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Rooms and furniture, Vocabulary
Beginner level


In this lesson, students learn rooms&furniture vocabulary. The lesson starts with pictures to activate prior knowledge of context vocabulary. This is followed by matching pictures with words. Then, Ss practice vocabulary through highlighting and clarification. Finally, there is some controlled practice through a game called "Guess Where I am" and there are some semi-controlled and free activities.


Abc Communitaion Game

Main Aims

  • To provide clarification of rooms and furniture vocabulary in the context of house

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of house


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Stick some furniture pictures on the wall and ask Ss to look around and talk about what they see in pairs

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Give Ss word cards and ask them to match these words with pictures. Divide the class into groups and give different colored of word card for each group. At the end of the game, count the correct matchings for each color and give them points considering the color of the group. While you are checking the matchings, ask Ss to pronounce some of them. If there is a problem, repeat several times in choral and individual drills.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Take only the furniture pictures back from the wall, Say a furniture name, and make the students run the room which it belongs. For example when you say sink, they run kitchen.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Take the pictures back which are on the wall and change their order. Show them one by one in an amusing way and ask them to write what they see. Make them work in groups and provide a competitive environtment by writing down the points on the wall. The fast gruop writing correctly gets the point.Check pronunciation and spelling during the game.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students work in pairs. One of them says what they see around them and the other one guesses where he is. For example, there are cooker and fridge. There is a window. There are tables and chairs. The other student guesses the room. They change their partners and do the activity several times.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Show some pictures of rooms and make them describe what there are in the room. Provide a demo and make them to do the same. One of them describes, and the other one draws and when they finish, they change roles and the other one describes and his partner draws. Will you show your house your pair? No. Will you draw or write? Draw.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Give Ss envelops in which there are house pictures. Ask them to sell their house to someone by describing in mingles. They are supposed to say "There is/ There are ... in my house. Their partner should ask some questions such as "Is there any TV in your house?" "How many ... are there?"

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