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 activities
Ask 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 dislikes
Write short descriptions of peoples occupations
Thematic Content
thematic areas

lexis/vocabulary

jobs and
occupations

teacher (r). doctor(r),footballer (r), nurse(n), mechanic(n,

programmer(n), astronaut(n),

adjectives

easy(r), difficult(r), dangerous(r),

action verbs

play(r), cook(r), wash(r), cure(n), repair(n),

Linguistic content
grammar/structur
e

function

linguistic
exponent

to be

to indicate the role or position that one has at

work, family, or other organization.

I am a
teacher.
My brother is
a firefighter

simple present

To express habits, general truths, repeated

actions or unchanging situations To express
habits, general truths, repeated actions or
unchanging situations

A doctor
cures sick
people
Do y

Phonology Content
(includes phonetic and intonation)

Content

Exponent

Intonation Yes/No

does a doctor cure sick people?

Yes, he does

ending -er

schwa

Discourse

Discourse type/genre

Discourse element

children music - sing along

quiz ??
interview ??

Macro Skill
reading
listening
speaking
writing
thinking
studying

Literary Skills

Evaluation

or (presents an alternative item or idea)

and (presents non-contrasting item(s) or idea(s)

Micro Skill

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: Yes
T: yes, it is
S: yes, it is
T: 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 orally
Second 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 isnt
T : What does he do? (If students dont understand, she helps them) Is he a doctor?
S: Yes, he is
T: So, John Paul is a doctor
S: John Paul is a doctor
T: 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.

Teachersnames

Wanda Fernandez / Sandra Sturla

Class

5th grade

Length of lesson

100 min

Teaching point

Listening skill
Lexis ?????

Target language
items/skills

John Paul is a doctor.

Is Ana a teacher?
Yes, she is/No, she isnt

Main lesson aims

By 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.
Evidence

Students answer questions correctly

They complete the crosswords correctly, especially the new
words.????

Personal goals

I intend to help students undestand the meaning of the new

vocabulary using as little Spanish as possible..

Class profile
Assumptions

They 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 problems

Use of the indefinite article before the occupation.

Context

This is the first lesson in this unit of work.

Materials used

Pictures 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.

Stage

Procedure

Tasks

Teachin
g point

Linguistic
exponent

Intera
c
tion

Aims

Material

Time

1
Warm Up

T greets sts

T ask a St to
write the date
and weather
on the
blackboard.

Speakin
g

Hello!
How are you?
Fine/So so

T Sts

to revisit
previous
knowledge

Flashcards
about
weather

5 min

pictures

15

T and Sts
talk about the
weather

Whats the
weather like
today?
Its
cloudy/rainy/sun
ny

T tells sts
about the
new unit of
work and the
final task

T shows Sts

to establish
a routine
to motivate
sts
to show
them what
to expect

T makes a

Lexis

Is it dangerous?

the

to present

Opening
Activating

pictures of
working
people and
together they
decide if
each
occupation is
EASY,
DIFFICULT
or
DANGEROU
S

table of three
columns on
the
blackboard
wih the
headings
EASY,
DIFFICULT
and
DANGEROU
S. Then she
shows the
first picture
and names
the
occupation
clearly (First
the ones Sts
already know
or the
transparent
ones) Then
she asks:

teacher , doctor,
dentist, vet, bus
driver, ????

whole
class

students
with the
new words
in this unit.

from
magazines

min

T-sts

to
introduce
new
vocabulary
(bed, sofa,
armchair,
etc)

photocopy
with
picture of
an
unfurnishe
d house

20
min

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

3
Developme
nt

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. They
can use the
poster on the
wall for
reference.
They
recognize the
elements by
their colour.

Listen and
draw

4
Developme
nt
2nd
listening

T reads the
text again
and point at
the elements
when they
listen to the
correspondin
g word

Listen and
point

listening

The red sofa is in

the living room

T-Sts

to get
further
practice
with the
new words

the same
photocopy
that Sts
used in the
previous
activity

10
min

T sticks a

look,listen

speakin

Is the sofa in the

T-Sts

to answer

poster of a

20mi

1st listening

listening

The red sofa is in

the living room
The blue chair is
in the kitchen

to
familiarize
with
expression
s to show
location

Develpment
Post
listening

poster of a
furnished
house on the
blackboard
and ask
questions
and sts
answer

and answer

living room?
Yes, it is
No, it isnt
Where is the
sofa?
It is in the
garden!

