Things in the home
To provide students vocabulary practice for fluency through talking about their homes and the items in their homes.
1) To provide practice of words that describe household items 2) To give students practice in listening for specific info and for gist 3) To provide practise in using 'There is' and 'There are' to describe the household items and the amounts of them.
Procedure (35-50 minutes)
Stick the pictures of rooms in a house on WB and write 'My Flat' on top of them. Drill the pronunciation of the word 'flat' from the students. Show students the pictures, and try to elicit the word 'room' or 'rooms' from them. Ask students the names of the rooms, try to elicit the words before telling the definitions. Stick the names of the rooms above or below the pictures. Pair the students, give them 30 seconds to tell each other what rooms there are in their homes. After 30 seconds, ask random students what they learned from their partners. This exercise will be helpful activating their schemata.
Group the students. Deal the photocopied HO from the student's book. Tell them to look at the pictures at the top of the page.Tell them to look at Exercise 1, and ask them which rooms they see. Give students 30 seconds and after the time is up, ask random students what rooms the pictures are. Repeat the names of the rooms, correct mispronunciations, if any.
Ask random students in the classroom what rooms there are on WB, and ask them what there might be in that specific room they are asked, thus activating their schemata. Try to elicit a few words from the vocabulary in Exercise 2.
Group the students. Tell them to look at Exercise 2. Tell them to match the words in the box with the letters in the pictures from a to q, and tell them to check their answers with their group members. Give students 5 to 7 minutes to complete the exercise. While they are doing the exercise, write the problematic and new vocabulary on WB with their phonetic transcriptions. Tell students to listen to the related track to check their answers.
After the listening, show the vocabulary on WB to the classroom and drill the correct pronunciation with repetitions. Drill the correct pronunciation from the individuals randomly to keep the attention alive. Donot forget to put a mark on the stressed syllable on each word on WB.
Group the students. Introduce Carole to the classroom. Tell the students that they are going to listen to Carole talking about her favourite room in her flat, and what she does there. Tell the groups to listen and then talk about what they heard. Tell them to listen again, and talk about what they heard from the track. Afterwards, ask groups what they learned from Carole.
Group the students by dividing them into 3 or 4, name each group after a room. Hand each group pictures of their group name. Tell them to test each other about what they see in the pictures.