rooms and furniture, there;s and there're lesson
beginners A1 level
To provide clarification for there's and there're through the context of rooms and furniture
to provide students with some vocabularies about rooms and furniture and help them construct their own sentences about their houses by the end of the lesson
Procedure (45-59 minutes)
T shows ss a picture of a house with some highlighted objects in, then he asks the students about the picture and what items can they see in the picture. try to elicit from them the vocabularies, and telling them the ones they don't know. then drilling and making sure of the pronunciation.
T gives the students a short text with some missing gaps he asks them to read the text and try to find out what are the missing words, ss first start individually then they get in pair to check their answers.
T asks students for their answers and write some answers on the board which contain the target language of the lesson like: 1. there's a table 2. there are some books.
After writing the two sentences on the board T asks the ss some questions about the form and try to elicit the answers from students like : why sometimes we have there is and other times we have there are? elicit the answers about plural and singular then highlighting the indefinite article a after there is later drill the two expression with emphasizing on the contraction form there's .
Play a dictation game put question number four pg. 47 on two or three pieces of paper and put them on the wall then divide people into pairs one should write while the other should run to the wall read one sentence and run back to tell his/her friend about it, the one who finishes first wins the game. then show them a picture related to that question on the board and asks them to work in pair and answer with true or false, later check their answers and ask them about the false sentences by saying how can we make it true? try to elicit from them the negative form later put a question mark on a sentence and asks students how can ask to have this answer, try to elicit the question form along with yes/no answers drill to make sure of the pronunciation.
Give students sheets of paper, asks them to work in pairs one students will ask the questions and the other will look at the picture on the board and answer with yes or no, keep monitoring and help weak students to do the activity. when they finish asks them to change so the one who was answering will be asking now.
Asks the ss to write down on their paper names of fifteen objects that they have in their house, but ask them to be specific like to write an old TV or a new TV so it can be more challenging. then asks ss to change their places so they can meet new friends, after that asks them to guess what does their partner have in their house. when both finish asking and answering giving fb and end.