5
Follow up

Sts 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 partner
s picture.
The one who
locates the
five elements
first wins.

ask and
answer

speakin
g

Is the bed in the

livingroom?
Yes, it is.
No, it isnt.

Active
practice
Noticing

pairs

yes/no
questions
about
location
and colour.
To answer
questions
about
location.
to notice
the position
of the verb
to be in the
interrogativ
e form

house

to practice
asking and
answering
about
location

picture of
a house

25
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.

Teachersnames

Wanda Fernandez / Sandra Sturla

Class

4th grade

Length of lesson

110 min

Teaching point

Listening skill

Target language
items/skills

The 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 aims

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.

Evidence

Students answer the questions correctly

They draw the correct element in the correct place.

Personal goals

I 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 profile

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

Assumptions

They 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 problems

Similar words (bedroom-bathroom)

Lots of new vocabulary
Using the correct structure when asking questions.

Context

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

Materials used

Pictures 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.

Stage

Procedure

Tasks

Teachin
g point

Linguistic
exponent

Intera
c
tion

Aims

Material

Time

1
Warm Up

T greets sts

Sts make
a chart in
which
they
write the
days of
the week
and give
their
week
forecast.

Speakin
g

Hello!
How are you?
Fine/So so

T Sts

to revisit
previous
knowledge

Flashcards
about
weather

5 min

pictures
from
magazines

20
min

T and Sts
talk about
the weather
T tells sts
about the
game

Whats the
weather like
today?
Its
cloudy/rainy/sunn
y

to establish
a routine
to motivate
sts
to show
them what
to expect

2
Opening
Linking/Activatin
g

3
Development

Sts 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
room

The teacher
gives the

Listen
and draw

lexis

It is the living
room

group
s

kitchen-bedroombathroomgarden-garagedining room

to revisit
the
vocabulary
worked the
previous
lesson.
to help sts
notice the
difference
between
similar
words
(bedroom /
bathroom)

listening

The red sofa is in

the living room

T-sts

to
introduce

posters
with rooms
of the
house
labels for
the rooms
of the
house

photocopy
with

20
min

1st listening

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.

The blue chair is

in the kitchen

new
vocabulary
(bed, sofa,
armchair,
etc)

picture of
an
unfurnishe
d house

to
familiarize
with
expression
s to show
location

4
Development
2nd listening

T reads the
text again
and point at
the elements
when they
listen to the
correspondin
g word

Listen
and point

listening

The red sofa is in

the living room

T-Sts

to get
further
practice
with the
new words

the same
photocopy
that Sts
used in the
previous
activity

10
min

5
Develpment
Post listening

T sticks a
poster of a
furnished
house on the
blackboard
and ask
questions
and sts
answer

look,liste
n and
answer

speakin
g

Is the sofa in the

living room?
Yes, it is
No, it isnt
Where is the
sofa?
It is in the
garden!

T-Sts

to answer
yes/no
questions
about
location
and colour.
To answer
questions
about
location.
to notice
the position
of the verb
to be in the
interrogativ
e form

poster of a
house

20mi
n

5
Follow up

Sts 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

ask and
answer

speakin
g

Is the bed in the

livingroom?
Yes, it is.
No, it isnt.

pairs

to practice
asking and
answering
about
location

picture of
a house

25
min

Active practice
Noticing

in the partner
s picture.
The one who
locates the
five elements
first wins.

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.

Teachersnames

Wanda Fernandez / Sandra Sturla

Class

4th grade

Length of lesson

110 min

Teaching point

Listening skill

Target language
items/skills

The 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 aims

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.
Evidence

Students answer the questions correctly

They draw the correct element in the correct place.

Personal goals

I 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 profile

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

Assumptions

They 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 problems

Similar words (bedroom-bathroom)

Lots of new vocabulary
Using the correct structure when asking questions.

Context

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

Materials used

Pictures 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.

