Ahlem Marrakchi Ahlem Marrakchi

Elementary level


In this lesson, students learn to describe and ask questions about living rooms using prepositions. On the same occasion, they revise vocabulary related to household furniture and sentences with "there is," and "there are."


Abc Audio File
Abc Pictures (Set 2)
Abc Gap-fill handout
Abc Pictures
Abc Over-head projector
Abc Realia
Abc Answer key handouts

Main Aims

  • To practice prepositions and question forms in the context of describing living rooms

Subsidiary Aims

  • to revise household furniture vocabulary and there is/are


Warmer/Lead-in (3-5 minutes) • To engage the students and ease them into the use of prepositions

Objects will be displayed around the classroom. Students have to say where they are.

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

Students look at a picture of a living room and give more examples using prepositions and furniture vocabulary.

Highlighting (Controlled Practice) (2-4 minutes) • to draw attention to the target language (prepositions)

Students fill in the gaps with prepositions. The students work in pairs later after a demonstration with the teacher.

Semi-Controlled Practice (8-10 minutes) • to further practice question forms and check understanding of prepositions

Students are grouped in Pairs. Every student in the pair gets a slightly different picture of a living room. Student B who has missing elements in his/her picture asks questions to locate the lacking item. Student A looks at the full picture and answers using prepositions and vocabulary related to furniture and homeware. Student B draws missing items according to description. The teacher demonstrates the task to clear out any confusion. Students swap pairs after approximately 4 minutes.

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

Students look at the full picture displayed on the projector and listen carefully to a description of the living room. After a demonstration, they are expected to say stop when they hear a mistake.

Free Practice (8-10 minutes) • To accustom students to identifying target language in speech

Students are regrouped in different pairs. Student A describes the classroom and makes intentional mistakes to test student B. Student B has to listen closely for mistakes.

Contingency Task (2-4 minutes) • To provide students with free practice of the target language

Students have a look in the corridor and report back about things they see.

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