&lt;p&gt;Lesson aims Pupils learn and practise the function of asking when places are open or closed. Pupils also practise saying the sound /ə&upsilon;/.&lt;/p&gt;&lt;p&gt;New language closed | /ə&upsilon;/ &ndash; coat, snow&lt;/p&gt;&lt;p&gt;Recycled language art gallery, hospital, sports centre, cinema, library, open, goat | Is the (cinema) open on (Sundays)? Yes, it is. / No, it isn&rsquo;t.&lt;/p&gt;&lt;p&gt;Materials CD1&lt;/p&gt;&lt;p&gt;Presentation&lt;/p&gt;&lt;p&gt;&bull; Remind pupils of the story from the previous lesson. Ask What day is it in the story? (Saturday.) What do the children need? (A painting.) Where do they go? (To an art gallery.) Then ask Is the art gallery open on Saturdays? (Yes, it is.) Then ask Is our school open on Saturdays? (No, it isn&rsquo;t.) Teach the new expression: It&rsquo;s closed. If necessary, practise with more questions: Is the school closed on Mondays? (No, it isn&rsquo;t. It&rsquo;s open.&lt;/p&gt;&lt;p&gt;Pupil&rsquo;s Book page 43&lt;/p&gt;&lt;p&gt;16 Listen and repeat. Then act.&lt;/p&gt;&lt;p&gt;&bull;Ask Where are these children? (Outside / In a park. Inside / At school / In a library.) Where do they want to go? Pupils look at the brochures they are holding and guess. Accept any guesses. &bull; Play the recording, pausing after each dialogue to ask Where do they want to go? When do they want to go? (To the cinema. On Sunday. To the library. On Monday afternoon.) Congratulate any pupils who guessed the correct places. Then ask Is the cinema open on Sundays? (Yes, it is.) Is the library open on Monday in the&amp;nbsp;afternoon? (No, it isn&rsquo;t. It&rsquo;s closed.)&lt;/p&gt;&lt;p&gt;&bull; Pupils act out similar dialogues in pairs, choosing different places from the word box each time. Read through the word box fi rst, checking pupils know all the words for places. Check the activity by asking pairs of pupils to act out their dialogues.&lt;/p&gt;&lt;p&gt;17 Listen and repeat. /ə&upsilon;/&lt;/p&gt;&lt;p&gt;&bull; In this activity, pupils practise saying the /ə&upsilon;/ sound. &bull;&amp;nbsp; Look at activity 17. What&rsquo;s this? (It&rsquo;s a goat.) &bull; Then say Goat &ndash; /ə&upsilon;/ /ə&upsilon;/ /ə&upsilon;/ &ndash; goat. Pupils repeat, emphasising the /ə&upsilon;/ sound in goat. &bull; Say Listen and repeat. Play the recording. Pupils listen and repeat the sound sentence twice. Use the photo to make sure they understand the new words warm, coat and snow. &bull; Encourage pupils to think of other words which contain the sound&amp;nbsp;/ə&upsilon;/, e.g.&amp;nbsp;go, mobile, phone, borrow, those, photo, open, close(d). Help them, using mime or pictures as appropriate. nose, home, window, hippo, boat, toast, robot, sofa, yellow.&lt;/p&gt;&lt;p&gt;Activity Book page 35&lt;/p&gt;&lt;p&gt;15 Look and tick the pictures that show the value: be resourceful.&lt;/p&gt;&lt;p&gt;&bull; Pupils tick the pictures that show children being resourceful and solving problems for themselves.&lt;/p&gt;&lt;p&gt;Key: Pupils should tick pictures 1 and 2.&lt;/p&gt;&lt;p&gt;16 Colour the words that sound like goat. Then answer the question.&lt;/p&gt;&lt;p&gt;&bull; Elicit the words, revising or teaching any as necessary. Pupils colour the shapes that contain words with /ə&upsilon;/ sounds in them. They then look at the completed coloured picture and write the answer to the question What&rsquo;s in the picture?&lt;/p&gt;&lt;p&gt;Key: Pupils should colour yellow, coat, borrow, toast, snow, goat. It&rsquo;s a boat.&lt;/p&gt;