Unit of Work

Unit of Work

Level: 5th year Primary

Theme: Jobs and occupations. Human Activities. Contexto de contenidos escolares

Final task: In groups, students Invent a new job or occupation and create a poster with the picture and description to show the other students. Then, every student choose his or her favourite.

(focus on meaning, it must have a communicative purpose: to show the new occupation to the other students and try to get most of the votes; integration of 4 sills: they listen and speak to the other members of the group, they write the description, they read it aloud, listen to the other descriptions; it is a group activity)

Objectives

During this unit students will develop ability and knowledge necessary to:

Comment about the different human activitiesAsk basic questions and talk about their and other peoples activities Use short, everyday expressions and phrases to satisfy simple, routine tasks (personal details, daily routines, wants and needs, requests for information). Express likes and dislikesWrite short descriptions of peoples occupations

Thematic Content

thematic areaslexis/vocabulary

jobs and occupationsteacher (r). doctor(r),footballer (r), nurse(n), mechanic(n, programmer(n), astronaut(n),

adjectiveseasy(r), difficult(r), dangerous(r),

action verbsplay(r), cook(r), wash(r), cure(n), repair(n),

Linguistic content

grammar/structurefunctionlinguistic exponent

to beto indicate the role or position that one has at work, family, or other organization.I am a teacher.My brother is a firefighter

simple presentTo express habits, general truths, repeated actions or unchanging situations To express habits, general truths, repeated actions or unchanging situationsA doctor cures sick peopleDo y

Phonology Content(includes phonetic and intonation)

ContentExponent

Intonation Yes/Nodoes a doctor cure sick people?Yes, he does

ending -erschwa

Discourse

Discourse type/genreDiscourse element

children music - sing along

quiz ??

interview ??or (presents an alternative item or idea)and (presents non-contrasting item(s) or idea(s)

Macro SkillMicro Skill

reading

listening

speaking

writing

thinking

studying

Literary Skills

Evaluation

Lesson 1

Focus: Listening

Objectives:

By the end of the lesson students will be better able to:

Identify jobs and occupations ???

Warm up ( 5 minutes)

The teacher greets the students and completes daily routines with the studentshelp (date and weather). She tells the students a little about the new unit of work, its goals and the final task in order to motivate them and show them the purpose ???????

Activation

Pre-listening (15 minutes)The teacher brings pictures of people doing different jobs: a teacher, a doctor, a dentist, an astronaut, a mechanic, a farmer, a bus driver, a programmer, ??? The teacher presents first the ones which are transparent or known to the students. She writes EASY DIFFICULT DANGEROUS on the blackboard. Students choose the pictures one by one and they stick them on the blackboard according to what he or she thinks of the occupation. Teacher says the word clearly so students repeat it and start identifying it. When possible the teacher tries to elicit answers from the students:

T: Is is dangerous?S: YesT: yes, it isS: yes, it isT: Ok, lets paste it in the dangerous group

Pre-listening (15 minutes)

Students have to follow the line and join each worker with his or her tools. +++Teacher checks the answers and takes profit to repeat the new words.

While listening:

First listening (15 minutes):

Students listen to people talking about their work. They have to write the name of each person below the picture.e.g.Cd: Hello, My name is John Paul. I am a doctor and I work in a hospital every day. I cure sick people and help them get better.Students write John Paul below the picture of the doctor.

Teacher and students check the answers orallySecond listening (10 minutes):

They will listen to the cd again, but now the have to number the people according to the order they speak.

Post listening (15 minutes):

The teacher talks to the students about the people they listened to and their occupations.

e.g.T: Is John Paul a teacher?S: No, he isntT : What does he do? (If students dont understand, she helps them) Is he a doctor?S: Yes, he isT: So, John Paul is a doctorS: John Paul is a doctorT: He cures sick people. (The teacher helps them with the words they dont know) and Mary, what is Marys occupation?

According to the development of the activity, students can also ask questions.

Noticing

Teacher makes Students notice the indefinite article before the occupation. This may be difficult for them to remember because it is not the same in Spanish.

Follow up (15 minutes)

The students complete the crosswords individually and check the answers in pairs.

TeachersnamesWanda Fernandez / Sandra Sturla

Class5th grade

Length of lesson100 min

Teaching pointListening skillLexis ?????

