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Parts of the house and household objects
Elementary level

Description

To build the learner’s parts of the house and room topic vocabulary, and to develop the learner’s ability to say what is in a room or house. This lesson will provide an opportunity for the learner to talk about his or her own house and to personalise the new vocabulary.

Materials

Abc Gap-fill, Speaking, Listening

Main Aims

  • To provide clarification and review of household objects vocabulary in the context of parts of the house.

Subsidiary Aims

  • To provide speaking practice of the target language.
  • To provide clarification of quantifiers ' some and any' in the context of the house.
  • To provide specific information listening practice using a text about household objects in the context of the house

Procedure

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

Focus the students attention on the picture on the board. Explain that they are going to look at the picture and make 'there is-there are' sentences in a minute. Give them 1 minute extra to look at the picture and think about their sentences. Divide the class into two. Tell students that each group will have 1 minute to tell the sentences. They will tell one by one. Write the number of the sentences for they make for each group on the board.

Test #1 (10-15 minutes) • To gauge students' prior knowledge of the target language

Students look at the pictures in ex1 and tell what the rooms are. Elicit some answers from the students and focus on the pronunciation. Drill with the students. Get attention to the board again. Show the rooms and explain that there are some words including the objects in the rooms. They will stick the right word on the right picture. Divide the students into two groups. For the first group, show the pictures 1 and 3. They go to the board and stick. For the second group, show the pictures 2 and 4. They work together and stick the words on the board. Ask each group to check each other's asnwers. Correct with the classroom if they have any mistake. Drill the new vocabulary with the students. Focus on their pronunciation.( Ex 3 listen and drill) Tell the students that they are going to listen to a conversation between two girls.(Ex 4) They want to rent a flat. Which flat do they rent?. Students listen and tell the flat.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Write examples with some-any-a on the board about the pictures of the flats. Underline some, any and a. Elicit the meaning from the students. Show the guided discovery worksheet on the board. Focus on the form of the target language. Give out the guided discovery to the students. Put them in pairs. Students work on the form together to find out the rules. Give answers on board and explain. Ask CCQs to check their understainding.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Show the picture of Sherly's bedroom on the board. Show the exercise and tell the students that they are going to fill the blanks with the correct quantifier. Give out grammar Ex1. They fill the blanks and check in pairs. Show the answer key on the board. Show Ex2's chart on board to guide the students. Explain them that they are going to make sentences about their living room, bedroom and dining room using the same structure.Put them in pairs. Change the pairs for this activity. Monitor the students while they are speaking.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Show students two different pictures. (Speaking ex1). This activity has two stages. In the first stage, students are going to work in pairs (A and B) and describe the rooms they are given using the target language. In the second stage, students will tell six differences between their rooms.

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