T–S / PW / OCFB 1.T sets timer for stage (4 min) 2.T shares screen showing the flat plan in Google Slide. 3.T asks students: “Look at this home. What rooms can you see?” 4.T elicits answers and points to the rooms on the plan. Expected answers: kitchen, bedroom, bathroom, living room. 5.T asks another question: “What do you like the most in this new house? 6.T models example: “The garden and the fountain is what I like the most in this new house.” 7.T gives instructions: “Now discuss with your partner this 2 questions." 8.T shares the questions in the chat box. 9. T uses ICQs: “Are you speaking or writing?” Expected answer: Speaking “How long do you have?” Expected answer: 2 minutes PW discussion 10.T monitors. OCFB – 11.T nominates two students and ask “What does your partner like the most?" 12.T transitions: “Okay Now let’s read the flat advert.”

IW → PW → OCFB 1. T sets timer for stage (5 min) 2. T shows G Form 1 with the advert text from the book. 3. T gives instructions: “Read the advert quickly. Answer the two questions, individually, you have 1 min please submit answers” 4. T shows gist question: “Is the flat big or small?” "Is the rent include furniture or just some appliances?" 5. T uses ICQs nominating a SS “Do you read every word or quickly?” Expected answer: quickly “How long do you have?” Expected answer: 1 min 6. Students read and answer individually (1 min) 7.- T indicates "okay now you will compare answers in pairs in BR", if not enough SS then "send answers in private chats to compare with your peers, you have a minute" OCFB 8.- T Nominates a SS to check answers Expected answer: Large/ Only some appliances

1.- T sets timer for stage (4 min) 2.-T shares the Google Form 2 link with students and shows the flat plan on the main screen. 3.-T models the task: “I see all the red letters on the flat, Can you see? A,B,C, etc? Each room in the house has a letter." 4.- T nominates a SS " So SS X what do you think the room with the letter A is called?" 5.-T in the meanwhile clicking the dropbox and elicit the answer. -- "Balcony" "Okay so , same with all of the rest letters. 6.- T models exercise 2: "So in Exercise 2 you should match the room with what you can find on it, you can find reference with the image at the beginning". 7.- T instructions: " Answer the form individually, you have 2 min, please submit" 8.- T ICQs: Are you reading or answering the form? Is it a pair work or individually? After 2 min PW 9.- T indicates "I will send you to breakout rooms to compare your answers" you have 1 min". 10.- T opens BR (After 1 min) OCFB 9.- T nominates a SS "What did you answer on Ex1?, 10.- T. nominates another SS "Are you agree with your partner?" Eliciting the correct answer. 11.- T says for transition "Great. Now let's look at what these words mean and how we pronounce them.

1. T sets a timer for stage (8min) 2.-T shares screen in the Bathroom Slide Slide shows a bathroom picture with numbers 2.T points to number 18 and says: “Look at number 18. What is this?” 3.-Students answer. If students do not know, T provides word “This is a bathtub.” Meaning (CCQs) 4.- T asks “Do we take a shower or a bath in a bathtub?” Expected answer: a bath “Are we stand up or sitting in a bathtub?" Expected answer: sitting Form 5.-T shows word on slide "bathtub" in an example sentence: “I love taking a bath in my bathtub after a long day.” 6.-T asks “Is bathtub a noun or a verb?” Expected answer: Noun Pronunciation 7.- T shows IPA on slide /ˈbɑːθtʌb/ and T models: “Listen: BATHTUB” Stress highlighted: BATH-tub 8.- T engage with students Choral drill “Everyone repeat after me: BATHTUB” 9.- Individual drill 10.- T nominates any students that struggles to repeat solo. 11.- Repeat same process with other bathroom items T says " what is this#20? " Elicit Sink 12. T nominates a ss "read the sentence" and ask "Is sink an adjective or a noun?" CCQs: “Do we wash our hands here?” Yes 13.-Focus on Pronunciation /sɪŋk/ Toilet 14.- T nominates SS to read the sentence and ask "is toilet a noun or a verb?" CCQs: “Do we cook here?” No, we pee 15.- Focus in Pronunciation /ˈtɔɪlət/ Choral drill. Slide 2 – Kitchen 16.- T points to number 6 “What is this?”Students answer. If needed: “This is a fridge in a colloquial way, most proper is "Refrigerator" CCQs “Is a fridge stationary or is portable?” Stationary “Do we cook food in a fridge?” No, we keep food cold. Pronunciation /frɪdʒ/ Drilling. 17.-Stove CCQs “What do we do in a stove?” Cook or warm up food" “Is it hot or cold?” Hot /stəʊv/ Cupboard CCQs “Do we store plates and cups here?” Yes “Is it a room?” No /ˈkʌbəd/ Highlight silent p. Slide 3 – Bedroom Shelf CCQs “Can we put books on a shelf?” Yes “Is it usually on the wall?” Yes /ʃelf/ Desk CCQs “Do we study or work at a desk?” Yes “Is a desk used for cooking?” No Pronunciation /desk/ Slide 4: Living Room Sofa CCQs “Do we sit or stand up in a sofa?” Sit “Is it usually in the bathroom?” No Pronunciation /ˈsəʊfə/ Coffee table CCQs “Is it big or small?” Small “Where is regularly placed?” Close to the sofa Pronunciation /ˈkɒfi ˌteɪbəl/ Final Consolidation (before Controlled Practice) 18: T asks“Which room has a fridge?” Students answer: Kitchen “Which room has a bathtub?” Students answer: Bathroom “Where do we find a sofa?” Students answer: Living room "Where do we find a sink? Students answer: Kitchen and Bathroom

IW → PW → OCFB 1.- T set up a timer for stage (5min) 2.-T shares Form 3 and read the task "match words with numbers" 3.- T models 1st example and T gives instructions: “Look at the plan. Match the words with the correct numbers. Ignore the letters in red. Work individually you have 3 min” ICQs: 4.- T ask “Are you working alone or with a partner?” Expected answer: Alone “Are you using the red letters?” Expected answer: "No, just Words and numbers" Students work individually (3 minutes). PW – 5.- T indicates "Now compare your answers with your partners in BR, you have one min, Please submit your answers." 6.-T open BR and monitors. OCFB – 7.-T checks answers with whole class. 8.-T briefly drills pronunciation of any problematic words.

1. T sets a timer for the stage (5 min) 2.-T shows speaking task on slide 3.- T sets the context “Now let's talk about your home.” “Think about your favourite room in your house or apartment.” “Tell your partner about it and describe what is inside the room, you have 3 min. Write down your partner's answers. I will ask for them" 4.-T models example “My favourite room is the living room.” “In my living room there is a sofa and a coffee table.” “There is also a shelf with books.” “I like this room because I relax there.” ICQs 5.- T nominates a SS and ask “Are you talking about your partner’s house or your house?” Expected answer: My house “Are you describing one room or the whole house?” Expected answer: One room “How long do you have?” Expected answer: 3 minutes Pair work 6.T creates breakout rooms 7.-Students discuss their favourite room in pairs. 8.-T monitors breakout rooms 9.-T listens for: correct vocabulary use pronunciation common errors 10.-T notes good language and mistakes for feedback.

1.- T sets a timer for stage (4 min) 2.-T nominates students “Hilda, what is your partner’s favourite room?” Students report answers. T writes sentences on slide Correct Incorrect Example: NO In my kitchen there have a fridge. YES In my kitchen there is a fridge. Students help correct errors. 3.T highlights good examples of vocabulary use Example“Good use of cupboard and shelf.”