Target language items/skillsJohn Paul is a doctor.Is Ana a teacher?Yes, she is/No, she isnt

Main lesson aimsBy the end of the lesson, students will be better able to:Identify different occupations.Answer Yes/No questions about occupations using the verb to be.Produce sentences about occupations using the indefinite article correctly.

EvidenceStudents answer questions correctlyThey complete the crosswords correctly, especially the new words.????

Personal goalsI intend to help students undestand the meaning of the new vocabulary using as little Spanish as possible..

Class profile

AssumptionsThey have already worked with:

Vocabulary: the neighbourhood (places), clothes, school things, adjectives (big, small, easy, difficult), prepositions of place (in, on).

Grammar: verb to be, present simple, there is/are

They have already worked in pairs and groups previously.

Predicted problemsUse of the indefinite article before the occupation.

ContextThis is the first lesson in this unit of work.

Materials usedPictures of pieces of working people (doctor, teacher, programmer, etc

Cd and cd player

One photocopy per student with the activity for the listening and the crosswords.

StageProcedureTasksTeaching pointLinguistic exponentInteractionAimsMaterialTime

1Warm UpT greets sts

T and Sts talk about the weather

T tells sts about the new unit of work and the final taskT ask a St to write the date and weather on the blackboard.Speaking Hello!How are you?Fine/So so

Whats the weather like today?Its cloudy/rainy/sunnyT - Ststo revisit previous knowledge

to establish a routine

to motivate sts

to show them what to expectFlashcards about weather5 min

2Opening ActivatingT shows Sts pictures of working people and together they decide if each occupation is EASY, DIFFICULT or DANGEROUS T makes a table of three columns on the blackboard wih the headings EASY, DIFFICULT and DANGEROUS. Then she shows the first picture and names the occupation clearly (First the ones Sts already know or the transparent ones) Then she asks:

Is it easy, difficult or dangerous?Sts paste the picture in the correct columnLexisIs it dangerous?

teacher , doctor, dentist, vet, bus driver, ????the whole classto present students with the new words in this unit.pictures from magazines

15 min

3Development

1st listeningThe teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear. They can use the poster on the wall for reference. They recognize the elements by their colour.

Listen and drawlisteningThe red sofa is in the living roomThe blue chair is in the kitchenT-ststo introduce new vocabulary (bed, sofa, armchair, etc)

to familiarize with expressions to show locationphotocopy with picture of an unfurnished house 20 min

4Development2nd listeningT reads the text again and point at the elements when they listen to the corresponding wordListen and pointlisteningThe red sofa is in the living roomT-Ststo get further practice with the new wordsthe same photocopy that Sts used in the previous activity10 min

5 DevelpmentPost listeningT sticks a poster of a furnished house on the blackboard and ask questions and sts answerlook,listen and answerspeakingIs the sofa in the living room?Yes, it is No, it isnt Where is the sofa?It is in the garden!T-Ststo answer yes/no questions about location and colour.To answer questions about location.to notice the position of the verb to be in the interrogative form poster of a house20min

5 Follow up

Active practice

NoticingSts play Battleship in pairs. Each st draws secretly five elements in different rooms on a picture of the house.They ask and answer in turns, trying to guess the position of the elements in the partners picture. The one who locates the five elements first wins. ask and answer

speakingIs the bed in the livingroom?Yes, it is.No, it isnt.pairsto practice asking and answering about locationpicture of a house25 min

Focus: Listening

Objectives:

By the end of the lesson students will be better able to:

Name different parts of the house. Recognize the name of the most common pieces of furniture Ask and answer about location. Ask and answer Yes/No questions using the verb to be in the correct position.

Warm up

The teacher greets the students and completes daily routines with the studentshelp (date and weather). She tells the students that she has brought a game to play, using what they have learnt.

Activation

Pre-listening:The teacher talks to the students about the previous class and together they recall what they worked with. She elicits the name of the parts of the house and the use of This is the.. Then students divide into groups and each one chooses a slip of paper from box that the teacher has brought. On each paper they find the name of a part of the house (kitchen, dining room, living room, bedroom, bathroom, garage, garden). Each group creates a poster on a sheet of paper using images from a selection provided by the teacher. (The items were selected according to the description they will listen to later)As students are making the poster, they will find pictures of furniture which are the items of lexis to be learnt in the lesson. If the opportunity appears, the teacher can introduce some of the words casually.Once finished, the teacher joins the different posters and she pastes them together, making up the complete house. She hangs it on the wall for future reference.

