guess which adjective & colour go with it.

Show Ss cut-ups. Hold up one adjective card, e.g. good, and elicit its opposite. Show Ss the relevant opposite card. Elicit that Ss should match the opposites. Put Ss into three/four groups. Ss work together to match the opposites. Monitor and help if needed. First group to finish sticks their paired cards onto the w/b. Other groups check with each other. Take w/c FB to check their matches with the answers on the w/b. Ask Ss what is big, small, etc. - using things in the room and other examples. Elicit a few examples to check. Drill trickier adjectives for pronunciation, e.g. beautiful. Ss in their groups think of things that can be described by the adjectives.

Write on the board a jumbled sentence - expensive / It / isn't. Elicit the correct order. Ss work in small groups/pairs to put the sentences in ex3 in the correct order. Monitor. Ss peer-check with other grous and 1 or 2 Ss write their answers on the w/b. Take FB and check all Ss have the correct answers. Focus Ss on an example, focus Ss on noun and elicit what it is. Elicit and highlight word order, i.e. adjective is before the noun - It's my old camera. adjective noun 1 2 Focus Ss on a different example, Ask where the noun is - elicit and highlight the position of the adjective after "to be". The dresses are very beautiful. noun/pronoun am/is/are adjective 1 2 3 Draw arrows to check Ss know what the adjective is describing. If necessary, drill some examples.

Focus Ss on the pictures in ex 4a. Explain who the people are and their relationship. Ask Ss to guess what their favourite things are. Check meaning of "favourite" with CCQs - Do I like it? Is it number 1, 2 or 3 for me?. Drill and pay attention to the pronunciation. Ss in groups look at the pictures and say what they can see and which item they think is each person's favourite. Ask Ss to listen and check which things the people talk about. (Tapescript R2.1) Ss listen and then peer-check. Take w/c FB.

Focus Ss on the T/F statements at the bottom of the reading and on statement 1. Read it out and elicit that it's false - elicit the correct answers. Ss read through the statements and see what they can remember from the listening. Ss read the texts and decide if they are T/F. Ss peer-check in small groups/pairs. Monitor, help if needed and choose Ss to come to the w/b to write their answers. Check if Ss agree. If not, guide Ss where to find the correct answer in the text.

If time, ask Ss what their favourite things are. Elicit a few examples. Drill if necessary. Ss in pairs/small groups tell each other about their favourite things and what is important to them. Monitor. Take w/c FB

Focus Ss on an example with "have got" from the reading text. Concept check meaning - e.g. "I've got a car" Is it my car? Is it Bill's car? Show Ss HO. Focus them on the gaps. Elicit that Ss should complete the gaps using the correct form of "have got". Ss work in pairs/small groups to complete the gaps. Monitor and choose a S with correct answers to lead FB. S leads feedback, nominating different S to answer each question. Allow Ss to peer-correct if necessary. Monitor and only help if needed.

Ask CCQs again about "have got" to check understanding. Elicit examples of positive statements to w/b. Focus Ss on patterns with I/you/we/they and with he/she/it. Elicit and highlight form, including contractions. I/You/We/They have got a car, etc. S 've / have got .... Repeat process for negative statements and yes/no questions. Elicit short answers - Yes, I have / No, I haven't. etc. Drill statements and questions. Focus Ss on rising intonation in questions. Practice with open-pairs - nominating Ss to ask and answer. Point at objects in the room for examples, e.g. "Have you got a computer?". Pay attention to accuracy of form and pronunciation.

If time, show Ss HO. Ask them to write the words for the pictures. Point out the first letter for each item. Ss work in pairs to write the words next to the pictures. Monitor to check Ss are on task, then write the answers randomly on the w/b while Ss are still working. Focus Ss on the words - Ss check their answers for spelling and come to the w/b to write the numbers next to the words. Check all have the answers and drill a few items.

Focus Ss on the two HOs. Ask them to look at different Ss in the room and guess if they have the items in the pictures. Model - e.g. I think Ali has a computer. Show Ss they should write a name against each picture and tick or cross. Ss work alone to make their guesses. Monitor and help if needed.

Ask Ss to stand up and find the people they guessed about and ask them the questions. Model and drill the question with attention to rising intonation. Ss mingle and ask and answer their questions. Monitor and take note of any errors. Ss sit down. Take w/c FB - Ss say what they thought and what they found out. Encourage them to say "I thought Ali has got a computer and he has", etc. If time, do some delayed correction of errors on the w/b - elicit corrections from the Ss