Topic Ten
HOUSE AND HOME
Level, age:
Aim:
beginner students aged 11 and up
By the end of the lesson students will be able to talk about their homes
and briefly describe a flat or a house; they will be also more confident
about using vocabulary concerning the topic “House and Home”.
Vocabulary: house, flat, room, living room, bedroom, bathroom, kitchen, toilet,
bed, chair, armchair, table, sofa, wardrobe
Structure:
there is / there are
Expected preliminary knowledge: colours, plural forms, these, those
Expected background knowledge: they know the difference between a house and
a flat
Classroom management: frontal work, pairwork
Time:
40 min.
Preparation:
Collect pictures of a house and a flat; make flashcards or use IWB.
Make large wordcards with the names of various rooms.
Collect brochures and leaflets of furniture shops.
Scissors, glue and brown wrapping paper for pairs of students to use
in class.
Download free video: https://www.youtube.com/watch?v=aAh5-Sa32Y.
Bring to class Blu tack® for sticking pictures on board.
Procedure step by step
Step 1 Introduction
Introduce topic and some vocabulary by playing a home tour video prepared by a
little American Deaf girl. The video is in ASL but it also has English subtitles.
Stop the video at each word and discuss the meaning. Explain students the pronunciation with fingerspelling.
You can play the recording again for students to observe the ASL signs and compare
them to HSL.
Ask students to do Task 1 on Worksheet 10.
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Topic Ten: HOUSE AND HOME
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Step 2 Vocabulary
Consolidate vocabulary with flashcards on blackboard.
Draw a sketch of an apartment. Distribute word cards and flashcards of furniture.
Have students come to the board and label each room with the appropriate wordcard.
Then ask them to put their furniture cards into the appropriate room.
Step 3 There is / there are
Introduce there is / there are by pointing at various pieces of furniture and making
sentences such as There is a sofa in the living room. There is an armchair in the
bedroom.
Give the meaning in spoken Hungarian and have students translate into HSL or the
other way round.
Spend some time on explaining the use of a/an as well. Do grouping task on IWB.
3a Students work in trios, Student 1 picks a picture and fingerspells it to Student 2
(Student 3 is standing with his/her back to them at this point, he/or she shouldn’t see
the word). Then Student 2 draws a picture of the word on the board. Now Student 3
signs the word (in ASL or BSL).
Step 4 Further practice
Ask students to close their eyes for a minute. Mix up the furniture in the house putting things into odd places. Tell students to open their eyes and find the changes. E.g.:
There is a wardrobe in the kitchen! There are chairs in the toilet!
Invite them to mix up the pictures again and write a sentence on the board each.
4a If the classroom is equipped with several computers, students could go to the
webpage of a big international furniture chain and create a mind map of the parts of
the house and the usual pieces of furniture in different rooms.
Step 5 Reading a text
Students read the text in Task 2 on Worksheet 10 and do the comprehension tasks.
For feedback, project the text and discuss the correct answers together.
Homework: Design your dream room. Students draw an imaginary room or cut out
pictures of furniture from shop magazines and leaflets. Then they write 3 sentences
about the picture.
IWB materials available at: https://drive.google.com/file/d/0B9zJ6iv1qii0QTlTek
FUQWdzclk/view?usp=sharing
For additional material see: Oxford Word Skills Elementary
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Topic Ten: HOUSE AND HOME
Follow-up lesson:
• Learn ordinal numbers: first, second, third, etc.
• Put a picture of a block of flats on the board or project an image. Add the picture
of a girl. Draw an arrow to a window on the 5th floor.
• Review or teach the words flat, block of flats, floor, on, in.
• Read the text. (It would be useful to look up the new words in ASL or BSL.)
This is Julia. She lives in a block of flats, and her flat is on the 5th floor. She has
got many neighbours. Her flat is not big. It is very small. It has got a small bedroom, a bathroom, and the kitchen is in the living room.
• Game: Write sentences about a house or a flat on slips of paper. Cut them in half.
Each student gets a slip of paper with half a sentence. Students go around and
find a pair of their choice. St.1 reads out/signs the beginning of the sentence and
St.2 reads out/signs the ending. Both of them should repeat the whole sentence.
When both of them know it by heart they switch slips and look for another
matching pair.
• Gap filling activity about a house and a flat.
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