While listening:first listening:

The teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear.As the vocabulary is new, they will have to look at the poster they made, that is hanging on the wall, with the different pieces of furniture in different colours to recognize them.When they listen, The red sofa is in the living room They will look at the poster and look for the only red piece of furniture. So they will recognize what it is and draw it.

Second listening:

They will listen to the text for a second time, pointing at each element when they hear its name. checking that they drew the elements in the correct position.

Post listening:

The teacher sticks a poster on the blackboard with a picture of a house, but the elements are in different places. She will ask Yes/No questions and Where is the.?

Examples:T: Is the sofa in the living room?Ss: No, it isnt T: where is the sofa?Ss: it is in the garden!They go on in the same way with other house elements.According to the development of the activity, students can also ask questions.

Noticing

Teacher makes Students notice the position of the verb To Be in the questions and the answers. She can stress the verb to be when producing the questions and answers orally and write them on the blackboard.

Follow up

Battleship game:

Players: Two.Contents: Each student gets a photocopy of a house.Goal: To discover all your opponent's furniture by correctly guessing in which room of the house they are.Set up: Each students draws secretly five elements in different parts of the house.Play: Students take turns to ask questions about the location of the elements drawn. The opponent checks and answers the question. If the element is in the place mentioned, he or she crosses it out.Victory: The first player to discover the location of all the elements in his or her opponents house, wins.

TeachersnamesWanda Fernandez / Sandra Sturla

Class4th grade

Length of lesson110 min

Teaching pointListening skill

Target language items/skillsThe living room is the big room upstairs.The blue chair is in the kitchen.Where is the television?Is the bed in the bedroom?Yes, it is / No, it isnt.

Main lesson aimsBy the end of the lesson, students will be better able to:Name different parts of the house.Recognize the name of the most common pieces of furniture.Ask and answer about location.Ask and answer Yes/No questions using the verb to be in the correct position.

EvidenceStudents answer the questions correctlyThey draw the correct element in the correct place.

Personal goalsI tend to clarify vocabulary by writing the words on the right side of the board matching them with a picture. The activity of completing the house isnt clear about the steps to follow. Id write them to make it easier to understand what to do.

Class profileThere are eleven boys and ten girls. They have already worked in groups before. They seem to be a very lively group.

AssumptionsThey have already worked with:

Vocabulary: rooms in the house (living room, kitchen, garden, garage, bathroom, bedroom, dining room), adjectives (big, small, long,short, upstairs and downstairs), prepositions of place (in, on).

Grammar: verb to be, aff, neg and int forms for the third persons of singular and plural.

They have already worked in pairs and groups previously.

Predicted problemsSimilar words (bedroom-bathroom)Lots of new vocabularyUsing the correct structure when asking questions.

ContextStudents have worked the previous class with parts of the house.

Materials usedPictures of pieces of furniture, according to the description the students will listen to.

Big pictures of the different rooms of the house, for the students to complete.

One photocopy per student with a picture of a house without any furniture.

StageProcedureTasksTeaching pointLinguistic exponentInteractionAimsMaterialTime

1Warm UpT greets sts

T and Sts talk about the weather

T tells sts about the gameSts make a chart in which they write the days of the week and give their week forecast.Speaking Hello!How are you?Fine/So so

Whats the weather like today?Its cloudy/rainy/sunnyT - Ststo revisit previous knowledge

to establish a routine

to motivate sts

to show them what to expectFlashcards about weather5 min

2Opening Linking/ActivatingSts divide into groups. Each group chooses a slip of paper with the name of the room they have to furnish. T gives each group a sheet of paper with the picture of the room of the house. Sts choose the pictures of the furniture they need from a selection brought by the teacher.When finished, T hangs the complete house on the wall. Sts make a poster of a house and label each roomlexisIt is the living room

kitchen-bedroom-bathroom-garden-garage-dining roomgroupsto revisit the vocabulary worked the previous lesson.

to help sts notice the difference between similar words (bedroom / bathroom)pictures from magazines

posters with rooms of the house

labels for the rooms of the house20 min

3Development

1st listeningThe teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear. They can use the poster on the wall for reference. They recognize the elements by their colour.

