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1 Warm up

Match the words and pictures of furniture that you have in your home.

a chair a desk a lamp a mirror

an armchair a table a wardrobe shelves

1. 2. 3. 4.

5. 6. 7. 8.

Which thing(s) do you ...

sit on? keep things in or do your use at night? use to get ready
on? homework at? in the morning?

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2 Listening
Listen to Andy’s house tour and write the furniture he talks about in order, 1-8.

furniture room

1.

2.

3.

4.

5.

6.

7.

8.

Listen again and write the name of the room next to the furniture.

Look at the picture of Andy’s house. Which other rooms have lamps, armchairs and shelves?

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3 Language point

Study the sentences below.

• There are two armchairs in this room.

• There is also a lamp because I like to read in the evenings.

We use there is/there are to say something exists in a place. Cross out the incorrect answers about
the sentences:

1. We use there is/there are with singular nouns.

2. We use there is/there are with plural nouns.

We can make questions and short answers like this:

• Is there a lamp in the kitchen? Yes, there is. / No, there isn’t.
• Are there shelves in the living room? Yes, there are. / No, there aren’t.

We also often use preposition phrases with there is/are to explain where something is:

• There is a mirror in the room next to the bed.

• There are shelves on the right/left.
• There is a table behind/in front of the sofa.

We usually make a contraction with the singular form when we speak - There’s a chair. We cannot
make contractions with the plural form. (We don’t say: There’re shelves.)

We usually make contractions for short negative answers: No, there isn’t. We cannot make a contraction
for a short positive answer - Yes, there is. (We don’t say: Yes, there’s).

Read all the sentences out loud. Pay attention to the pronunciation.

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4 Practice
Read what Andy said on his house tour and write the missing words. You can look at the picture to
help. Listen again to check your answers.

Hello, I’m Andy and I’d like to show you my house. Please come in! Let’s start in the living room.
1
There two armchairs in this room - I always sit in this one and my wife sits in that
2
one. is also a lamp because I like to read in the evenings. This is the kitchen and
3 4
we also use it as a . There is a big table here in of the window.
5
There are two chairs as well. Now let’s go to the . My wife is a lawyer and she works
6 7
from home. There a big desk for her computer and the desk
8
there are where she keeps her books and papers. Finally, I’ll show you our bedroom.
9 10
to the bed there is a mirror and the right there is space for our
clothes in a big wardrobe.

5 Speaking
Work in A/B pairs to practise the vocabulary and grammar from this lesson in a picture dictation.
A and B will each look at a different picture.
First A will describe his/her picture to B. B cannot see A’s picture; he/she has to listen and draw the
room from the description. B can also ask questions. After 5 minutes, stop and check, and then change
places.

Example:

A: This is a bedroom. There is a big bed on the left.

B: Is there a lamp next to the bed?

A: No, there isn’t. There are shelves next to the bed.

a plant a picture a rug a sofa

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Picture A

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Picture B:

6 Extra practice/homework

Choose the best answer to complete the sentences about a room.

1. There is a big bed at / in / of the room.

2. There are / be / is shelves on the left.
3. It / There / This is a clock on the wall.
4. There is a desk after / left / next to the bed.
5. There is a desk on a / side / the right.
6. There is a chair in front for / of / to the desk.
7. Are / Does / Is there an armchair?
8. No, there aren’t / haven’t / isn’t an armchair in the room.

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7 Extension

Read this pronunciation information.

If one word finishes in a consonant sound and the next word starts with a vowel sound, we
link them together: There’s_a chair. This makes them sound like one long word.

Practise this dialogue in pairs and pay attention to contractions and linking. How fast can you speak?

• A: Is there_a mirror_in your room?

• B: Yes, there_is. There’s_ a mirror_in my room, next to the bed.
• A: Are there shelves too, in your room?
• B: Yes, there_are. There_are shelves_on the left, for my books.
• A: Is there_an_armchair_in your room?
• B: No, there_isn’t. There’s_a chair_in front_of the desk.
• A: Is there_ a lamp so you can work_at night?
• B: Yes, there_is_a lamp. But_I go out_at night!

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Transcripts

2. Listening

Andy: Hello, I’m Andy and I’d like to show you my house. Please come in! Let’s start in the living
room.

Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one.
There is also a lamp next to my chair because I like to read in the evenings.

Andy: This is the kitchen and we also use it as a dining room. There is a big table here in front
of the window. There are two chairs as well.

Andy: Now let’s go to the study.

Andy: My wife is a lawyer and she works from home. There is a big desk for her computer and
behind the desk, there are shelves where she keeps her books and papers.

Andy: Finally, I’ll show you our bedroom.

Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big
wardrobe.

4. Practice

Andy: Hello, I’m Andy and I’d like to show you my house. Please come in! Let’s start in the living
room.

Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one.
There is also a lamp next to my chair because I like to read in the evenings.

Andy: This is the kitchen and we also use it as a dining room. There is a big table here in front
of the window. There are two chairs as well.

