Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 3 - Unit 2: My house - Trường THCS Nguyễn Chuyên Mỹ

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 (Global Success) - Week 3 - Unit 2: My house - Trường THCS Nguyễn Chuyên Mỹ

1. UNIT 2: MY HOUSE Lesson 1:Getting Started p.16-17 Week 3 Period: 09 Class Date of teaching Attendance 6A 22/09/2022 6B 24/09/2022 6C 22/09/2022 6D 24/09/2022 6E 22/09/2022 I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Use the words related to the topic My Home - Use the words for types of house, rooms, and furniture - Vocabulary to learn: flat, Country house, town house, behind, cousin, move * Pronunciation: - Pronounce the final sounds /s / and /z/ correctly * Grammar: - use possesive case to describe possesion; - use prepositions of place to describe where people or things are - give suggestions 2. Competencies: a. General competencies: By the end of the lesson, students are expected to: - pratice reading and listening the conversation between Mi and Nick about types of rooms and houses. - use possesive case to describe possesion; - use prepositions of place to describe where people or things are b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - use possesive case to describe possesion; - use prepositions of place to describe where people or things are; - give suggestions; - read for specific information about rooms and furniture;
2. - describe hourses, rooms and furniture; - listen for specific information about someone’s house; - write an email to a friend describing a house. 3. Qualities: - To teach Ss the love of English; the love of their new school. - The awareness about importance of learning English. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - To create a friendly and atmosphere in the class before the lesson; - To give T and Ss a chance to introduce themselves; - To lead into the unit 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - Having a chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance Chatting. - Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and - Introduce themselves (name; age; address; likes; dislikes new class .friends ) - T encourages Ss to talk in English as much as possible
3. - Answer the teacher’s questions and enquirements. - Students (Ss) listen and learn how to do it . + Lead to the first unit of the new school year. - Write the unit title My house on the board. - Ss open their book and write . Step 3: Report and discussion - Ss work in group to introduce themselves - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned. 2. Content: Learn some new words. Read the conversation and find out new words. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance Task 1. Listen and read. 1. Listen and read. - Set the context for the listening and reading. Introduce Mi and Nick: they are pen friends. - Have Ss look at the pictures and answer some questions, e.g. What are Nick and Mi doing? What might they talk about? - Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong.
4. - Ask them to talk a bit about the place where they live. - Play the recording twice for Ss to listen and read along. - Ask Ss to underline the words that are Answers: (They talked about their related to the topic of the unit while they houses. Mi shared that her family are listening and reading. was moving to a new flat and she briefly described her new flat...) *Teach vocabulary: * Vocabulary + Teacher uses different techniques to - town house (c-n) nhà phố teach vocabulary (situation, realia .) - country house (n) nhà ở vùng + Follow the seven steps of teaching quê vocab. - flat (n) căn hộ + Check vocabualry. - bedroom (n) phòng ngủ - bathroom(n) phòng tắm - Invite some pairs of Ss to read the dialogue aloud. - behind (prep) đằng sau - Ask Ss what exactly Mi and Nick talked - move (v) di chuyển about. - ss listen carefully to the context - Ss answer the teacher’s questions. - Confirm the correct answer. - Have Ss say the words in the text that they think are related to the topic My house. - Quickly write the words on one part of the board. - Comment on Ss'answers. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE 1. Aim: To help Ss understand the conversation. To introduce some vocabulary related to the topic of the unit;
5. To develop Ss’ knowledge of the vocabulary about types of house. To help Ss practise asking and answering about where they live. 2. Content: Listen and read the conversation. True/ false activity, filling in the gaps. Understand the conversation; grammar points; present simple tense 3. Products: Know more new words. Understand the conversation; topic of the lesson Vocab, grammar points 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss learn Task 2 – Getting Started - Unit 1 Step 2: Task performing 2. Which family members does Task 2. Which family members does Mi Mi talk about? Put a (√) talk about? Put a (√) - First, ask Ss to give the answers without reading the conversation again. Then ask them to read the conversation and check their answers. - Have Ss highlight the sentences that have the answers. - Invite some Ss to give answers and their evidence. - Ss listen carefully to the instructions - Ss follow the teacher’s instructions - T confirms the correct answers. - Allow them to share their answers before discussing them in groups or as aclass. - Call on Ss to give th answers - T gives the correct answers. Task 3. Read the conversation again. Complete each sentence with ONE 3. Read the conversation again. word. Complete each sentence with - Ask Ss to work independently to fill each ONE word. blank with the word from the Key: conversation. 1. sister 2. TV
