Jessica Stockwell Jessica Stockwell

Living Arrangements in Istanbul
Elementary level


The lesson's main aim is writing for fluency and the sub aim is reading for detail using learned vocabulary and two sets of opposite adjectives to describe personal preferences in the context of personal living arrangements.


Main Aims

  • The main aim is for sts to have the opportunity to practice WRITING creatively in the context of something very familiar, their personal living arrangements in Istanbul.

Subsidiary Aims

  • The sub aim is READING for detail using target language adjectives in context of home living arrangements and shopping.


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

1. Welcome students, review names, drill today's date 2 times to get students attention and practice projecting their voices. 2. Discovery: Ask your partner about the 3 pictures of rooms on WB. Sts are invited to WB to browse pictures and in pairs talk about what they see. This is to check their general vocabulary and understanding of basic rooms and furniture so they can recognize it when they see and read the written model text.

Present Langage focus (8-10 minutes) • To provide context for the target language through a text or situation

GENERAL DESCRIPTIVE ADJECTIVES: "traditional" and "modern" in context to writing exercise where students describe their home living arrangements and rooms. The aim is to model simple sentences for accuracy and add an adjective for description in a controlled practice. ACTIVITY 1) pre-teach adjectives in model sentences through picture and sentence matching group activity. 2) MATCH description to pictures by drawing a connecting line.

Controlled Practice (8-10 minutes) • READ: To have students Read for accuracy - model text

READ MODEL WRITING TEXT Introduce model text by reading for detail and understanding. Hand text out and have students read and underline adjectives traditional, modern, small, big. Sts get in pairs and discuss their house or flat and their favorite room in preparation for their writing task.

Semi-Controlled Practice (8-10 minutes) • WRITE: To have students write for fluency

WRITE: Students write a paragraph about describing their home and favorite room. CHECK & CORRECT: I will monitor and check for accuracy offering sentence structure and word corrections where needed. ACTIVITY, PEER CK. Then I post them on the walls around the room and have student pass by each one and guest who's house it is? This will be a way to peer check the writing for fluency and engage the learners.

Free Practice (8-10 minutes) • To provide students with real scenario shopping at IKEA

ROLE PLAY - BUYING FURNITURE at IKEA. If time allows this activity is to engage students in a real life scenario: one the shopper, one the IKEA sales person. The sales person welcomes shopper, with "HOW may I help you?" The shopper tells the sales person what they want to buy. The sales person responds with, target language options: traditional or modern? And responds to shopper with directions. Speaking for fluency first and accuracy second.

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