Listen and drawlisteningThe red sofa is in the living roomThe blue chair is in the kitchenT-ststo introduce new vocabulary (bed, sofa, armchair, etc)

to familiarize with expressions to show locationphotocopy with picture of an unfurnished house 20 min

4Development2nd listeningT reads the text again and point at the elements when they listen to the corresponding wordListen and pointlisteningThe red sofa is in the living roomT-Ststo get further practice with the new wordsthe same photocopy that Sts used in the previous activity10 min

5 DevelpmentPost listeningT sticks a poster of a furnished house on the blackboard and ask questions and sts answerlook,listen and answerspeakingIs the sofa in the living room?Yes, it is No, it isnt Where is the sofa?It is in the garden!T-Ststo answer yes/no questions about location and colour.To answer questions about location.to notice the position of the verb to be in the interrogative form poster of a house20min

5 Follow up

Active practice

NoticingSts play Battleship in pairs. Each st draws secretly five elements in different rooms on a picture of the house.They ask and answer in turns, trying to guess the position of the elements in the partners picture. The one who locates the five elements first wins. ask and answer

speakingIs the bed in the livingroom?Yes, it is.No, it isnt.pairsto practice asking and answering about locationpicture of a house25 min

Focus: Listening

Objectives:

By the end of the lesson students will be better able to:

Name different parts of the house. Recognize the name of the most common pieces of furniture Ask and answer about location. Ask and answer Yes/No questions using the verb to be in the correct position.

Warm up

The teacher greets the students and completes daily routines with the studentshelp (date and weather). She tells the students that she has brought a game to play, using what they have learnt.

Activation

Pre-listening:The teacher talks to the students about the previous class and together they recall what they worked with. She elicits the name of the parts of the house and the use of This is the.. Then students divide into groups and each one chooses a slip of paper from box that the teacher has brought. On each paper they find the name of a part of the house (kitchen, dining room, living room, bedroom, bathroom, garage, garden). Each group creates a poster on a sheet of paper using images from a selection provided by the teacher. (The items were selected according to the description they will listen to later)As students are making the poster, they will find pictures of furniture which are the items of lexis to be learnt in the lesson. If the opportunity appears, the teacher can introduce some of the words casually.Once finished, the teacher joins the different posters and she pastes them together, making up the complete house. She hangs it on the wall for future reference.

While listening:first listening:

The teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear.As the vocabulary is new, they will have to look at the poster they made, that is hanging on the wall, with the different pieces of furniture in different colours to recognize them.When they listen, The red sofa is in the living room They will look at the poster and look for the only red piece of furniture. So they will recognize what it is and draw it.

Second listening:

They will listen to the text for a second time, pointing at each element when they hear its name. checking that they drew the elements in the correct position.

Post listening:

The teacher sticks a poster on the blackboard with a picture of a house, but the elements are in different places. She will ask Yes/No questions and Where is the.?

Examples:T: Is the sofa in the living room?Ss: No, it isnt T: where is the sofa?Ss: it is in the garden!They go on in the same way with other house elements.According to the development of the activity, students can also ask questions.

Noticing

Teacher makes Students notice the position of the verb To Be in the questions and the answers. She can stress the verb to be when producing the questions and answers orally and write them on the blackboard.

Follow up

Battleship game:

Players: Two.Contents: Each student gets a photocopy of a house.Goal: To discover all your opponent's furniture by correctly guessing in which room of the house they are.Set up: Each students draws secretly five elements in different parts of the house.Play: Students take turns to ask questions about the location of the elements drawn. The opponent checks and answers the question. If the element is in the place mentioned, he or she crosses it out.Victory: The first player to discover the location of all the elements in his or her opponents house, wins.

TeachersnamesWanda Fernandez / Sandra Sturla

Class4th grade

Length of lesson110 min

Teaching pointListening skill

Target language items/skillsThe living room is the big room upstairs.The blue chair is in the kitchen.Where is the television?Is the bed in the bedroom?Yes, it is / No, it isnt.

Main lesson aimsBy the end of the lesson, students will be better able to:Name different parts of the house.Recognize the name of the most common pieces of furniture.Ask and answer about location.Ask and answer Yes/No questions using the verb to be in the correct position.

EvidenceStudents answer the questions correctlyThey draw the correct element in the correct place.

Personal goalsI tend to clarify vocabulary by writing the words on the right side of the board matching them with a picture. The activity of completing the house isnt clear about the steps to follow. Id write them to make it easier to understand what to do.

