At the beginning of the lesson, the teacher writes on the board: house, dog, window, door, pink, blue, yellow, white, red. Ask students to find them in the picture. Monitor and see how easy or difficult students find this. Check answers as a class. Say: One, two, three... and find out if students can count to five. Put students into pairs to look at the picture and answer questions 1-3. Monitor and notice whether students attempt to use it's and they're, but don't correct errors at this stage. Go through the questions as a class, writing students' ideas on the board. If students suggest more than one answer (e.g., Mexico, the USA), write them all on the board. Leave students' ideas on the board for the next stage. After that, put students into pairs to say what colours they see on the house. If students are struggling, give some examples of your own, e.g., I see blue and red. Monitor and notice how much vocabulary for colours they can produce. Don't correct errors at this stage. Take feedback as a class.

The teacher tells students to look at the pictures. Ask: What differences do you see? Elicit students' ideas, but don't confirm answers at this point. Individually, students match the words with the pictures. Play the recording for students to listen and check. Drill the words. Put students into small groups to ask and answer the question. Ask students to share their answer with the class. Play the recording for students to listen and match the names of the people with the pictures. Check answers as a class and write the names of the places on the board. Play the recording again for students to listen and complete the conversations with the words in the box. Students check in pairs. Check answer as a class.

The teacher writes the following sentence on the board. Ravello is in Italy. Underline Ravello is and ask: One word? Elicit that It's can replace Ravello is. Individually, students complete the sentences with he's, she's, or it's. They then check in pairs. Play the recording for students to listen and check their answers.

The teacher elicits "be: it's / isn't; Possessive adjectives and plural nouns" on the board. Have students complete the table in pairs with missing be: it's / it isn't. Have students refer to grammar part of on page 118 "be: it's / it isn't. Give students to three minutes time to analyze table of it's / it isn't: possessive adjectives and plural nouns. Focus students' attention on the use affirmative, negative, and question types of "it's"; possessive adjectives (my, your, his, her, etc.) and their use with nouns; highlight difference between singular and plural nouns. Write the example sentences on the board and underline those given grammar rules.

Ask students to go to page 119 and complete exercises in part 1 and 2, also plural nouns individually. Before having whole class feedback have students compare their answers with each other.

The teacher shows the table with the class. Ask: How many people? How many homes? (seven people, six homes). Point to the examples answer and pre-teach the word flat. Play the recording for students to listen and read Our Homes. Play the recording again for student to complete the table. They then check answers in pairs. Check answers as a class. For exercise 1, play the recording for students to listen for which words have a /h/ sound and which have a /w/ sound. Focus only on the initial sound of each word. Check answers as a class and drill each word. For exercise 2, put students into pairs to practise saying the words. Monitor and correct students' pronunciation as appropriate. After that, in pairs students complete the sentences with the words in the box. Play the recording for students to listen and check.

Students complete the exercises "common adjectives". Play the recording for students to listen and repeat the adjectives in Exercise a. For Exercise b, put students into pairs to practise saying adjectives and their opposites. Individually, students complete Exercise c with their own ideas. They then compare ideas with a partner. Check answers as a class by eliciting three or more possible adjectives for each sentence. Now, teacher tells students to go back to SB p.17. After that, teacher asks students to look at the picture at the bottom of SB p.18. Ask: Where is it? In pairs, students match the words with the objects in the picture. Play the recording for students to check their answers. Drill the words. Ask the students to look at the picture again. Ask which two items are not OK in this picture. Check answer as a class. Finally, students complete the exercises 2B on SB p. 138. For Exercise a, play the recording for students to listen and repeat the objects. Put students into pairs to do Exercises b and c. Monitor and help as necessary. Teacher tells students to go back to SB p.18.

Divide the class into groups of three and assign A, B. and C roles. Students As read the information on SB p.104, Student Bs on SB p.106 and Student Cs on SB p.108. Remind students of the meaning of the same by showing two books that are different and asking: Are they the same? (no). Then show two books that are the same and repeat the question (yes). Students tell their information to the other two students. Monitor and help as necessary. Put students into pairs to have the conversation. When they've finished, they answer the following question in their groups: What information is the same about all three people? Check the answer as a class.

The teacher tells students to look at the picture of John Munroe. Ask: Where is he? (at an airport). Play the recording for students to listen for the words he says. Play the recording again for students to listen and check, pausing after each answer. If you wish, give students information from the Culture Notes below.

Ask some learners to share with the class what they this class with their partners. Put on the board some common errors during listening task and elicit correction