Andy: Now let’s go to the study.

Andy: My wife is a lawyer and she works from home. There is a big desk for her computer and
behind the desk, there are shelves where she keeps her books and papers.

Andy: Finally, I’ll show you our bedroom.

Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big
wardrobe.

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Key

1. Warm up

5 mins.
Work with the whole class to match the words and pictures. Drill the pronunciation - note that shelves has one
syllable. Mirror /’mIr@/ is a tricky word; note that the final r is not pronounced. Pose the follow-up questions one
by one and nominate a student to answer each question.
1. a wardrobe 2. an armchair 3. a lamp 4. a mirror
5. a chair 6. a desk 7. shelves 8. a table

Answers:
You sit on a chair and an armchair; you keep things in a wardrobe or on a shelf; you do your homework at a desk
or table; you use a lamp at night; you use a mirror to get ready in the mornings.

2. Listening

10 mins.
The listening text recycles furniture vocabulary and introduces the names of rooms as well as the language point.
If your class is very low level, they can use the picture to support their listening from the beginning, rather than
waiting until the follow-up questions. The house tour is also used in the Practice stage.
Students will listen twice. The first time, they are recycling furniture vocabulary from the Warm Up. Play the
recording and then go over the answers. Before listening for the second time, ask students to recall the names
of the four rooms on Andy’s tour. They then listen again to check. Finally, pose the follow-up questions, again
nominating one student to answer each one. Make sure students are using accurate pronunciation in all their
answers.
Answers:
1 armchairs and 2 lamp (living room); 3 table and 4 chairs (dining room/kitchen); 5 desk and 6 shelves (study); 7
mirror and 8 wardrobe (bedroom). Students may also say there is a bed in the bedroom. We can also see lamps in
the study and bedroom, an armchair in the study, and shelves in the living room and kitchen.

3. Language point

10 mins.
Have students focus on the sentences. It may be helpful to use students’ L1, if your class is monolingual, especially
to explain the concepts of singular/plural, and the meaning of the preposition phrases. Common mistakes for
students at this level include mistakes with singular and plural forms and prepositions; students may also confuse
there are with they are. Drill the students in the example sentences in the language point - other pronunciation
features of the target language are explored in the optional extension stage.
1. there is 2. there are

4. Practice

10 mins.
Explain the task, which is a gap-fill exercise using the transcript of Andy’s house tour to review vocabulary and
grammar from the lesson so far. Students can work alone to complete the text, using their memory and the pictures

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from the previous exercise. Then they can check answers in pairs, before listening one final time to the tour. Go
over the answers with the class and elicit that we can make contractions with There is in 2 and 6. If you have time,
students can then work in pairs to read the tour out loud, to re-enforce the pronunciation.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. are 2. There 3. dining room 4. front 5. study
6. is 7. behind 8. shelves 9. Next 10. on

5. Speaking

13 mins.
In this stage, students will be able to activate the vocabulary and grammar from the lesson in a speaking activity.
Go over the instructions for the activity, the examples and the words to help, which introduce four more items to
be found in the pictures in this activity. There will also be a clock, which students should know from a previous
lesson in the course plan.
How to manage a picture dictation: if you are teaching face to face, assign A/B roles and hand out pictures, making
sure that As and Bs do not see each other’s pictures. You could ask students to move chairs (or at least move in
their chairs) to maintain secrecy. If you are teaching online, you could assign A and B roles and then ask B to
switch off their video (maintaining only audio) while you display A’s picture on the screen. A could use their phone
to take a photo of the picture and then you can place A and B in pairs in a breakout room or similar to talk and
draw. You would repeat this procedure for B.
Monitor students while they speak to check that they are following instructions and support/correct as appropriate.

If you have time, round off the activity by displaying both pictures and asking students to formulate some sentences
about their partner’s picture. Alternatively, ask students to display the pictures they have drawn and get them to
comment on each other’s drawings using the target language.
Answers: students’ own answers.

6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these in class, you could extend the activity by asking students to formulate more sentences
about the lamp, picture and any other items they recognise in the picture.
If you use these for homework, make sure that you mark the exercises in a future class, or collect them from
students and mark them yourself outside class. If you prefer, you can make the answers available to students and
they can check their own answers.
ANSWERS:
1 in 2 are 3 There 4 next to 5 the 6 of 7 Is 8 isn’t

7. Extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. This pronunciation activity will
improve students’ speaking and listening skills. Go over the point about linking and then drill the dialogue line
by line, emphasizing the links. Then students can read the dialogue in pairs, focusing on the contractions and
linking. They can switch roles after a couple of readings. Encourage them to find the rhythm and pick up speed

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- this should be easy because linking promotes faster speaking. This activity also supports practice of the tricky
th- sound /D/. Note that this activity deliberately does not focus on other pronunciation features like same-sound
linking (next_ to) or intrusion (go_/w/_out).

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