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sentence writing?",{"text":72,"@type":64},"Practice 1 uses flashcards to match there is/there are with appropriate phrases, then learners walk around to create and write correct sentences, including a descriptive adjective.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},489876,1791476403,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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|\n| Aims | Students will be able to:\u003Cbr>􀁸 use kitchen vocabulary, there is/there are, quantifying words (e.g. many, some, one), and adjectives to describe kitchens orally and in writing\u003Cbr>􀁸 individually write complete sentences about a dream kitchen |\n| Assumptions | 􀁸 Students have learned kitchen vocabulary in a previous lesson\u003Cbr>􀁸 Students have learned many different descriptive adjectives and learned how to use them in simple sentences\u003Cbr>􀁸 Students have used some quantifying words before nouns (e.g. many, some, one) |\n| Expected problems & potential solutions | 􀁸 Students may not be interested in finding a picture of a dream kitchen. In this case, offer other room choices like bedroom, living room, etc. Have images of these rooms handy just in case.\u003Cbr>􀁸 Students may forget quantifying words that they have used in the past. Possible solution is to take a minute to brainstorm with the students in the presentation stage and add to a word wall or write on board. |\n| Materials | 􀁸 Dream kitchen photo (pasted below in intro stage)\u003Cbr>􀁸 Example sentences for dream kitchen description (written in presentation stage)\u003Cbr>􀁸 Flashcards for Practice 1 (included after template)\u003Cbr>􀁸 Kitchen image for Practice 2 (included in stage description)\u003Cbr>􀁸 Sentence Frames Worksheet for Practice 3 (included after template)\u003Cbr>􀁸 Pictures of kitchens from magazines for Production Stage\u003Cbr>􀁸 Dream Kitchen Worksheet for Production Stage (included after template) |\n| Warm-Up (5 mins) | Write “Kitchen” on the board. In pairs, students have two minutes to write down any words they can think of that are connected to this room.\u003Cbr>Ask pairs to come up to the board and write at least two words from their brainstorming. The goal is to review previously-learned kitchen vocabulary: sink, cabinets, stove, oven, refrigerator, trash can, table, chair, dishwasher, microwave, stools, etc. Add more words to the students’ brainstorming list when they are done. |\n| Intro (2 mins) | Show students the following image of your dream kitchen: |\n\n|  | \u003Cbr>[http://myamazingthings.com/colorful-kitchen-ideas-for-the-ones-that-seek-for-something-different/](http://myamazingthings.com/colorful-kitchen-ideas-for-the-ones-that-seek-for-something-different/)\u003Cbr>Tell students that this is not your kitchen in your house, but it is your dream kitchen. (Make gestures to show that you REALLY like the kitchen in order to help them understand the concept of a dream kitchen. Tell students that today you will describe your dream kitchen, and by the end of the lesson, they will be able to describe their dream kitchens. |\n| --- | --- |\n| Presentation (15 mins) | Refer to your dream kitchen picture and describe what is in the kitchen with the sentences below. Read/say the sentences while pointing at the objects in the picture and then write the sentences on the board (or display prewritten sentences) . Ask the students to repeat the sentences after you.\u003Cbr>􀁸 There is one small table.\u003Cbr>􀁸 There are six yellow chairs.\u003Cbr>􀁸 There are many orange pots and pans.\u003Cbr>􀁸 There is a big oven.\u003Cbr>􀁸 There are many cabinets and drawers.\u003Cbr>As a quick review, ask students to point out adjectives (small, yellow, orange, big) in the sentences.\u003Cbr>Then, underline there is/there are in each sentence. Ask students if they know why some sentences have there is and other sentences have there are. With the there are examples, also underline the –s in the plural nouns.\u003Cbr>Refer back to the picture, and show students that with the there is sentences, we can only see one of each object. Then, show them that the there are sentences refer to more than one object in the picture. Go back to the example sentences and show that the words one or a are used in there is sentences. Also show that words/phrases like six, a lot of and many are used in there are sentences. Highlight or bold those words for the students. |\n\n|  | 􀁸","cbCaiioUTtQlxKxC","https://ap.wps.com/l/cbCaiioUTtQlxKxC","pdf",451718,"English","# Warm-Up (5 mins)\n## Intro (2 mins)\n## Presentation (15 mins)\n## Practice 1 (10 mins)\n## Practice 2 (8 mins)","[{\"question\":\"What language structures and word types are learners expected to use?\",\"answer\":\"Learners use kitchen vocabulary plus there is/there are, quantifying words such as many, some, and one, and descriptive adjectives to describe kitchens orally and in writing.\"},{\"question\":\"How does the lesson explain the difference between there is and there are?\",\"answer\":\"The lesson links there is to singular objects and there are to more than one object, using plural nouns and underlining the -s form in plural examples.\"},{\"question\":\"What activities are used to practice sentence writing?\",\"answer\":\"Practice 1 uses flashcards to match there is/there are with appropriate phrases, then learners walk around to create and write correct sentences, including a descriptive adjective.\"}]","Dream Kitchen Lesson Plan - Beginner 12 adult learners - 65 minutes | PDF",1790829075,15]