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Vocabulary and Receptive Skills
Elementary (A1) level


In this lesson Ss will learn new vocabulary about furniture. They will also have the chance to practice new vocabulary in the context by listening and reading.


Main Aims

  • To provide practice, clarification and review of vocabulary in the context of furniture in flats,rooms

Subsidiary Aims

  • To provide specific information listening practice using a text about "My first flat" in the context of furniture.Reading for skimming and scanning in the dialogue: "My first flat".


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

Make two sentences using "there is/ there are" . Tell Ss to look around the class and make sentences about the furniture in the class. Use the pictures of the rooms in the Ss book (Straightforward Elementary, Page 36), show them on the board and ask Ss "What are the differences between the rooms?" "What rooms are they?" (remind them the vocabulary from the previous lessons.) Elicit the answers by writing each of them above the pictures on the board. (living room, kitchen, bedroom)Model and drill.

Pre-teach and Pre-listening vocabulary (12-14 minutes) • To prepare students for the context by teaching new vocabulary

Before the class write the new vocabulary on the board and cover them with the pictures that correspond to each word. Tell Ss that they will do a pair work. Tell Ss to look at the board and write down the words for these objects. After they finish, ask a pair to come and write down one of the words for the picture. Ask other pairs for correction (true or not) If they don't agree they should come to the board and write down their own answer. After all the answers are given remove the pictures to show the words. Handout the words listed on a sheet with their phonetic symbols written under them. Tell Ss that they will listen to recording "1.50" and say these words chorally. Play the recording (1.50) as a model for the pronunciation and for drilling.

While-Reading & Listening activity (12-14 minutes) • To provide students specific information listening task

Listening 1: Tell the Ss that Claudia and Shelley are students and they want to rent a flat. Ask Ss which flat they think they will rent A or B. Play the recording and then get the answers. Listening 2: Tell Ss that they will read and listen to a dialogue between Shelley and her father about the flat she will rent. Read through the questions : (1.Does Shelley like her flat?, 2. Where is Claudia from? 3. Does Shelley want to see her parents?) Tell Ss to read and listen at the same time. Distribute the reading dialogue handouts to the Ss. Ask Ss to discuss their answers with their partners and then as a whole class.

While-Reading (6-8 minutes) • To provide students with a more detailed, and inference reading task

Tell Ss to look at the picture of flat A on the board and underline the false information in the dialogue. Tell them to check their answers with their partners. Then Check as a whole class (feedback)

Follow-up/Speaking (8-10 minutes) • To provide Ss with an opportunity to expand on what they've learned

Divide the Ss into two groups A and B. Explain the activity, tell them they should think about the picture they have for 3 minutes and then describe it to someone in their own group. Handout the picture A to group A and picture B to Group B. Then mix the groups A and B, make them pairs. (one from A and one from B) Tell the new pairs to ask questions each other to find 6 differences in the pictures. Ask Ss to tell the differences to you, check and give feedback.

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