Parts of a House
8-9 years old level
To provide practice and clarification of rooms in the context of parts of a house
To provide fluency speaking practice in a conversation in the context of parts of a house
Procedure (97-100 minutes)
T makes everyone sit in a circle around her and throws a ball to each student randomly. T asks questions, starting from the simple (What's your name?, How are you?) to more involved questions (Where do you live?, What is your favorite food, Do you like Superman?, Can you fly?, etc.).
T draws a big house on the board. T cuts pictures of bed, bath, sofa, etc. as a clue for the house. Later, T asks one student to come up to the board stick the picture in one of the rooms. T does the same with the other pictures. T elicits the vocabulary for each room. T points at the bedroom and ask "What room is this?". After eliciting, T writes the word in the room and wants students to repeat. T does the same with the other places such as bathroom: a room with a bath, dining room: a room where we eat dinner, etc.
Teacher puts students into groups. T chooses a team captain, who is going to be a writer for the game, for each group and then gives each captain a piece of paper and pencil. T tells the captains to write the numbers 1 to 6 down the left-side of the paper. Each captain is going to write the 6 answers to the quiz questions on this sheet, however the rest of the group will help and give the answers.T reads out the following questions as the groups write the answers on their sheets: 1. Where do you brush your teeth in the house ? (bathroom) 2. Where do you cook food in the house ? (kitchen) 3. Where do you sleep at night in the house ? (bedroom) 4. Where do you eat dinner in the house ? (dining room) 5. Where do you sit with your family and watch TV in the house ? (living room) 6. Where do you see grass? (garden) Finally, T goes through the answers with the class by pointing to the correct room on your board picture and T helps out with any vocabulary that Ss don't understand. Everyone gives applause to the winning group.
T sticks parts of house posters on the wall before the lessons. T gives instruction about "touch the picture" game. T divided the class into 2 groups and wants them to line up. For example, when T tells them "bed" , one of the group member in the line will go and touch the correct room. T continues shouting out other words, as students race around the room touching rooms on the posters. This should be fast paced and fun.
Give students time to rest.
T plays a video about prepositions of the places. After video, teacher shows prepositions flash cards to Ss and wants them to guess.
T teaches the prepositions vocabulary, which can be listed as on, under, in, behind, next to, in front of, between. In this activity T brings a box and a small toy animal (fox which is called Fifi). Before class, T puts Fifi inside the box. Ss sit down and T takes out the box. Ss try to guess what is inside. T takes out Fifi and introduces it to the class. T puts Fifi on the box and ask "Where is it?". T elicits the preposition "on" and then "It’s on the box". T does the same for the rest of the prepositions (on, under, in, behind, next to, in front of, between).
T puts students in pairs and wants from each pair to ask and answer questions using the prepositions. Ss will be using their objects.
T wants Ss to draw a house with objects on a paper and wants them to write sentences by using prepositions on the back side of the paper. T shows an example. Ss draw individually and later they explain their pictures in pairs.
T asks students “What have you learned today?” and wants students to write on a paper. After the activity, T says goodbye.