4.
7 WRITING
Lesson learning objective
Students can write a description of a room.
Lead-in: review of polite requests
Divide the class into two groups. Students should work on
their own to think of a request. All the Group A students
should make a request starting Can I … ? All the Group B
students should make a request starting Can you … ?
When they are ready, students in Group A should mingle
with students in Group B and take turns to make their
requests. If one student gives a positive response, the other
student should give a negative response, and vice versa.
Set a time limit and encourage students to talk to as many
of their classmates as possible.
Exercise 1
When students have answered the questions, ask them
what they can see in the photo (e.g. tables, chairs, windows,
a projector, whiteboards) and if this is similar to their
classroom or not.
Exercise 2
When students have done the exercise, elicit the answers
and examples of each of the categories used in the text
(classroom objects: books; decoration – the walls are
white, the furniture is coloured, no pictures; equipment –
workstations; furniture – whiteboards, work tables, sofas,
beanbags, carpet; light – space and light; different areas –
two main areas [work stations and physical activities]).
Answers: All of them – classroom objects, decoration,
different areas, equipment, furniture, light, space
Exercise 3
Discuss the phrases in the Writing box and review
there is/there are to make sure students remember how
to form these correctly in the affirmative, negative
and interrogative form.
Elicit further examples of adjectives for size and colour that
students know.
Exercise 4
Tell students to work on their own to complete the exercise.
Refer to the Language box and point out that behind and
in front of are slightly different to the other prepositions
of place as they depend on the position of the speaker.
Explain that when using next to we can put either object
first, so referring to the illustration we can say The phone is
next to the bin or The bin is next to the phone.
Answers: in, on, next to, behind
Exercise 5
Point out the position of also and too in sentences (also is
usually used mid-sentence, between the subject and the
verb, but after be and other auxiliary verbs; too is usually
used at the end of a sentence).
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Extra activity
Choose three objects which all students will have with them,
e.g. a pencil case, a mobile phone and a pen. Give students
practice of the prepositions of place by giving them
instructions about where to put the objects, e.g. Put your pen
in your pencil case. Put your pencil case under your desk. Then
ask a stronger student to take over giving the instructions, or
allow students to practise in pairs or small groups.
Exercise 6
Remind students that both also and too are used to add
ideas, but that they appear in different places in the
sentence. Look at the example together and point out that
these words will be used in the second sentence in each
pair as this is the sentence which adds ideas to the first.
Answers:
2 The room is spacious. There’s a big window too.
3 The room has two clocks on the wall. There’s also a map of
the world.
4 The room has three black sofas. There are some comfortable
beanbags too.
Exercise 7
When students have finished, ask them to write three
similar sentences about school or their home using
prepositions and also and too. Then they swap the
sentences with their partners and order them.
Answers:
2 There are plants under the window.
3 There is a computer next to the door.
4 The room has got a whiteboard too.
5 There is also a poster on the wall.
WRITING TIME
In the first stage of the Task, students should make notes
on all six categories in Exercise 2. However, tell them that
they don’t have to include all the categories in their final
draft, like Gillian, they can choose the ones they think are
most interesting.
Remind them to try and include an example of also and
an example of too in their final draft as well as the other
features in the Writing box and some prepositions of place.
Homework
Tell students to read the text on page 60 of the Students’
Book. They should look up any words they don’t know the
meaning of and translate them into L1.
As an additional task, ask students to write an example
sentence illustrating the meaning of the words in the
Glossary: rule, decide, practical, weave, creative, furniture.
Further practice
• Workbook Andalusia edition page 31
• Workbook page 45
• Writing Time pages 157-160
• Teacher’s Resource File:
Resource 48: Unit 4 Lesson 7 Writing – Complete and
adapt
4.7 WRITING Write a description of a room
Language Prepositions of place
My classroom by Gillian Green
behind in next to under
between in front of on opposite
In my classroom there is a lot of space and
light. The walls and the desks are made of
4 Study the Language box. Which prepositions of
1 wood. There are two main areas: one for
place does Gillian use in her description?
work stations and the other for doing physical
activities.
There are two big whiteboards on the wall.
Linking words Watch
There are different work tables for different
We use also and too to add ideas
and information.
OUT!
activities, too. My clasroom is comfortable There are also some photos.
because there is a sofa next to the beanbags The room has a big window too.
2 3
and there‘s also a blue carpet. There aren’t
any books or pictures on the walls – this 5 Find more examples of also and too in Gillian’s text.
is a modern classroom! Finally, there’s an
enormous window behind the work stations.
6 Rewrite the sentences with also or too.
4 It’s a really nice space for learning! 1 There’s a TV in the room. There’s a projector. (also)
There’s a TV in the room. There’s also a projector.
2 The room is spacious. There’s a big window. (too)
1 CLASS VOTE Look at the photo. Do you 3 The room has two clocks on the wall. There’s a
like this classroom? Why?/Why not? map of the world. (also)
4 The room has three black sofas. There are some
2 Read Gillian’s description of her classroom. comfortable beanbags. (too)
Which of these things does she mention?
7 Order the words to make sentences.
classroom objects decoration different areas
equipment furniture light space 1 is / red / there / carpet / a / the / on / floor
There is a red carpet on the floor.
Writing A description of a room 2 there / under / plants / window / are / the
3 the / door / next / to / computer / is / a / there
Describe the space
4 the / has / too / got / room / a / whiteboard
The room is large and spacious.
1 5 the / wall / also / a / on / poster / is / there
One area has a sofa and the other has a dining
table.
Describe the furniture/equipment and its
location
WRITING TIME
2
There’s a bookcase behind the sofa.
There’s a painting on the wall above the table.
Task Write a description of a real or
imaginary room.
Describe the size and colour of objects
3 There’s a small red table under the window. A Use the points 1 – 4 in Gillian’s description
and the Writing box to help you.
There is a huge coloured rug on the floor.
4
Summary sentence B Use prepositions of place, and also and too
It’s the perfect place to relax. to add ideas.
C Check your work.
3 Study the Writing box. Find similar sentences
in Gillian’s description. D Write a final draft.
Unit 4 57