PROYECTO FINAL

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"I LOVE MY HOUSE"

“I LOVE MY HOUSE”

I’m going to work with children from the First Level in Primary Education, during the Science classes. It will take three weeks, because we have 2 hours per week in this subject.

The contents are going to be the following:

·         Types of houses.

·         Elements and parts of a house

·         Furniture in bedroom, bathroom, kitchen and living room.

And the different learning outcomes in which I’m going to base my evaluation are these ones:

·         Differentiate different types of houses.

·         Learn that people in different countries live in different types of houses.

·         Identify the elements of a house.

·         Identify furniture in bedroom and bathroom.

·         Identify furniture in kitchen and living room.

·         Introduce writing.

·         Identify different parts of the house.

·         Understand the general and specific meaning of the story.

·         Show their own houses to their classmates.

·         Review all the contents learnt

The vocabulary  and structures that I consider are necessary to practice in this unit is mentioned bellow

·         Revision: weather (sunny, rainy, cloudy, windy), days , months, numbers.

·         New voc.  Types of houses (flat, house, hut, igloo), Where do you live? I live in a …

·          Parts of a house: floor, garden, kitchen, bedroom, living room, bathroom, door, roof, window, balcony, stairs, lift, blinds

·         High Frequency Words:I, this, my,  in, the,is

·         Kitchen, pan cooker, fridge, living room, sofa, TV, armchair, lamp, cupboard, table, chair, plant, phone, bedroom, bed, wardrobe,, bathroom, soap, towel, toothpaste, towel, shower, toilet.

·         This is a house/flat

·         I live in a house/flat

·         I live at number ____

·         I live on the ___ floor

·         I sleep in the bedroom, I eat in the kitchen, I watch TV in the living room, I wash my hands and face in the bathroom, I play in the garden.

·         The… is in the…

·         What’s this?  This is the kitchen

·         I live at X, XX street.

·         This is my living room. I watch TV ….

·         This is my bathroom .I …..

Every day we will start the session with the daily routines:

* Song “Hello…”

* Greetings

* Counting boys/ girls/ children

* Days of the week: Place the days of the week word cards in order in a line along the board and sing the,  Days of the week song.

* The weather: Point to the window and ask…

Each session will be developed as follows:

SESSION 1

OPENING ACTIVITIES

“ROUTINE”

MAIN ACTIVITIES

Vocabulary Presentation:

Flashcards: Introduce different types of houses

                                 hut

      igloo

       house

LANGUAGE PRESENTATION:

* The teacher asks the students about where they live using the structure Where do you live? I live in a …

Power Point: Different countries and cultures.

SURVEY:

The teacher gives each student a mini flashcard (flat, house, hut or igloo) and that’s “where they live”. Then, students complete their worksheets by asking five classmates about where they live. They have to draw green happy faces or red sad faces which mean “yes” or “no”.

My name is _________________________ .

Today is ________________ , ____________________________

I live in

Where do you live?

	a flat	a house	a hut	an igloo
Name
Name

  

yes           no

CLOSING ACTIVITIES

·         Comment on the results with the students.

SESSION 2

OPENING ACTIVITIES

ROUTINE

MAIN ACTIVITIES

Vocabulary REVIEW:

·         The teacher asks students about where they live. (Where do you live? I live in a …)

VOCABULARY PRESENTATION:

* The teacher shows students the empty house and introduces the new vocabulary with the flashcards. Then, the teacher sticks the different rooms in the house.

kitchen bedroom living room bathroom

SONG:

New Galaxy 2, Unit 2 Rooms

Knock on the door

Peep, peep, peep through the window

Knock, knock, knock on the door

Can I come in? Can I come in?

Yes, yes! Open the door.

I can see a bed. Oh, it’s the bedroom!

Yes, it’s the bedroom!

Sssshhhh ...

Peep, peep, peep through the window

Knock, knock, knock on the door

Can I come in? Can I come in?

Yes, yes! Open the door.

I can see a bath. Oh, it’s the bathroom!

Yes, it’s the bathroom!

Splash, splash, splash.

Peep, peep, peep through the window

Knock, knock, knock on the door

Can I come in? Can I come in?

Yes, yes! Open the door.

I can see a table. Oh, it’s the kitchen!

Yes, it’s the kitchen!

Clang, clang, clang!

Peep, peep, peep through the window

Knock, knock, knock on the door

Can I come in? Can I come in?

Yes, yes! Open the door.

I can see a chair. Oh, it’s the living room.

Yes, it’s the living room!

Zap, zap, zap!

SIMON SAYS…

* Students play the game by making actions. E.g. Simon says…sleep in the bedroom.

WORKSHEET:

·                                 Students have to colour the actions that they do at home.

