Sanaz Sanaz

Parts of a house
Elementary level

Description

In this lesson students learn about different parts of a house by given example of the White house through a listening. Students will listen to an introduction to a documentary about the Whit House. Students will learn how to use "There is/isn't" "There are/aren't" and questioning with "is there?" "Are there?" and "How many"

Materials

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Bwyeyb0sm6tco92vtpnx interior design sketches living room living room sketches interior designs ideas on pinterest picture of living room
Jmhksdgqsri0yvl270pu cadblocks architectural balconies single1 balcony
Zaf1d3pdtyisizkfqqcy smythson 522x400px picture of a big hall
Benjopbjqzk05t0cefd3 tp3 grammar ex 1 5 TP3 grammar ex 1-5.docx
Uoaeb40ts0agszgxgx1k whıte house h picture of a normal white hose
Wfibbyqxt1uqggnmz9px how to draw a bed step 5 1 000000004296 5 picture of a bed
F8lotwxcrqyv54ax29tr l.le ayudo a organizar celebraciones en su 1386024185 dining room
Tuvbhvahqkcsyp3xc4o8 tp3 listening ex1 4 TP3 Listening ex1-4.docx
Bdr7oc7rsesmw54v2ets o white house facebook Picture of the White House
Zfbjzy5ysoo2n4bkmqjp 470980901 picture of bathroom

Main Aims

  • To provide gist and specific information listening practice by listening to a record about different parts of the White House
  • To provide clarification and practice of There is/isn't; There are/aren't; Is there?; Are there?; how many... are/is there? in the context of parts of the house

Subsidiary Aims

  • To provide product writing practice of a report in the context of parts of the house
  • To provide accuracy speaking practice in a conversation in the context of student's houses
  • To provide review of making correct sentences with there is / there are and question and answer
  • To provide clarification and practice of names of the different parts in a house in the context of life style

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will draw a big house on the board and separate different parts of the house by lines and write the first letters of the words and I will show the pictures one by one and ask them where is that place, students will guess about the name of the picture and I will ask them which part of the house on the board I should put the picture. Students will have a general idea about the topic and the language they are going to use.

Pre-Listening (8-10 minutes) • To prepare students for the listening and make it accessible

I will ask the students to look at the picture silently and work on their own to answer the questions, if they don't know the answers they can guess. Then I will ask them: tell me about the house as whole class. .

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

Students will listen to th erecording and ask them to sort the questions according to what they hear for general understanding. Students will check their answers with their pairs

While-Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will read the numbers in ex.3 and ask the students to repeat after me, then students will read ex.3 and guess the numbers. I will play the recording once again and Students will check their answers. afterward they will check the answers with their partners for peer check. Then for feed back I will tell the number of the qustion and whole class will say the answer(number)

Post-Listening Grammar (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will explain how to make questions pointing to " is there a... " and "are there any" and then continue with " how many .. are/ is there?" and then Students will make questions and answers in pairs

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