&lt;p&gt;Lesson aims Pupils consolidate language with a 
story. They also discuss the value of being tidy.
&lt;/p&gt;&lt;p&gt;New language ring (n), We&rsquo;re in (my bedroom). 
Let&rsquo;s go in. Walk on me! What a mess! tidy up, put, 
now, tidy (adj)
Recycled language furniture, Where&rsquo;s my &hellip;? Is 
it in the &hellip;? Look at this, big, There&rsquo;s my &hellip;, Thanks, 
What has &hellip; got?
&lt;/p&gt;&lt;p&gt;Materials CD2&lt;/p&gt;&lt;p&gt;&bull; Practise counting from 1 to 20 in chorus. Start counting 
and point to pupils at random to say the next number.&lt;/p&gt;&lt;p&gt;Pupil&rsquo;s Book page 52 &lt;/p&gt;&lt;p&gt;
12 Listen and read. &lt;/p&gt;&lt;p&gt;Point to frame 
1 and ask Where are the children? (In the treehouse). Tina is sad. She can&rsquo;t fi nd her ring. Teach ring 
by drawing a picture on the board. Point to frame 2 and 
ask Are the children big? (No, they&rsquo;re small.) Encourage 
pupils to guess how they fi nd the ring by looking at the 
other frames&lt;br&gt;&lt;/p&gt;&lt;p&gt;Value Be tidy
&lt;/p&gt;&lt;p&gt;&bull; Point to frame 4 and play the fi rst line of the dialogue. 
Remind pupils of the meaning of What a mess! Look! 
There are books on the sofa. Elicit more sentences about 
the room (e.g. There&rsquo;s a ball on the sofa. There&rsquo;s a book 
and a duck on the table.) Play the next line of the story
(Let&rsquo;s tidy up.).
&bull; Read the value title Be tidy. Confi rm the meaning of tidy 
and ask Is your bedroom/house/desk tidy? Talk about 
how we can lose things if we aren&rsquo;t tidy&lt;/p&gt;&lt;p&gt;Activity Book page 42
&lt;/p&gt;&lt;p&gt; Read and write the letter. Then listen and check. &lt;/p&gt;&lt;p&gt;
&bull; Pupils match the text with the story frames.&lt;/p&gt;&lt;p&gt;&lt;br&gt;&lt;/p&gt;