start with a short personal anecdote: I don’t have a clean room. I have a messy room. Everything is in the wrong place. I want to clean my room and put everything in the right place. Ask students: Do you have a clean room or a messy room? Elicit a few quick answers and encourage full sentences. Ask students: What things do you have in your room? Encourage them to use known vocabulary (e.g., bed, table, clothes). In this way I can set the lesson context, engage them with the target of the lesson and activate them

Show a picture of a writer’s room (prepared in advance) that includes objects from Unit 2A vocabulary.the room's name is mystery at the and of practicing on the picture they have to guess. Ask: What things do you see in this picture? Elicit answers from students. If they don’t know a word, explain it with gestures, pantomime, or definition, picture...

Present remaining target vocabulary using the image, gestures, or reali and course book.listen to the audio for pronunciation Drill pronunciation chorally and individually. Clarify meaning where needed (with simple definitions) Do choral repetition of all the target words.Ask individual students to repeat.,pwDo quick pronunciation corrections if needed.

Im going to Put students in pairs. them they have to match the words and pictures.Monitor them Then Play the listening track from page 151. Students listen and check their answers. Play again and have them repeat the words for pronunciation practice.

Divide the class into two groups: A and B. Prepare small word cards (each with one vocabulary item).Two students from each group come to the front. One takes a card and must either mime or describe the item for their partner.The partner guesses the word.Rotate students until everyone has had a turn.Keep score to make it more competitive.