1. Greet the students. 2. To make students energetic, and ready for learning, play a fun, interesting greeting video. sing and act with it, and ask the students to stand up, clap and even do the actions like the ones in the video. 3. There is a rule in the classroom which combine calling the roles and the review together. The teacher writes the name of each student on a piece of sticky note, and stick them to an A4 paper, and place it in the classroom befor the class starts. The students unstick the note with their names from the paper when they enter the class, and stick them on their chairs, then they write a word they have learned. when the teacher enters the class, she can check who the absent student is from the remained sticky notes. Then, The teacher asks the studentsto read their words and show their writing to their friend, so their friend check the dictation too.

1. Ask students to listen to a song, which is SpongBob theme song, and remember what this song is about. After gussing the name of SpongBob, Show the house of SpongBob in the slide. 2. As the students are interested in cartoons, introduce the house of Squidward, Pink Panther, and the family of the Iranian cartoon,خانه ما. 3. Ask the students to guess the topic of the session, and elicit the word "house". Work on the pronunciation of the word, and also its usage through different sentences.

1. Introduce a girl to the students ina PowePoint slide, and ask them to choose a name for her. Have the printed picture of the girl prepared, and introduce it to the students. 2. Introduce a house which is for the girl and her family in a Powerpoint slide. 3. Make the students ready to listen to a story about the girl. 4. Begin to tell the story while moving the printed picture and pointing to the different parts of the house as they are introduced in the story. This is ....... (the chosen name for the girl). She is in the house. She wants to watch cartoons with her brother, but she can't see her brother. First, she goes to the kitchen. She sees sandwiches. Se eats the sandwiches. Then, she goes to the bed room. She looks under the bed, she says"brother?" but no! her brother is not here. She runs to the bathroom. She knocks the door, and says "brother?" but no! her brother is not here too. Then, she hears a sound from garage. She goes to the garage, but this is her father. Finally, she goes to the office and sees her brother, he is studying a book. Sara says "let's go to the living room, and watch cartoons." They go to the living room and watch cartoons. 5. Read the story again. This time, have with yourself flashcards of the house parts. Read the story. When you reach the point which a target word is introduced, show the flashcard, and work on the pronunciation . Do the same instruction for all the words. 6. Begin to tell the story once again, but with the help of the students. When you reach the point which a word is introduced, write the dictation of the word on the board. Say the sounds of the letters of the words, and write the letters, so the grapheme-phoneme association may help them to learn the dictation better. For the words with abnormal dictations in comparison to the pronunciation, use a marker of another color. Students will learn the dictation very good, because for the normal parts they can write it with saying the sound of the word and transfer it to the written form. Also for the abnormal parts, they remember the different color and they remember it better. 7. Point to the different parts of the house in the slide, and ask the students to say each part which you have pointed in a fast speed. 8. Practice I - Worksheet I There is a paper which is the house, for example. Also there are 6 little flashcards of the house part. A piece of adhesive tape is stuck behind each flashcard. The students can stick the flashcards as the house parts in the paper provided for them, and they design the house as they like. After sticking each part, they should write the name of that part next to it. Give instructions for practicing the target vocabulary with the help of one of the students. 9. You as the teacher do the same thing too, and provide the house of yourself. As the students are sticking the parts and designing the house, walk between them, ask them questions about the parts they are designing, and also show them your designed house too. Help the students, if is needed. 10. After finishing the design of the house, pair them up and ask them to talk about their house desins with eachother. 11. Ask one of the students to come to the board, and talk about the house she has designed for the class. Target sentence "where is ........ ?" 12. Act like you have lost your pen, and introduce the sentence "where is ........?" 13. Ask sentences like "Where is ..... (the name of one of the students)?" to make the meaning clearer. 14. Point again to the printed girl and her house, ans work the target sentence "where is she? She is in the ......... (different parts of the house)". Also work the target sentence "where is he? He is in the ........." for the father and brother in the house. work the pronunciation of the target sentences too. 15. Ask the students from one side of the class to ask the question "where is she?", and ask the other students from the other side to answer the question. Do the same in reverse sides. As the students ask and answer, write the sentence on the board, and highlight the grammatical points.

Worksheet II 1. Ask students to stand up and make two columns in the middle of the classroom. Introduce the Worksheet II There are two papers which are complementary, as some information is missed in one of them, and some is missed in another one. Pair the students next to eachother in two columns up. they should talk to eachother, ask and answer questions to complete the missed information. Ask one of the students to help you for giving the instructions. Ask ICQs, if is needed: Are you going to do it with your friend? (yes) Are you going to ask questions? (yes) Are you going to answer the questions of our friend too? (yes) Monitor the students, and help them if needed. 2. Ask the students to go apart. Ask one of them to ask a question from one of the students in the other side, and that student should answer based on the completed information in the worksheet. Do the same for all the students. Worksheet III There is a poster for each which is the introduced house in the previous phase, for telling the story. The characters; the girl, her brother, her father and her mother, are printed. Also two paper cups are provided. Place each poster on the ground, in front of each side of the class. For each poster, two groups play toghether. The members of one group choose two of the characters and put them in the paper cups, in upside down mode. Then, they move the cups, and after stopping they ask the members of another group about the place of characters, like "where is the mother?". The member should have followed the moement and say the answer. Then, the members of the second group should ask questions, and the members of the first group should answer. Monitor the students, and help them if is needed. The practice will be continued till you understand that the students don't have much problem with the target language.

The students can draw or bring a picture of their house, or an imaginary house. FOr the next session they will talk about their picture in the class with their friends. They have two options: They can talk about a story like the one whivh the teacher told in the classroom, or they can prepare only some sentences about their house.