Stage

Procedure

Tasks

Teachin
g point

Linguistic
exponent

Intera
c
tion

Aims

Material

Time

1
Warm Up

T greets sts

Sts make
a chart in
which
they
write the
days of
the week

Speakin
g

Hello!
How are you?
Fine/So so

T Sts

to revisit
previous
knowledge

Flashcards
about
weather

5 min

T and Sts
talk about
the weather

Whats the
weather like
today?

to establish
a routine

T tells sts
about the
game

and give
their
week
forecast.

Its
cloudy/rainy/sunn
y

to motivate
sts
to show
them what
to expect

2
Opening
Linking/Activatin
g

3
Development
1st listening

Sts 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
room

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. They
can use the
poster on the
wall for
reference.
They
recognize
the elements
by their
colour.

Listen
and draw

lexis

It is the living
room

group
s

kitchen-bedroombathroomgarden-garagedining room

to revisit
the
vocabulary
worked the
previous
lesson.
to help sts
notice the
difference
between
similar
words
(bedroom /
bathroom)

listening

The red sofa is in

the living room
The blue chair is
in the kitchen

T-sts

to
introduce
new
vocabulary
(bed, sofa,
armchair,
etc)
to
familiarize
with
expression
s to show
location

pictures
from
magazines

20
min

posters
with rooms
of the
house
labels for
the rooms
of the
house

photocopy
with
picture of
an
unfurnishe
d house

20
min

4
Development
2nd listening

T reads the
text again
and point at
the elements
when they
listen to the
correspondin
g word

Listen
and point

listening

The red sofa is in

the living room

T-Sts

to get
further
practice
with the
new words

the same
photocopy
that Sts
used in the
previous
activity

10
min

5
Develpment
Post listening

T sticks a
poster of a
furnished
house on the
blackboard
and ask
questions
and sts
answer

look,liste
n and
answer

speakin
g

Is the sofa in the

living room?
Yes, it is
No, it isnt
Where is the
sofa?
It is in the
garden!

T-Sts

to answer
yes/no
questions
about
location
and colour.
To answer
questions
about
location.
to notice
the position
of the verb
to be in the
interrogativ
e form

poster of a
house

20mi
n

5
Follow up

Sts 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 partner
s picture.
The one who
locates the
five elements
first wins.

ask and
answer

speakin
g

Is the bed in the

livingroom?
Yes, it is.
No, it isnt.

pairs

to practice
asking and
answering
about
location

picture of
a house

25
min

Active practice
Noticing

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.

Teachersnames

Wanda Fernandez / Sandra Sturla

Class

4th grade

Length of lesson

110 min

Teaching point

Listening skill

Target language
items/skills

The 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 aims

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.

Evidence

Students answer the questions correctly

They draw the correct element in the correct place.

Personal goals

I 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 profile

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

Assumptions

They 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 problems

Similar words (bedroom-bathroom)

Lots of new vocabulary
Using the correct structure when asking questions.

Context

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

Materials used

Pictures 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.

Stage

Procedure

Tasks

Teachin
g point

Linguistic
exponent

Intera
c
tion

Aims

Material

Time

1
Warm Up

T greets sts

Sts make
a chart in
which
they
write the
days of
the week
and give
their
week
forecast.

Speakin
g

Hello!
How are you?
Fine/So so

T Sts

to revisit
previous
knowledge

Flashcards
about
weather

5 min

pictures
from
magazines

20
min

T and Sts
talk about
the weather
T tells sts
about the
game

Whats the
weather like
today?
Its
cloudy/rainy/sunn
y

to establish
a routine
to motivate
sts
to show
them what
to expect

2
Opening
Linking/Activatin
g

Sts 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 make
a poster
of a
house
and label
each
room

lexis

It is the living
room
kitchen-bedroombathroomgarden-garagedining room

group
s

to revisit
the
vocabulary
worked the
previous
lesson.
to help sts
notice the
difference
between
similar
words
(bedroom /
bathroom)

posters
with rooms
of the
house
labels for
the rooms
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.
3
Development

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. They
can use the
poster on the
wall for
reference.
They
recognize
the elements
by their
colour.

Listen
and draw

4
Development
2nd listening

T reads the
text again
and point at
the elements
when they
listen to the
correspondin
g word

Listen
and point

listening

The red sofa is in

the living room

T-Sts

5
Develpment
Post listening

T sticks a
poster of a
furnished
house on the
blackboard
and ask
questions
and sts
answer

look,liste
n and
answer

speakin
g

Is the sofa in the

living room?
Yes, it is
No, it isnt
Where is the
sofa?
It is in the
garden!