Class profileThere are eleven boys and ten girls. They have already worked in groups before. They seem to be a very lively group.

AssumptionsThey have already worked with:

Vocabulary: rooms in the house (living room, kitchen, garden, garage, bathroom, bedroom, dining room), adjectives (big, small, long,short, upstairs and downstairs), prepositions of place (in, on).

Grammar: verb to be, aff, neg and int forms for the third persons of singular and plural.

They have already worked in pairs and groups previously.

Predicted problemsSimilar words (bedroom-bathroom)Lots of new vocabularyUsing the correct structure when asking questions.

ContextStudents have worked the previous class with parts of the house.

Materials usedPictures of pieces of furniture, according to the description the students will listen to.

Big pictures of the different rooms of the house, for the students to complete.

One photocopy per student with a picture of a house without any furniture.

StageProcedureTasksTeaching pointLinguistic exponentInteractionAimsMaterialTime

1Warm UpT greets sts

T and Sts talk about the weather

T tells sts about the gameSts make a chart in which they write the days of the week and give their week forecast.Speaking Hello!How are you?Fine/So so

Whats the weather like today?Its cloudy/rainy/sunnyT - Ststo revisit previous knowledge

to establish a routine

to motivate sts

to show them what to expectFlashcards about weather5 min

2Opening Linking/ActivatingSts divide into groups. Each group chooses a slip of paper with the name of the room they have to furnish. T gives each group a sheet of paper with the picture of the room of the house. Sts choose the pictures of the furniture they need from a selection brought by the teacher.When finished, T hangs the complete house on the wall. Sts make a poster of a house and label each roomlexisIt is the living room

kitchen-bedroom-bathroom-garden-garage-dining roomgroupsto revisit the vocabulary worked the previous lesson.

to help sts notice the difference between similar words (bedroom / bathroom)pictures from magazines

posters with rooms of the house

labels for the rooms of the house20 min

3Development

1st listeningThe teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear. They can use the poster on the wall for reference. They recognize the elements by their colour.

Listen and drawlisteningThe red sofa is in the living roomThe blue chair is in the kitchenT-ststo introduce new vocabulary (bed, sofa, armchair, etc)

to familiarize with expressions to show locationphotocopy with picture of an unfurnished house 20 min

4Development2nd listeningT reads the text again and point at the elements when they listen to the corresponding wordListen and pointlisteningThe red sofa is in the living roomT-Ststo get further practice with the new wordsthe same photocopy that Sts used in the previous activity10 min

5 DevelpmentPost listeningT sticks a poster of a furnished house on the blackboard and ask questions and sts answerlook,listen and answerspeakingIs the sofa in the living room?Yes, it is No, it isnt Where is the sofa?It is in the garden!T-Ststo answer yes/no questions about location and colour.To answer questions about location.to notice the position of the verb to be in the interrogative form poster of a house20min

5 Follow up

Active practice

NoticingSts play Battleship in pairs. Each st draws secretly five elements in different rooms on a picture of the house.They ask and answer in turns, trying to guess the position of the elements in the partners picture. The one who locates the five elements first wins. ask and answer

speakingIs the bed in the livingroom?Yes, it is.No, it isnt.pairsto practice asking and answering about locationpicture of a house25 min

Focus: Listening

Objectives:

By the end of the lesson students will be better able to:

Name different parts of the house. Recognize the name of the most common pieces of furniture Ask and answer about location. Ask and answer Yes/No questions using the verb to be in the correct position.

Warm up

The teacher greets the students and completes daily routines with the studentshelp (date and weather). She tells the students that she has brought a game to play, using what they have learnt.

Activation

Pre-listening:The teacher talks to the students about the previous class and together they recall what they worked with. She elicits the name of the parts of the house and the use of This is the.. Then students divide into groups and each one chooses a slip of paper from box that the teacher has brought. On each paper they find the name of a part of the house (kitchen, dining room, living room, bedroom, bathroom, garage, garden). Each group creates a poster on a sheet of paper using images from a selection provided by the teacher. (The items were selected according to the description they will listen to later)As students are making the poster, they will find pictures of furniture which are the items of lexis to be learnt in the lesson. If the opportunity appears, the teacher can introduce some of the words casually.Once finished, the teacher joins the different posters and she pastes them together, making up the complete house. She hangs it on the wall for future reference.