Today is ____________ , ___  _____________  ____

My name is _______________

Colour the actions you do at home and trace.

I sleep in the bedroom 

I eat in the kitchen

I watch TV in the living-room

 I wash my hands in the bathroom

CLOSING ACTIVITIES

True or False: The teacher says a sentence e.g. ‘ I sleep in the kitchen’. If it is true, the students stand up; if it isn’t true

SESSION 3

OPENING ACTIVITIES

ROUTINE

* SONG: “Knock on the door”

MAIN ACTIVITIES

VOCABULARY PRESENTATION:

The teacher presents the new vocabulary, introduces the structure The….. is in…..and sticks the images in the house

Once you have introduced all the new vocabulary, ask the children where each item is and encourage them to tell you in a sentence: T: Where’s the bed? Ss: The bed is in the bedroom etc.

 CLOSING ACTIVITIES

* Look and praise children’s  work.

Personalization: Ask the children about their own home. Where’s t he lamp / bed / shower in your house? etc

SESSION 4

OPENING ACTIVITIES

ROUTINE

* SONG: “Knock on the door “

MAIN ACTIVITIES

WRITTEN VOCABULARY:

* The teacher shows the word cards, reads them with the students, uses the structure “The… is in…. ,  and ask a student out to stick the words on the correct room.

MATCHING GAME:

* Stick the word cards with the correct picture.

Today is ____________ , ______________My name is ______________

Trace, ,cut and label.

This is my bedroom

lamp

bed

wardrobe

Today is ____________ , ___ ____________My name

is_______________

This is my bathroom.

shower

toothbrush

toothpaste

towel

soap

CLOSING ACTIVITIES

* Look and praise children’s  work.

* Hangman

SESSION 5

OPENING ACTIVITIES

-ROUTINE

-Song  “Knock on the door”

fridge

MAIN ACTIVITIES

-Introduce the literacy flowers and read them aloud, making emphasis when we use the structures and the high frequency words: the,  is,   in.

-Introduce the vocabulary of Kitchen using flashcards: pan, cooker and fridge.

pan

cooker

·         Show the kitchen flashcard “ What’s this?  This is the kitchen” and stick it in the blackboard. Encourage the children to repeat after you . then show the pan flashcard, “What’s this? This is a pan. The pan is in the kitchen” and stick it under the kitchen flashcard. Encourage the children to repeat after you.  Do the same with the other flashcards.

·         Introduce the vocabulary of living room using flashcards: sofa, TV, table, chair, plant and phone, using the same structures.

·         Play a game with the flashcards, cover them one by one and tell the children to guess it.

·         Mix the flashcards of the two rooms and ask children to help you in order to put the flashcards in the correct room/part of the house.

·         Worksheet: Colour the pictures

CLOSING ACTIVITIES

Look and prise children’s work

SESSION 6

OPENING ACTIVITIES

ROUTINE

MAIN ACTIVITIES

Introduce the key vocabulary and once they are familiar with it,  initiate the Power Point presentation with the story “The old house”. Use flashcards and pictures on the blackboard.

While we show the presentation we have to read this script giving more details and focusing on some basic  aspects of the story.

Is Felix in the garage? Yes/No

Is felix in the dinning room?

Is Felix in the garage?

Is felix in the kitchen?

Is Felix in the bedroom?

CLOSING ACTIVITIES

Ask children questions such as:

What can you do in the living room?

Where is the cooker?

What is in the Kitchen?

What is in the fridge?

SESSION 7

OPENING ACTIVITIES

ROUTINE

MAIN ACTIVITIES

Vocabulary Presentation:

Flashcards: Introduce different rooms in a house.

LANGUAGE PRESENTATION:

The teacher asks the students about where they live, using the structure:

·       Where do you live? I live in a …

They recognise the parts of their houses, using the structure:

·       This is my bedroom…….

Description.

Using the photos children have brought us of their houses , we print them and make a big mural on the wall called MY HOUSE. In this mural we will have one house ready for each pupil in the classroom. We label each one with their names e.g. Pedro´s house, Natalia´s  flat, etc. For those pupils that do not bring photos we prepare some pictures to complete their houses. They present their houses to the rest of the classroom, using I live in a house/flat. This is my living room, this is my bathroom, etc.

They label all the room using sentences from worksheet.

 My house. Mural

Name__________

Complete, cut and label your house.

I live in a ______

This is my bedroom

This is my _______

This is my _______

This is __ _______

This __ __ _______

CLOSING ACTIVITIES

“THE CRAZY HOUSE”

Use the house elements flashcards (fridge, lamp, pan,…) .

Stick a big house on the blackboard and place the elements of the house in the wrong place (e.g. the fridge in the bathroom or the bed in the kitchen)

Encourage them to tell the right place.