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TEACHER MATERIALS · ELEMENTARY (A1-A2)

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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
from the previous exercise. Then they can check answers in pairs, before listening one final time to the tour. Go

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

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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
- this should be easy because linking promotes faster speaking. This activity also supports practice of the tricky

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

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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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