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258.docx
My room
Warm Up (10 min) The teacher brings 3 photos of different rooms in a class ( or shows them on a smartboard if the classroom has one) and asks students:
- to describe the furniture they can see to remember the pieces of furniture they have learnt in the last lesson.
- to say about owners' lifestyle, hobbies and interests.
E.g. The person in room a is a boy. He is messy. He is interested in music. He likes playing the guitar. He likes rock music.
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Input (5 min) The teacher hands out the scripts of questionnaire printed before and asks students to read it and answer the question “ Which photos (a,b,c) show Lena’s and Justin’s rooms?”
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MY ROOM
Can you describe your room? Lena: It's dark because there is only one small window but it's very big. Justin: My room's big and light. What furniture is there in your room? Lena: There is a big bed, a desk, a wardrobe and a chair. There are some bookshelves, too. And there is my pet tarantula. Justin: There is only my bed, a desk and a chair. There isn't a wardrobe, I keep my clothes on the shelves. There aren't any CDs - I buy my music online. There are two guitars - I am in a rock band. Is there a TV in your room? Lena: No, there isn't. And there isn't a computer. I don't like technology. Justin: Yes, there is. There is also a stereo system and a computer. Are there any posters on the walls? Lena: No, there aren't. There aren't any posters but there are some photos - photography is my hobby. Justin: Yes, there are. There are posters of Kings of Leon and The Killers - they're my favourite groups. |
Answers: a-Justin’s room, c- Lena’s room.
Practice 1 Pair Work. (5 min)
The teacher asks students to get themselves into pairs and discuss the question “ Which room do you like? Why?”.
E.g. I like room …because ….
The teacher controls that everyone in a class is involved into the discussion and helps with vocabulary. Once students have finished the teacher asks a fer students about which rooms their classmates like and why in order to be sure they were listening their classmates in pairs.
Practice 2 Individual Work. (8 min)
The teacher asks students to underline all the sentences with there is /isn’t, there are/ aren’t , is / are there in the text, then hands out small papers with a table and asks to complete it.
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(+) is /are There is a stereo system. There …two guitars in my room. There …a big poster om the wall. There …some books on the desk. |
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(-) isn’t / aren’t There … a wardrobe. There … any CDs. There …a desk in my bedroom. There ….tend chairs in the kitchen. |
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(?) is there / are there… ………….a TV in your room? ………….any posters on the walls? ………….any CDs in your bag? ………….a cup on the table? |
The teacher checks the answers and also pay attention to the fact that we use SOME in affirmative sentences and we use ANY in questions and negative sentences.
Production Group work (8 min)
The teacher divides the class into three groups (the number of groups depends on the number of students in a group), gives a photo of a room to each group and asks students to describe the photo using this grammar structure there is / there are.
The teacher controls the process and helps with vocabulary if it’s necessary.
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Plenary (7min)
Students of one group are describing the room they have in the photo while others are trying to imagine how it looks like, once they have finished the description they can show the picture to the whole class.
Revision of aims and key terms plus mistakes/strong points from group work.
Homework (2 min)
Students should write a description of their own room using there is/are and draw a picture of it for the next lesson.
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