To carry the context over from the previous lesson the teacher writes on the WB a few questions about Robert: What do you remember about Robert? What does he like? What is there in his room? The students work in pairs making sentences about Robert. The teacher elicits their ideas. Then the teacher shows them a slide of Robert's bedroom and asks What room is this? (Robert's bedroom). Then briefly reviews vocabulary in the picture by pointing to the objects/furniture and eliciting the correct word and checks or pre-teach the new vocabulary (floor, car keys, drawer, trainers).

The students have to look at the picture and fill the gaps in the sentences about Robert's bedroom with prepositions of place in, on, under, next to.The teacher focuses the students' attention on the example His laptop is on the desk. The students complete the sentences individually and then check in pairs. Feedback - the students go to the WB to write the sentences.

To introduce some more vocabulary the teacher gives the students pictures with prepositions of place - in front of, between, above, behind. Then writes the question on the WB - Where is the cat/bird? and gives a model sentence The cat is and elicits the answer from the students. The students continue making sentences using the same model and new prepositions. To clarify the meaning of the TL in a S-centred way the teacher uses Show me technique when the students have to physically demonstrate the meaning. The teacher demonstrates the activity. One student comes into the middle of the room. The teacher says - Show me - the cup is on the table. The students has to put the cup on the table. Students take turns giving him more instructions: Show me - a book is in the bag and so on. The teacher writes their sentences on the WB. At the end the teacher shows the form and drills pronunciation individually and in chorus.

For controlled practice the students have to put the words in order and make questions with prepositions of place and the structure there is/there are. The teacher focuses the students' attention on the example. Then gets students to write the words in the correct order. The students do it individually, then check in pairs. Feedback - the students go to the WB and write the questions. For semi-controlled practice the students swap partners and ask and answer these questions about their home. Feedback - the teacher uses a chain - one student asks the question, the student next to him answers and so on. Error correction if necessary.

To provide free practice of the target language the students will do a speaking activities "Battle rooms". They will be devided into 3 teams.They should label themselves A, B, and C. Each team will have a worksheet with the description of different rooms with pieces of furniture. The teacher demonstrates the activity and pre-teaches if any vocabulary is new (plant, sofa). Student A starts. Student A chooses a room in the worksheet. Then students B and C will take turns asking yes – no questions to identify A´s room. Students go on like this till someone identifies the picture student A is thinking of. After student B or C has guessed A´s room, student B chooses a room and students A and C try to guess it in the same way as they did with student A. Students keep track of how many rooms they guessed correctly, and the winner is the one who guessed most. The teacher monitors and collects mistakes for DEC.