To provide practice of furniture
To provide clarification of there is/there are
Procedure (34-49 minutes)
Teacher divides students into two groups. Gives one student from each group a word (same word for both groups) Students draw the word for their group, others try to guess the word. The first to guess the word correctly gets a point. After three rounds, the game ends. "I will give you a word." "You will draw this word." "Your group will try to guess the word." "If they guess first, you get a point."
Students are given two sets of pictures and asked to fill in with the names of the objects in the pictures. First set is rooms of a house, the second set is the furniture in these rooms. Teacher hands out the first set. Students check their answers in pairs. Teacher monitors, notes common problems. Teacher hands out the second set. Students answer in pairs, then check their answers in groups. Teacher monitors, notes common problems.
Teacher gives feedback on the matching activity and hands out the answer key. Teacher elicits the unknown vocabulary. Ex. CCQs: For the word oven: "I want to make a cake, can I make a cake in the living room?" No. "Can I make a cake in the kitchen?" Yes. "In the kitchen, do I use the fridge to bake a cake?" No. "What do I use?" The oven. For the word cupboard: "What do I use to drink water?" A bottle / a glass. "What do I use to drink tea?" A cup. "Where do I put the cups?" In the cupboard. Teacher drills vocabulary. Writes on the board, shows word stress, and part of speech.
Teacher hands out a crossword puzzle. Students fill it in individually, compare their answers in pairs. Teacher monitors and gives feedback. If necessary, asks concept checking questions to clarify any problems. Teacher sticks names of rooms to the board. Students get vocabulary cards and group them on the board. Teacher monitors and gives feedback.
Students listen to a track and fill-in the gaps. Check their answers in pairs. Teacher monitors. If necessary, students listen to the track again. Teacher monitors and gives feedback. ICQs: "Are you going to listen or speak?" Listen. "Are you going to write something?" Yes. "Are you going to fill in the blanks?" Yes.
Teacher hands out a folded paper. Gives students time to study the sentences. Teacher tells students to unfold the paper. Gives students time to study the form of the structure. Students discuss the structure in pairs. Teacher monitors, notes any problem. Teacher tells students to unfold the paper again. Students do the gap-fill exercise. Teacher monitors and gives feedback.
Teacher hands out prompts to use in speaking activity. Students ask each other questions about their houses / rooms and answer them in pairs. ICQs: "Are you going to write or speak?" Speak. "Are you going to ask questions?" Yes. "What are you going to ask about?" House / room.