While listening:first listening:

The teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear.As the vocabulary is new, they will have to look at the poster they made, that is hanging on the wall, with the different pieces of furniture in different colours to recognize them.When they listen, The red sofa is in the living room They will look at the poster and look for the only red piece of furniture. So they will recognize what it is and draw it.

Second listening:

They will listen to the text for a second time, pointing at each element when they hear its name. checking that they drew the elements in the correct position.

Post listening:

The teacher sticks a poster on the blackboard with a picture of a house, but the elements are in different places. She will ask Yes/No questions and Where is the.?

Examples:T: Is the sofa in the living room?Ss: No, it isnt T: where is the sofa?Ss: it is in the garden!They go on in the same way with other house elements.According to the development of the activity, students can also ask questions.

Noticing

Teacher makes Students notice the position of the verb To Be in the questions and the answers. She can stress the verb to be when producing the questions and answers orally and write them on the blackboard.

Follow up

Battleship game:

Players: Two.Contents: Each student gets a photocopy of a house.Goal: To discover all your opponent's furniture by correctly guessing in which room of the house they are.Set up: Each students draws secretly five elements in different parts of the house.Play: Students take turns to ask questions about the location of the elements drawn. The opponent checks and answers the question. If the element is in the place mentioned, he or she crosses it out.Victory: The first player to discover the location of all the elements in his or her opponents house, wins.

TeachersnamesWanda Fernandez / Sandra Sturla

Class4th grade

Length of lesson110 min

Teaching pointListening skill

Target language items/skillsThe living room is the big room upstairs.The blue chair is in the kitchen.Where is the television?Is the bed in the bedroom?Yes, it is / No, it isnt.

Main lesson aimsBy the end of the lesson, students will be better able to:Name different parts of the house.Recognize the name of the most common pieces of furniture.Ask and answer about location.Ask and answer Yes/No questions using the verb to be in the correct position.

EvidenceStudents answer the questions correctlyThey draw the correct element in the correct place.

Personal goalsI tend to clarify vocabulary by writing the words on the right side of the board matching them with a picture. The activity of completing the house isnt clear about the steps to follow. Id write them to make it easier to understand what to do.

Class profileThere are eleven boys and ten girls. They have already worked in groups before. They seem to be a very lively group.

AssumptionsThey have already worked with:

Vocabulary: rooms in the house (living room, kitchen, garden, garage, bathroom, bedroom, dining room), adjectives (big, small, long,short, upstairs and downstairs), prepositions of place (in, on).

Grammar: verb to be, aff, neg and int forms for the third persons of singular and plural.

They have already worked in pairs and groups previously.

Predicted problemsSimilar words (bedroom-bathroom)Lots of new vocabularyUsing the correct structure when asking questions.

ContextStudents have worked the previous class with parts of the house.

Materials usedPictures of pieces of furniture, according to the description the students will listen to.

Big pictures of the different rooms of the house, for the students to complete.

One photocopy per student with a picture of a house without any furniture.

StageProcedureTasksTeaching pointLinguistic exponentInteractionAimsMaterialTime

1Warm UpT greets sts

T and Sts talk about the weather

T tells sts about the gameSts make a chart in which they write the days of the week and give their week forecast.Speaking Hello!How are you?Fine/So so

Whats the weather like today?Its cloudy/rainy/sunnyT - Ststo revisit previous knowledge

to establish a routine

to motivate sts

to show them what to expectFlashcards about weather5 min

2Opening Linking/ActivatingSts divide into groups. Each group chooses a slip of paper with the name of the room they have to furnish. T gives each group a sheet of paper with the picture of the room of the house. Sts choose the pictures of the furniture they need from a selection brought by the teacher.When finished, T hangs the complete house on the wall. Sts make a poster of a house and label each roomlexisIt is the living room

kitchen-bedroom-bathroom-garden-garage-dining roomgroupsto revisit the vocabulary worked the previous lesson.

to help sts notice the difference between similar words (bedroom / bathroom)pictures from magazines

posters with rooms of the house

labels for the rooms of the house20 min

3Development

1st listeningThe teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear. They can use the poster on the wall for reference. They recognize the elements by their colour.

