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Unit 5 - My House

This document outlines a unit plan focused on teaching students to describe houses. Key vocabulary includes rooms and parts of houses. Learning activities include listening to house descriptions and answering questions, asking and answering questions about houses, comparing house features, and reading house advertisements. Students will practice spelling house words, writing sentences with correct punctuation, and writing short descriptions of their ideal houses. Assessment includes students describing their drawn ideal houses and writing about their ideal house.

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Sari Martha
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44 views2 pages

Unit 5 - My House

This document outlines a unit plan focused on teaching students to describe houses. Key vocabulary includes rooms and parts of houses. Learning activities include listening to house descriptions and answering questions, asking and answering questions about houses, comparing house features, and reading house advertisements. Students will practice spelling house words, writing sentences with correct punctuation, and writing short descriptions of their ideal houses. Assessment includes students describing their drawn ideal houses and writing about their ideal house.

Uploaded by

Sari Martha
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
Download as pdf or txt
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Unit 5: My House

Unit Outcomes: Students will be able to describe houses.


Vocabulary: rooms of house, parts of house e.g. chimney, ceiling, objects in rooms in houses.

Competency Content/Language item Learning activities and Resources


Students will be able to: A. Listening and Speaking
• listen to a short There is/are • Students listen to a short description of a house and answer the questions.
description and answer • Teacher uses the listening text to teach rooms and parts of house. Students match to pictures
questions

Has/have • Students draw their own houses and describe them to a friend.
• give descriptions of places present simple

• ask and answer questions • what do you do in the • Students ask each other questions about their houses e.g. What do you do in the kitchen?
about everyday subject kitchen? Where is the bathroom? Do you have a bathroom? Is it big?
• Students draw pictures of an imaginary house; describe it to a friend who draws it. Students
compare pictures.
Prepositions of time/place: • Students look at 2 similar houses and spot the difference: e.g. this kitchen is bigger than that
at, in the.., next to, opposite kitchen, this house has a bathroom but that house doesn’t.
etc.
Where do you cook?
Where do you wash?
Where do you sleep?
Negative sentences with
contracted forms.
• No, it isn’t
• It doesn’t have a
television
• It doesn’t have a bath
Recycle comparatives
Use ‘but’
• whose (object) is that? • Teacher teaches objects for the house – students match to rooms. Students draw objects into
• it’s mine/my the pictures of their houses.
mother’s/hers/ his • Teacher teaches ‘whose (object) is that?’. Students use their house pictures to ask and answer
questions using ‘whose’.
• Students practise ‘whose’ by asking questions about objects in the room and using a
substitution table
Competency Content/Language item Learning activities and Resources

• use social expressions Can I … ? (permission) • Students match pictures to speech bubbles asking for requests or permission.
correctly Can I have …? (request) • Students make up dialogues using can for permission and requests and act them out in front of
groups or the class.

Pronunciation: Connected • Teacher models phrases and students repeat:


speech whole class drill, then drill smaller groups of students, finally individual drills
E.g. There_is • Students practise with own phrases in pairs
What do_you / dju:/

• read a short paragraph to B. Reading


find information needed • Description of house • Students find and underline new words in description
• Students read description of the house and circle the rooms and objects it has
• read short paragraphs and
retell the main details • Adverts for houses (for • Students read 3 or 4 adverts for houses and decide which one they like best
sale/rent)

• write the correct spelling C. Writing • Students learn spelling and teacher gives short test on 20 spellings learnt so far
• 5 words about houses
• write sentences with • Teacher uses request dialogues (from speaking and listening) to demonstrate full stops and
correct punctuation • Full stops and question questions marks. Students write the dialogues they made up with correct punctuation.
marks in dialogues
• Students write sentences describing the house they liked best under their pictures
• write short sentences • Sentences
about their ideal house.

Assessment
Speaking and Listening: Students draw their ideal houses and describe them to their partners.
Writing: Students write about their ideal house.

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