Meric Gulcu Meric Gulcu

Teaching Practice 7
Elementary level


In this lesson students review the names of the rooms in the house and they review/learn the names of basic furniture. The vocabulary is reviewed/introduced through the use of visuals (and a crossword if time allows). A very short thematic listening is used to practice listening for the gist and listening for specific information. Students are asked to use the target vocabulary as they write a short paragraph about one of the rooms in their house.


Main Aims

  • To review/introduce the names of the basic furniture and rooms.

Subsidiary Aims

  • To practice listening for the gist and listening for specific information using a thematic and relevant recording. To practice writing a short paragraph using the target vocabulary.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

-T establishes a link to her previous lesson. (Do you remember what we did last week? We learned how to describe people physically; today we'll describe rooms.) -T writes "There is/There are" on the board, looks around and completes these sentences. There is a desk in the room etc.) T pairs the Ss up and asks them to write 3 sentences about the classroom: 2 correct, 1 false. Ss read their sentences out loud and they decide which one is false.

Exposure (2-3 minutes) • To review/introduce the target vocabulary that is necessary for the upcoming listening/writing tasks.

-T puts the pictures and names of some rooms on the board. In pairs, they match the pictures with their names. Ss walk to the board and stick the name of the rooms under the correct picture. Drill (if necessary)

Useful Language (15-18 minutes) • To review/introduce more useful language (furniture names) for coming productive tasks

-T distributes Worksheet 1 and explains the task. They do a few examples using the pictures on the board. T goes over the "there is/there are" structure very briefly. T re-pairs the Ss and they do the matching exercise. Peer check w/c Fb (T also writes the answers on the board) -T plays Track 50 and Ss repeat the words Drilling (if necessary) -T plays Track 51 twice (first time for gist listening and second time for listening for specific information). Ss do the tasks on Worksheet 2. Peer check and w/c Fb after both -IF TIME: T distributes Worksheet 3, groups the Ss and tells that this is a competition. Ss complete the crossword. w/c Fb (T writes the answers on the board)

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice writing using the target vocabulary.

- T distributes Worksheet 4 (writing task) and explains the task by giving examples. Ss write 5 sentences about a room in their house using the vocabulary and structure they reviewed. (The task can be modified depending on the time left; they may be asked to write 3 sentences) T monitors and tries to find sentences with problems for error correction OR Ss swap their papers and correct each other's mistakes and meanwhile T monitors and helps OR T put the Ss' paragraphs on the board, Ss stand up and read each other's work and choose one room they liked the most (this may not be doable if there are a lot of Ss in the class) T monitors OR T groups the Ss, they swap papers and read each other's work and choose the one they liked the most. T monitors. (T will choose one of the options above during the class depending on the time and number of the Ss) -IF TIME: Speaking- T pairs the Ss up and gives each partner aa different drawing of a living room. Ss ask each other Qs (Is there a../Are there...?) and answer them. They try to find 6 differences between the drawings. T monitors

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language/vocabulary.

T writes sentences/phrases with errors on the board. She elicits the corrections from the Ss and corrects the errors.

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