&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;font-weight:bold;color:#0070C0&quot;&gt;Lesson aims&lt;/span&gt; Pupils practise the
furnishings vocabulary. They practise asking about and describing where things
are in a room.&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;font-weight:bold;color:#0070C0&quot;&gt;&amp;nbsp;New language&lt;/span&gt; Is the (lamp) on/in the
(table)? The (lamp)&rsquo;s/It&rsquo;s on/in the (table). Are the (books) in/ on the
(bookcase)? The (books) are / They&rsquo;re in/on the (bookcase). &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;font-weight:bold;color:#0070C0&quot;&gt;Recycled language&lt;/span&gt; furnishings |
Yes, it is. / No, it isn&rsquo;t. Yes, they are. / No, they aren&rsquo;t. &lt;/p&gt;&lt;p&gt;





&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;font-weight:bold;color:#0070C0&quot;&gt;Materials&lt;/span&gt; CD2 | Flashcards: 45&ndash;54&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt;color:#0070C0&quot;&gt;&lt;span style=&quot;font-weight:bold&quot;&gt;Warmer &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Review
the furnishings words with the flashcards or using items around the classroom. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;



&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Play
Correct my mistakes , making sentences about the colour and position of items
in the classroom, e.g. The clock is white. (No. It&rsquo;s red.) The lamp is on the
wardrobe. (No. It&rsquo;s on the cupboard.) You can also point to items and say the
wrong word, e.g. point to a table and say This is a sofa. (No. It&rsquo;s a table.)&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt;color:#0070C0&quot;&gt;&lt;span style=&quot;font-weight:bold&quot;&gt;Pupil&rsquo;s Book page 49 &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;4 Say the chant. &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Point to
each of the photos and ask What&rsquo;s this? (It&rsquo;s a table.) Review in and on by
asking &lt;span style=&quot;background:yellow;mso-highlight:yellow&quot;&gt;Where&rsquo;s the lamp?&lt;/span&gt;
(On the table.) &lt;span style=&quot;background:yellow;mso-highlight:yellow&quot;&gt;Where are
the books?&lt;/span&gt; (In the bookcase.) Repeat for clock and clothes. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull;Play the
recording. Pupils listen and point to the photos in turn. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Play the
recording again. Pupils can clap along to the rhythm at first, joining in with
as many words as they can. Then repeat as often as necessary, until pupils are
chanting confi dently. Encourage them to mime putting something on a table and
putting books in a bookcase / clothes in a wardrobe as they chant. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;5 Look, ask and answer. &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Point to
the main picture and ask What can you see? (A living room, a sofa, a cupboard,
a bookcase, a table). Explain that there are some pieces missing from the
picture &ndash; point to the jigsaw pieces on the right. Read the question in the
speech bubble. Point to the picture, then read the example answer.&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;Check
answers by asking, e.g. Are the lamps on the table? (No, they aren&rsquo;t. They&rsquo;re
on the bookcase.)&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;6 What&rsquo;s in your bedroom? Think and say. &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;

















&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Tell
pupils to close their eyes and think about their bedroom at home. &lt;span style=&quot;background:yellow;mso-highlight:yellow&quot;&gt;What&rsquo;s in the bedroom? Where&rsquo;s
the bed? Where&rsquo;s the chair? What&rsquo;s in the cupboard?&lt;/span&gt; Pupils work in
pairs. They take turns to describe where things are in their bedroom, using the
speech bubble to help them. Circulate and help with new language.&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt;color:#0070C0&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;Activity Book page 39 &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;3 Listen and stick. &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Pupils
will need the Unit 4 stickers from the back of the Activity Book. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Play the
recording. Pupils listen and stick the stickers into the correct position&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;text-decoration-line: underline;&quot;&gt;4 Look, match and write the words&lt;/span&gt;. &lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;









&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Pupils
match the missing items with the rooms by drawing lines. Elicit a sentence
about each picture, e.g.&lt;span style=&quot;background:yellow;mso-highlight:yellow&quot;&gt; 1
The TV is in the living room. 2 The clothes are in the wardrobe. 3 The books
are in the bookcase. 4 The phone is on the&amp;nbsp;table&lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt;color:#0070C0&quot;&gt;&lt;span style=&quot;font-weight:bold&quot;&gt;Ending the lesson &lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&lt;span style=&quot;background:yellow;mso-highlight:yellow&quot;&gt;

&lt;/span&gt;&lt;/p&gt;&lt;p style=&quot;margin:0in;font-family:&amp;quot;Californian FB&amp;quot;;font-size:14.0pt&quot;&gt;&bull; Ask
pupils to look at the picture on Pupil&rsquo;s Book page 48. Ask questions with
Is/Are, e.g. Is the lamp on the table? (Yes, it is.) Are the shoes under the
bed? (No, they aren&rsquo;t. They&rsquo;re under the sofa). Pupils can repeat the activity
in pairs, taking turns to ask the questions&lt;/p&gt;