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My House


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My House


Objective(s):

By the end of the activity pupils will be able to:

·     identify rooms of the house and spell the words correctly.                                   

Target Language:

Rooms of a house

Time needed for preparation:

5 minutes

Time needed in class:

25 minutes

Level:

Year 1

Language Focus:

Speaking
Listening

Activity Use:

Practice
Presenetation

Pupil Task:

Whole Class

Which learning institute:

School

Materials:

One set of picture cards of rooms in a house

Procedure before class:

1.  Make one set of pictures of rooms in a house for each pupil.

Procedure in class:

1.       Teach rooms of a house byshowing pictures using ICT.
2.       Ask pupils to hold up the pictures of a room and say ‘This is a _______. I ________ here’ for every part of the house.
For example ‘This is a living room. I watch television here.’
3.       Divide pupils into five groups.
4.       Each group leader come to the front and picks out a picture to show their group members.
5.       Every group say “This is a _______. I ________ here. ” based on the picture picked by their group leader.
6.       Playing games: every group guess the correct spelling of the words based on the pictures shown. The group with the most correct answers wins.

Follow Up:

In pairs, pupils practice listening and speaking with the pictures:
Pupil A: ‘What is this?’
Pupil B: ‘This is a ___________.”
Pupil A: What do you do here?
Pupil B: ‘I ____________ here.’
Pupils can also use the pictures to make mini books and write the name of each picture beneath it.

 

Variations:

For step 5 the teacher can ask other group members to ask questions. 

For more advanced students:

Step 4: Pupils spell the words and other pupils check the spelling.

 

Step 6: In groups, pupils draw things that belong to that room of the house on the worksheets. Pupils take turn to say what they do in every part of the house.

Tips:

Pupils can take the cards home to practice or the teacher can collect them to use for the activity next time.


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