Listen and drawlisteningThe red sofa is in the living roomThe blue chair is in the kitchenT-ststo introduce new vocabulary (bed, sofa, armchair, etc)

to familiarize with expressions to show locationphotocopy with picture of an unfurnished house 20 min

4Development2nd listeningT reads the text again and point at the elements when they listen to the corresponding wordListen and pointlisteningThe red sofa is in the living roomT-Ststo get further practice with the new wordsthe same photocopy that Sts used in the previous activity10 min

5 DevelpmentPost listeningT sticks a poster of a furnished house on the blackboard and ask questions and sts answerlook,listen and answerspeakingIs the sofa in the living room?Yes, it is No, it isnt Where is the sofa?It is in the garden!T-Ststo answer yes/no questions about location and colour.To answer questions about location.to notice the position of the verb to be in the interrogative form poster of a house20min

5 Follow up

Active practice

NoticingSts play Battleship in pairs. Each st draws secretly five elements in different rooms on a picture of the house.They ask and answer in turns, trying to guess the position of the elements in the partners picture. The one who locates the five elements first wins. ask and answer

speakingIs the bed in the livingroom?Yes, it is.No, it isnt.pairsto practice asking and answering about locationpicture of a house25 min

Focus: Listening

Objectives:

By the end of the lesson students will be better able to:

Name different parts of the house. Recognize the name of the most common pieces of furniture Ask and answer about location. Ask and answer Yes/No questions using the verb to be in the correct position.

Warm up

The teacher greets the students and completes daily routines with the studentshelp (date and weather). She tells the students that she has brought a game to play, using what they have learnt.

Activation

Pre-listening:The teacher talks to the students about the previous class and together they recall what they worked with. She elicits the name of the parts of the house and the use of This is the.. Then students divide into groups and each one chooses a slip of paper from box that the teacher has brought. On each paper they find the name of a part of the house (kitchen, dining room, living room, bedroom, bathroom, garage, garden). Each group creates a poster on a sheet of paper using images from a selection provided by the teacher. (The items were selected according to the description they will listen to later)As students are making the poster, they will find pictures of furniture which are the items of lexis to be learnt in the lesson. If the opportunity appears, the teacher can introduce some of the words casually.Once finished, the teacher joins the different posters and she pastes them together, making up the complete house. She hangs it on the wall for future reference.

While listening:first listening:

The teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear.As the vocabulary is new, they will have to look at the poster they made, that is hanging on the wall, with the different pieces of furniture in different colours to recognize them.When they listen, The red sofa is in the living room They will look at the poster and look for the only red piece of furniture. So they will recognize what it is and draw it.

Second listening:

They will listen to the text for a second time, pointing at each element when they hear its name. checking that they drew the elements in the correct position.

Post listening:

The teacher sticks a poster on the blackboard with a picture of a house, but the elements are in different places. She will ask Yes/No questions and Where is the.?

Examples:T: Is the sofa in the living room?Ss: No, it isnt T: where is the sofa?Ss: it is in the garden!They go on in the same way with other house elements.According to the development of the activity, students can also ask questions.

Noticing

Teacher makes Students notice the position of the verb To Be in the questions and the answers. She can stress the verb to be when producing the questions and answers orally and write them on the blackboard.

Follow up

Battleship game:

Players: Two.Contents: Each student gets a photocopy of a house.Goal: To discover all your opponent's furniture by correctly guessing in which room of the house they are.Set up: Each students draws secretly five elements in different parts of the house.Play: Students take turns to ask questions about the location of the elements drawn. The opponent checks and answers the question. If the element is in the place mentioned, he or she crosses it out.Victory: The first player to discover the location of all the elements in his or her opponents house, wins.

TeachersnamesWanda Fernandez / Sandra Sturla

Class4th grade

Length of lesson110 min

Teaching pointListening skill

Target language items/skillsThe living room is the big room upstairs.The blue chair is in the kitchen.Where is the television?Is the bed in the bedroom?Yes, it is / No, it isnt.

Main lesson aimsBy the end of the lesson, students will be better able to:Name different parts of the house.Recognize the name of the most common pieces of furniture.Ask and answer about location.Ask and answer Yes/No questions using the verb to be in the correct position.

EvidenceStudents answer the questions correctlyThey draw the correct element in the correct place.

Personal goalsI tend to clarify vocabulary by writing the words on the right side of the board matching them with a picture. The activity of completing the house isnt clear about the steps to follow. Id write them to make it easier to understand what to do.

Class profileThere are eleven boys and ten girls. They have already worked in groups before. They seem to be a very lively group.

