T starts by saying: "I don't have a pen. I have a pencil. Who has a pen?" Ss check their items and reply: "I have a pen." or "I don't have a pen." T plays an energetic song to grab students' attention. Ss move to the rhythm. Each time the music stops, they freeze. T takes out a stationery item from a box (e.g. a ruler), says its name, and models the sentence: "It's a ruler." Ss repeat the word and the sentence: "It's a/an ___."

To check understanding of the vocabulary, T holds a mystery bag in front of the students. Each student takes out one stationery item from the bag. They say whether they have it or not, using previously taught vocabulary and structures from the last lesson, e.g. "I have a pencil." / "I don't have a ruler."

1. T gives instructions and shows the highlighted reading text. 2. Ss read once and answer one gist question: What is the reading about? a) Their favorite colors b) Their school bags and the things they have c) Their pets 3. in pairs, they re-read the text and answer three detailed questions about it. 4.T draws their attention to two target sentences from the text (positive & negative form).

1. T elicits answers to the three scanning questions. 2. T shows or writes key sentences from the text on the board. 3. T highlights has and doesn’t have using different colors or underlining. 4. T asks CCQs to check understanding of the grammar

Meaning: T asks CCQs to check understanding. Form: T shows three written options (e.g. sentence structures) and students choose the correct one. Pronunciation: T models sentence with correct intonation (rising/falling), students repeat.

Activity: Students complete a gap-fill (fill-in-the-blanks) exercise using the correct form of the target vocabulary/structure. Checking: Students self-check using the answer key shown on screen. Teacher monitors and answers questions if necessary.

Activity: In pairs, students receive two jumbled sentences. They arrange the slips of paper to form correct sentences. Monitoring: Teacher observes and assists if needed. Feedback: Whole-class checking and brief error correction if common mistakes are noticed.

In pairs, each group receives a picture of a child with school supplies. They discuss the picture and prepare a short presentation (5 sentences) in about 4 minutes. Then, each pair presents their ideas to the class. Teacher's Role: Monitor and support during preparation. Facilitate presentations and give light feedback afterward.