6. - T may instruct them how to do the 3. town 4. country exercise: 5. three (1) read the sentence and identify the kind of information to fill the blank. e.g. In sentence 1, we need a noun that shows the relationship between Elena and Nick to fill the blank; (2) read the conversation and locate the place to find the word to fill the blank. e.g. Line 2 in the conversation contains the word needed to fill the blank in sentence 1. - Model with the first sentence. “sister” - Allow Ss to share answers before discussing as a class. Write the correct answers on the board. - Ss practice saying the sentneces.Give the 4. Complete the word web. Use answers. the words from the conversation - T gives correct answer and the ones you know. Task 4. Complete the word web. Use the words from the conversation and the ones you know. - Ask Ss to work in pairs to complete the word web about types of house. - Tell them that they should read the text again to get the words and use the words they know. - Ask them to draw the word web in their notebooks and do the task in five minutes. - Have pairs exchange their word webs. - Invite two pairs with the most number of words to draw their word webs on the board. - Other pairs look, comment and add any words they know. - Introduce some other types of house if needed. - Ss ưork in pairs
7. - Ss do themselves. Give the answers * This activity can be organised as a competitive game where Ss work in groups to add as many words to the word web as possible. - The group with the most answers wins. - Show the winner Task 5. Work in groups. Ask your friends where they live. Then report 5. Work in groups. Ask your their answers. friends where they live. Then - Have Ss work in groups to take turns to report their answers. ask and answer about where they live. A. Where do you live? - Model with one student to make sure Ss B. I live in a flat / in a country know how to ask and answer. house. - Ss listen to the instructions carefully then A. How many rooms are there? do the tasks. Work in groups B. There are seven rooms. - Ask one student in each group to be the A. Seven? What are they? secretary and to take notes of other Ss' B .There is a living room, three answers so that by the end of the activity bedrooms, a kitchen and two bath the group secretary will report the rooms. findings to the class. A. Thank you very much. - Give examples of how to report the B You’re welcome. finding (e.g. In my group, Lan and Nam live in flats. Ngoc lives in a country house, etc.). - Move around to observe and offer help needed. - Invite some Ss to ask ans answer in front of the class. - Ask group secretaries to report their findings. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim:
8. To help Ss revise some words and learn some more words indicating types of house and rooms in the house To give Home assigments 2. Content: To learn some more words indicating types of house and rooms in the house. Matching Home assigments 3. Products: Know more some words about home. Take note Home assigments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assigments Step 2: Task performance - Teacher summarizes all opinions * Home assigments: - T let Ss take note the home assigments - Read again the conversation Step 3: Report and discussion - Do more exercises in workbook. - T says something about the class time. -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK:
9. UNIT 2: MY HOUSE Week 4 Lesson 2:A closer look 1 p.17-18 Period: 10 Class Date of teaching Attendance 6A 26/09/2022 6B 28/09/2022 6C 21/09/2022 6D 26/09/2022 6E 27/09/2022 I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - To introduce topic of the lesson My house. To teach the names of the rooms and the names of furniture in the house. - Use the words related to the topic My house: chest of drawers, poster, cupboard, dishwasher, cooker, light, ceiling fan, fridge, sink. * Pronunciation: - To teach how to pronounce the final sounds /s / and /z/ correctly; * Grammar: - use possesive case to describe possesion; - use prepositions of place to describe where people or things are; - give suggestions; 2. Competencies: a. General competencies: By the end of the lesson students will be able to know the names of the rooms and the names of furniture in the house.Ss also identify how to pronounce the final sounds /s/ and /z/ correctly in contexts. b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of eeading about rooms and furniture, describing houses, rooms, and furniture, listening about someone’s house, writing an email to a friend - Ability of using some new words of school topic to make sentences and call things around. 3. Qualities: - To teach Ss the love of English; the love of their own room and house. - The awareness about importance of learning English.
10. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP 1. Aim: - Revise the old lesson. - Do some activities to creat a friendly and relaxed atmostphere to warm up to the new lesson 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance Chatting. - Teacher (T) asks Ss some questions about them and class. - What are your feelings about your - T encourages Ss to talk in English as much house? as possible - Do you like your room? + Students (Ss) listen and learn how to do - Do you like the decoration of the tasks. your house? - Answer the teacher’s questions and requirements. Answers - Open their book and write. + T Leads to the new lesson. - Ask Ss to open their book and introduce what they are going to study Step 3: Report and discussion - Ss join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15')
11. 1. Aim: - To revise/ teach the names of the rooms in the house. - To revise/ teach the names of furniture pieces. 2. Content: - Name some rooms in a house. To know more words about rooms in the house. - Name of the things / furniture in each room 3. Products: - Vocabulary about the topic - To know more names the rooms in the house. - Understanding more some furniture in each room 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance Task 1. Look at the house. Name the rooms in it. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check Vocabulary - Copy all the words * Vocabulary: - Ask Ss to say the names of the rooms in a house they know. - Have Ss quickly look at the rooms and 1. Look at the house. Name the name them. rooms in it. - Ss listen carefully to the instructions *Vocabulary: -T can explain the meaning of “hall”(hall - hall (n) = a space or passage inside the entrance - livingroom (n) phòng khách or front door of a building/ house). - dishwasher(n) máy rửa chén, bát - chest of drawers (n) tủ có ngăn kéo
12. + Students (Ss) listen to the instructions - fridge (n) tủ lạnh carefully and learn how to do the tasks. - sink (n) bồn rửa - Answer the teacher’s questions and enquirements. - Check the answers - Correct their pronunciation. Key : b. living room c. bedroom d. bathroom e. kitchen. Task 2. Name the things in each room 2. Name the things in each room in in 1. Use the word list below.(You may 1. Use the word list below.(You use a word more than once.) may use a word more than once.) - Ask Ss to work in pairs to do this activity. * Key: - Write the names of the rooms on board Bed room: Lamp, chest of drawers, in different places. picture. *Check the meaning of words if necessary Living room: Lamp, picture, sofa. - Call on Ss from different pairs to go to Hall: picture the board and write the names of the Kitchen: cupboard, dishwasher, furniture under these rooms. sink, fridge. - Remind Ss that one piece of furniture can Bathroom: toilet, shower, sink. belong to more than one room. - Ask other Ss to comment. Ask Ss if they can add more things to each room. - Ss listen carefully and learn how to do. - This activity can also be organised as a game. The first pair to finish the activity wins and goes to the board to write their answer. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20')
13. 1. Aim: - To help Ss to practice asking and answering about the furniture in a room. - To help Ss identify how to pronounce the final sounds /s/ and /z/ . - To help practice pronouncing these sounds in words. - To help Ss pronounce the sounds /s / and /z/ correctly in context. 2. Content: Asking and answering about the furniture in a room To pronounce the final sounds /s / and /z/ correctly 3. Products: Understanding some more things in the room. To pronounce the final sounds /s/ and /z/ correctly in contexts. Practice pronouncing 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss do all theTasks in A closer look 1 Step 2: Task performing Task 3. Think of a room in your house. 3. Think of a room in your house. In pairs, ask and answer questions to In pairs, ask and answer questions guess it. to guess it. - Model this activity with a student. Example: A: What's in your room? - Ask Ss to work in pairs. B: A sofa and a television. - One student thinks of a room in his / her A: Is the living room? house; the other asks questions to guess B: Yes. the room. Answer: - Call on some pairs to practise in front of A: What's in your room? B: A fridge and a cupboard. the class. A: Is the kitchen? - Comment on their performance. B: Yes. Task 4. Listen and repeat these words - Have some Ss read out the words first. * Audio script: - Then play the recording for them to Lamps sinks flats toilets listen and repeat the words. cupboards sofas kitchens romms. - Play the recording as many times as necessary. - Have Ss comment on the way to pronounce s at the end of the words. - Quickly explain the rules.
14. - Check the meanings if necessary, Task 5. Listen to the conversation . Underline the final in the words and put 5. Listen to the conversation . them into the correct column. Underline the final in the words - Have Ss quickly read the conversation and put them into the correct and underline the final s in the words. column. - T plays the recording for Ss to listen to the conversation and write /s/ or /z/ under Key : each ‘s’ that they have underlined. /s/: chopstics, lamps. - Listen to the instructions carefully then /z/: bowls, things, homes do the tasks. - Do the tasks - Tell them to put the words with the final ‘s ‘ in the correct column according to the sound of ‘s ‘. Audio script : - Have them work in pairs to compare their answers. Mi: Mum . Are you home? - Ss listen again and reppeat Mum: Yes, honey. I’m in the kitchen. I’ve bought these bowls and chopsticks. - Ss work inpairs Mi: They are beautiful. Where did they buy them? - Practice the conversation Mum: In the departement store near our house. They have a lot of things - Check Ss'answers. Ask them to explain for homes. their answers. Mi: Don’t forget we need two lamps - Play the recording again for Ss to repeat for my bedrooms, Mum. each line of the conversation. Mum: Let’s go there this weekend. - Ask Ss to work in pairs to practise the conversation. - Call on some pairs to practise the conversation. - Comment on their pronunciation of the final s. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitucde of Ss in class.
15. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: Make sentences using the new words and structures Home assignments 3. Products: Know more some words about house Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson and make sentences with them - Home assignments Step 2: Task performance - Teacher summarizes the lesson - T let Ss take note the home assignments * Home assignments: - Practice speaking the names of rooms and the names of the furniture in the house. - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about school -Step 4: Judgement T gives feedback and requires Ss do home assignments. IV. FEED-BACK:
16. UNIT 2: MY HOUSE Lesson 3:A closer look 2 p.18-19 Week 4 Period: 11 Class Date of teaching Attendance 6A 28/09/2022 6B 29/09/2022 6C 28/09/2022 6D 27/09/2022 6E 28/09/2022 I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - To introduce topic of the lesson My house. To teach the names of the rooms and the names of furniture in the house. - Use the words related to the topic My house: chest of drawers, poster, cupboard, dishwasher, cooker, light, ceiling fan, fridge, sink. * Pronunciation: - To teach how to pronounce the final sounds /s / and /z/ correctly; * Grammar: - use possesive case to describe possesion; - use prepositions of place to describe where people or things are; - give suggestions; 2. Competencies: a. General competencies: By the end of the lesson students will be able to know the names of the rooms and the names of furniture in the house.Ss also identify how to pronounce the final sounds /s/ and /z/ correctly in contexts. b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Ability of eeading about rooms and furniture, describing houses, rooms, and furniture, listening about someone’s house, writing an email to a friend - Ability of using some new words of school topic to make sentences and call things around. 3. Qualities: - To teach Ss the love of English; the love of their own room and house.
17. - The awareness about importance of learning English. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To revise the old lesson. - To introduce / teach possessive case. 2. Content: - To review/ introduce the use and the form of the possessive case 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - Ss know the use and form of the possessive case. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study . Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To help Ss identify the correct form of possessive case 2. Content: - To introduce / teach possessive case.Use ’s after propername or singular noun
18. - Pair work to put the words in the correct columns 3. Products: - Vocabulary about the topic - Learning how to form and use possessive case by choosing the correct answer 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - To help Ss identify the correct form of possessive case - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 1 Step 2: Task performance Task 1. Choose the correct answer 1. Choose the correct answer - Ask Ss to do exercise individually and then compare their answers with a * Key: classmate. 1. grandmother’s 2. sister’s 3. + Students (Ss) listen to the instructions cousin’s carefully and learn how to do the tasks. 4. Nam’s 5. An’s - Answer the teacher’s questions and enquirements. - Work Individually - Listen carefully and read aloud. - Check the answers. - Confirm the correct answers Task 2. Complete the sentences with the correct possessive case. 2. Complete the sentences with the - Have Ss do this exercise . correct possessive case. - Call on two Ss to write their answers on * Key: the board 1. Mi’s 2. teacher’s 3. Nick’s 4. - Ss work individually father’s - Do the tasks 5. brother’s - Draw all Ss’ attention to the board and check the answers together. - Share the answers. - Learn how to do. - T confirms the correct answers.
19. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (20') 1. Aim: - To help Ss identify different prepositions of place and use them correctly to describe where people or things are. - To give Ss further practice in using prepositions of place. - To help Ss practice describing their house. 2. Content: - Write different prepositions of place and use them to do the tasks. - Write True or False for each sentence . - Play GAME Memory challenge . 3. Products: -Write the correct preposition in the box. Use the prepositions of place correctly -Decide if each sentence is true or false. To correct the false sentence. -Know how to play game. Showing the winning team. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Write the correct preposition in 3. Write the correct preposition in the box under each picture. Say a the box under each picture. Say a sentence to describe the picture. sentence to describe the picture. *) Pre- teach vocabulary: * Vocabulary: - Teacher uses different techniques to - in front of (prep.) teach vocabulary (situation, realia, - next to (prep.) translation .....) - behind (prep.) + Follow the steps to teach vocabulary - between (prep.) - Repeat in chorus and individually
20. - Check vocab - under (prep.) - Copy all the words in on next to behind in front of under between - Ask Ss what prepositions of place they know. Key: - Encourage Ss to say as many as possible. 2. next to 3. behind 4.in - Have them look at the Remember! box to 5. in front of 6. between 7.under see if the prepositions they have mentioned are the same. 2. The dog is next to the armchair. - Ask Ss to look at 3 and explain what they 3. The cat is behind the TV. have to do. 4. The cat is in the wardrobe. - Have Ss do this exercise in pairs. Ask for 5. The dog is in front of the Ss' answers. doghouse. - Listen to the instructions clearly 6. The cat is between the lamp and - Ss to work independently the armchair. - Confirm the correct answers. 7. The cat is under the table. - Have Ss work in pairs to say sentences describing the pictures. - Move around to offer help if needed. - Call on some Ss to say their sentences. - Share the answers - Copy them - If there is time, ask some Ss to write their sentences on the board. Task 4. Look at the picture and write T (True) Or F (False) for each sentence. Correct the false sentence. - Have Ss look at the picture of the room 4. Look at the picture and write T and ask them to describe the room briefly. (True) Or F (False) for each - Ss listen carefully