AssumptionsThey have already worked with:

Vocabulary: rooms in the house (living room, kitchen, garden, garage, bathroom, bedroom, dining room), adjectives (big, small, long,short, upstairs and downstairs), prepositions of place (in, on).

Grammar: verb to be, aff, neg and int forms for the third persons of singular and plural.

They have already worked in pairs and groups previously.

Predicted problemsSimilar words (bedroom-bathroom)Lots of new vocabularyUsing the correct structure when asking questions.

ContextStudents have worked the previous class with parts of the house.

Materials usedPictures of pieces of furniture, according to the description the students will listen to.

Big pictures of the different rooms of the house, for the students to complete.

One photocopy per student with a picture of a house without any furniture.

StageProcedureTasksTeaching pointLinguistic exponentInteractionAimsMaterialTime

1Warm UpT greets sts

T and Sts talk about the weather

T tells sts about the gameSts make a chart in which they write the days of the week and give their week forecast.Speaking Hello!How are you?Fine/So so

Whats the weather like today?Its cloudy/rainy/sunnyT - Ststo revisit previous knowledge

to establish a routine

to motivate sts

to show them what to expectFlashcards about weather5 min

2Opening Linking/ActivatingSts divide into groups. Each group chooses a slip of paper with the name of the room they have to furnish. T gives each group a sheet of paper with the picture of the room of the house. Sts choose the pictures of the furniture they need from a selection brought by the teacher.When finished, T hangs the complete house on the wall. Sts make a poster of a house and label each roomlexisIt is the living room

kitchen-bedroom-bathroom-garden-garage-dining roomgroupsto revisit the vocabulary worked the previous lesson.

to help sts notice the difference between similar words (bedroom / bathroom)pictures from magazines

posters with rooms of the house

labels for the rooms of the house20 min

3Development

1st listeningThe teacher gives the students a sheet of paper with the picture of a house. The students have to draw each element in the correct place according to what they hear. They can use the poster on the wall for reference. They recognize the elements by their colour.

Listen and drawlisteningThe red sofa is in the living roomThe blue chair is in the kitchenT-ststo introduce new vocabulary (bed, sofa, armchair, etc)

to familiarize with expressions to show locationphotocopy with picture of an unfurnished house 20 min

4Development2nd listeningT reads the text again and point at the elements when they listen to the corresponding wordListen and pointlisteningThe red sofa is in the living roomT-Ststo get further practice with the new wordsthe same photocopy that Sts used in the previous activity10 min

5 DevelpmentPost listeningT sticks a poster of a furnished house on the blackboard and ask questions and sts answerlook,listen and answerspeakingIs the sofa in the living room?Yes, it is No, it isnt Where is the sofa?It is in the garden!T-Ststo answer yes/no questions about location and colour.To answer questions about location.to notice the position of the verb to be in the interrogative form poster of a house20min

5 Follow up

Active practice

NoticingSts play Battleship in pairs. Each st draws secretly five elements in different rooms on a picture of the house.They ask and answer in turns, trying to guess the position of the elements in the partners picture. The one who locates the five elements first wins. ask and answer

speakingIs the bed in the livingroom?Yes, it is.No, it isnt.pairsto practice asking and answering about locationpicture of a house25 min

Lesson objectives Identify needed resources or supplies for activities from pictures and oral statements (e.g., "pencils," "paper," "computers")Match needed resources or supplies with types of activities from pictures and oral statements (e.g., calculators and math books)Evaluate and select needed resources for tasks or projects based on oral discourseAnswer choice or yes/no questions regarding visually supported information from multimedia (e.g., on ads, cartoons, signs or posters)Restate or paraphrase visually supported information from multimedia (e.g., in newspapers, magazines or broadcasts)Present visually supported information from multimedia (e.g., in Web sites, CDs or software)Give reviews of information from multimedia that include interpretations, critiques or self- reflectionsIdentify words or phrases supported by illustrations associated with various genres (e.g., adventures, ballads, science fiction, mythology)Match vocabulary or expressions in context with illustrations associated with various genres read orallyAssociate types of genres with language structures or specific vocabulary in illustrated text or oral descriptionPair illustrated summaries with excerpts from genres read orally or in writing (e.g., mythology, science fiction or ballads)Infer types of genres from written descriptions or summaries from grade-level textProduce a variety of writing forms using register appropriate to audience