T-Sts

1st listening

listening

The red sofa is in

the living room
The blue chair is
in the kitchen

T-sts

to
introduce
new
vocabulary
(bed, sofa,
armchair,
etc)

photocopy
with
picture of
an
unfurnishe
d house

20
min

to get
further
practice
with the
new words

the same
photocopy
that Sts
used in the
previous
activity

10
min

to answer
yes/no
questions
about
location
and colour.
To answer
questions
about
location.
to notice
the position
of the verb
to be in the
interrogativ
e form

poster of a
house

20mi
n

to
familiarize
with
expression
s to show
location

5
Follow up
Active practice
Noticing

Sts 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 partner
s picture.
The one who
locates the
five elements
first wins.

ask and
answer

speakin
g

Is the bed in the

livingroom?
Yes, it is.
No, it isnt.

pairs

to practice
asking and
answering
about
location

picture of
a house

25
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.

Teachersnames

Wanda Fernandez / Sandra Sturla

Class

4th grade

Length of lesson

110 min

Teaching point

Listening skill

Target language
items/skills

The 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 aims

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.

Evidence

Students answer the questions correctly

They draw the correct element in the correct place.

Personal goals

I 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 profile

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

Assumptions

They 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 problems

Similar words (bedroom-bathroom)

Lots of new vocabulary
Using the correct structure when asking questions.

Context

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

Materials used

Pictures 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.

Stage

Procedure

Tasks

Teachin
g point

Linguistic
exponent

Intera
c
tion

Aims

Material

Time

1
Warm Up

T greets sts

Sts make
a chart in
which
they
write the
days of
the week
and give
their
week
forecast.

Speakin
g

Hello!
How are you?
Fine/So so

T Sts

to revisit
previous
knowledge

Flashcards
about
weather

5 min

pictures
from
magazines

20
min

T and Sts
talk about
the weather
T tells sts
about the
game

Whats the
weather like
today?
Its
cloudy/rainy/sunn
y

to establish
a routine
to motivate
sts
to show
them what
to expect

2
Opening
Linking/Activatin
g

3
Development
1st listening

Sts 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
room

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

Listen
and draw

lexis

It is the living
room

group
s

kitchen-bedroombathroomgarden-garagedining room

to revisit
the
vocabulary
worked the
previous
lesson.
to help sts
notice the
difference
between
similar
words
(bedroom /
bathroom)

listening

The red sofa is in

the living room
The blue chair is
in the kitchen

T-sts

to
introduce
new
vocabulary
(bed, sofa,
armchair,
etc)
to
familiarize
with
expression
s to show

posters
with rooms
of the
house
labels for
the rooms
of the
house

photocopy
with
picture of
an
unfurnishe
d house

20
min

according to
what they
hear. They
can use the
poster on the
wall for
reference.
They
recognize
the elements
by their
colour.

location

4
Development
2nd listening

T reads the
text again
and point at
the elements
when they
listen to the
correspondin
g word

Listen
and point

listening

The red sofa is in

the living room

T-Sts

to get
further
practice
with the
new words

the same
photocopy
that Sts
used in the
previous
activity

10
min

5
Develpment
Post listening

T sticks a
poster of a
furnished
house on the
blackboard
and ask
questions
and sts
answer

look,liste
n and
answer

speakin
g

Is the sofa in the

living room?
Yes, it is
No, it isnt
Where is the
sofa?
It is in the
garden!

T-Sts

to answer
yes/no
questions
about
location
and colour.
To answer
questions
about
location.
to notice
the position
of the verb
to be in the
interrogativ
e form

poster of a
house

20mi
n

5
Follow up

Sts 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 partner
s picture.
The one who
locates the
five elements
first wins.

ask and
answer

speakin
g

Is the bed in the

livingroom?
Yes, it is.
No, it isnt.

pairs

to practice
asking and
answering
about
location

picture of
a house

25
min

Active practice
Noticing

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 discourse
Answer 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- reflections
Identify 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
orally
Associate types of genres with language structures or specific vocabulary in illustrated text or oral
description
Pair 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 text
Produce a variety of writing forms using register appropriate to audience