9 A cool room

Comprehension (page 37)

Lesson objectives
To understand a simple descriptive text as found on a 2 Read and write the letters.
website • Read the sentences and let the children repeat them after
To review and extend vocabulary for furniture you. Then tell them to find each thing in the photo.
To use There’s and There are correctly • The children look at the picture and write the correct
To write descriptive sentences about a room letter next to each sentence. Check their answers as
a class.
Language Key
There’s a (toybox). 1 c   ​2 d   ​3 a   ​4 b
There are (two beds).
3 Read and tick (✔) or cross (✘).
New vocabulary: painting, wardrobe, bunk beds, table,
DVD player • Hold up your book and point to the photo in Exercise 2.
Explain that the sentences in this exercise are also about
Other vocabulary: toys, boats, TV, walls, chairs, pillow,
this room. Tell the children to read each sentence and
cupboard, lamp, window, beds, toybox
put a tick if it is true and a cross if it is false. (Note that
More words: balcony, bean bag, phone, computer the exercise refers to things that aren’t mentioned in the
reading text, so children will have to look carefully at
Presentation and pre-reading (page 36) the photo.)
• With books closed, quickly review known vocabulary • Let the children work individually, then check their
for furniture and other large items. Point to things in answers in pairs. Then check the answers as a class.
the classroom and ask What’s this? or What are these? Key
(e.g. chair, table, cupboard, shelves/bookcase, CD player, 1 ✘   ​2 ✘   ​3 ✔   ​4 ✔   ​5 ✔   ​6 ✘
window, door).
• Ask the children to open their books at page 36. Point 4 Read and complete the sentences.
to the pictures in the vocabulary panel at the top of the • Read the first sentence and show how the word boats has
page, and say the words. been crossed out from the box. Say Which room is this?
• Model the words again for the children and drill (This sentence applies to both rooms).
pronunciation. Then say the words in a different order and • If necessary, complete the exercise orally as a class before
ask children to point at the right picture. the children write anything down. Then let them work
• Ask the children to look at the photos in the reading text individually to complete the sentences.
and tell you what they can see (two different rooms). Ask • Check the answers as a class. Ask the children to tell you
them what kind of text they think it is. It is a description; which room each sentence applies to.
explain that you might find this kind of text in a hotel
information brochure or on a hotel website. Key
1 boats (rooms 1 and 2)   ​2 beds (room 1)   ​
3 bunk beds (room 2) ​  4 TV (room 2) ​  5 toybox (room 1)
Reading (page 36)
1 Read and listen. $ 09 Vocabulary (page 38)
• Play the recording while the children follow the texts in 5 Read and circle.
their books.
• Point to each of the pictures and ask What’s this? If
• Play the recording again, pausing after each item is
necessary, revise the words pillow, lamp and cupboard.
mentioned. Ask them to see if they can find each item in
the corresponding photo. Explain that not all of the items • The children circle the correct word in each sentence.
are shown in the photos and see if the children can tell Key
you which ones. Teach or revise any words as necessary. 1 table   ​2 pillow   ​3 wardrobe   ​4 toybox   ​5 bunk beds   ​
• Hold up your book and point to the pictures in turn. Say 6 painting   ​7 DVD player
This is room one and this is room two. Ask some questions
to check understanding, e.g. Which room has got bunk
beds/a toybox/a DVD player? The children say Room one or
Room two.

1 Oxford Primary Skills 1 Unit 9 Teaching Notes © Oxford University Press

 6 Choose and write. Writing (optional extension activity)
• Say What’s number one? Encourage the children to answer • Ask the children to draw a picture or a plan of a fantastic
with a full sentence: It’s a painting. Repeat for the other hotel room that is designed specially for children.
things in the picture. (For number 4, ask What are these?) Encourage them to think about what they would like to
• The children label the things in the picture. find in a hotel room. Ask the children to tell you about
any special features they have in their hotel room. Help
Key
them to formulate sentences beginning with There’s…
1 painting   ​2 wardrobe   ​3 DVD player   ​4 bunk beds   ​
and There are…, and give them any new vocabulary they
5 window   6​ table   ​7 toybox
need.
7 Write about your room. • Finally, the children write sentences about their hotel
• The children complete the sentences to make them true room, using There’s… and There are…
about their own bedrooms. Ask for some suggestions
orally first. Make sure they understand that they have to
choose a singular item and a plural item.

More words (page 48)

• In a stronger class, use the More words section to extend
the children’s vocabulary.
• Ask the class to turn to page 48 and look at the pictures in
the vocabulary panel. Model and drill the four words. Then
say the words in a different order and ask children to point
at the right picture.

Follow and write.

• The children follow the lines and write the correct word at
the end of each one.
Key
The words are written in this order: computer, balcony,
bean bag, phone.

Writing (page 39)

• Ask the children to look at the photo. Ask What can
you see?
• Read the text while the children follow it in their books.
Ask them to tell you what things are in the text that they
can’t see in the photo (the TV and DVD player).

8 Write ’s or are.
• Remind the children that we use There’s (or There is) for
singular items and There are for plural items.
• The children choose the correct form of the verb be to
complete the sentences.
Key
1 ’s   ​2 are   ​3 ’s   ​4 are   ​5 ’s   ​6 are

9 Write about the hotel room. Write about what

there is/are.
• Look at the blue box with the children. Hold up your
book and ask What’s this? for each thing. Point out the
key next to the model text. Explain that hotel brochures
and websites often use symbols like these to show what
things they have in the rooms.
• The children complete the sentences about the things
shown by the symbols.
Key
There are two beds. There’s a TV.
There’s a DVD player. There’s a lamp.

2 Oxford Primary Skills 1 Unit 9 Teaching Notes © Oxford University Press