PROJECT

Grade: 5º A - T.M.

THEME: The House

FINAL TASK: In groups of four or five, students will make a house using material given
by the teacher. Then, they will say the parts of it and the objects they see there.
Students will make a written description of the house. Then, trainees will mix the
descriptions up and hand them out to students again in a different order. Each group
will read someone else’s description and guess which house is being described.

OBJECTIVES:
During the project, students will develop ability and knowledge necessary to:
 describe a house and its parts;
 ask and give information;
 understand a simple description.

CONTENTS:
Thematic Aspect:
-Recycled: days of the week, house, table, chair, TV, computer, dog, cat, hamster,
book, doll, bed, door.
-New: rooms and objects: kitchen, bedroom, bathroom, living room, garden, toilet,
shower, tree, window, washing machine, fridge, swing, sleep, eat, witch, carpet.
Grammatical Content:
-Recycled: Prepositions: on, under, behind, personal pronouns (I, you, he, she, it, we,
they)
-New: There is/there is not, there are/there are not.
Linguistic Content:
-Recycled: Hello!, Good morning, how are you?, Goodbye!, Where is…?
-New: Do you like it?, There is…, There are…, Is there…?, Are there?, Would you help
me?, Yes, of course.

PROCESS
Tasks:

Class 1:
    
 Trainees will enter into the classroom and they will greet the students. After
that, one of us will call the roll and we will give a badge to each student in order
to identify them the first day. Once we did it, we will begin with the class.
 
 Warm-up: Presentation of the project “The House” through a poster. We will ask
one of the students what he/she sees. The expected answer is “una casa”.
Then, we will ask another student: “Which rooms can you see, (Shirley)?”,
pointing at the different rooms. The expected answer is “Baño, cocina, pieza,
living, patio”. Then, the trainee will ask “How many rooms can you see,
(Michael)?” The expected answer is “Five”. 10’

 Listening: Students will listen to an audio in which the characters talk about a
house they are building and the rooms in there. We will tell them that they are
going to listen to it twice. The first time, they will listen to it to have a general
idea. The second time, they will have to pay attention to the rooms and objects
that are said in the audio. 10’
  Post-listening: I will ask “What is the audio about, (Luciana)?” miming and
pointing at the recorder and my ear. Then, I will ask “Is there a bedroom,
(Diana)?” The expected answer is “Yes”. Then, I’ll ask another student to check
the information (Diana) gave. After that, I will ask “Is there a shower in the
bathroom, (Melina)?” using visual support to answer. The expected answer is
“Yes”. 5’
Language Focus: Students will label the pictures with the parts of the house. 5’
  Post-listening: Students will complete a chart. Trainee will go around the
classroom monitoring that students are working. 10’

 Game: Students will place objects in the different parts of the house using a
poster. While they are doing it, I will ask each of them “Where is (the doll?)”?
The expected answer is “In the (bedroom)”. 5’
 Writing: I will give students a picture of a house and its places and objects.
Students will describe what there is in each room, using the structure “It’s”. 10'

Class 2:

 Warm-up: Revision of contents seen last class through questions like “Do you
remember what we did last class?” (asking to a specific student); “How do you
say that in English, (Gabriel)?”. 5’
 Listening: Students will listen to the song “A house in a tree”. Then, I will ask
them to underline the parts of the house mentioned in the song (kitchen,
bedroom, garden). I will ask one student “What do you do in the (bedroom)?”. I
will mime different actions such as eat, sleep, play to help him/her answer. 10’
 Post-listening: I will give out some copies in which students will have three
pictures of a boy doing different activities (swinging, eating, sleeping). I will ask
one of them “Where do you usually (sleep), (Priscila)?”. The expected answer is
“In the bedroom”. Then, students will write the actions below each picture.
Next, I will show students an image and I will ask them what activity the child is doing
(swing, sleep, eat). The expected answer will be is in L1 “hamacándose” so and we will
tell students in L2 “say swing” and we are going to make a gesture, and the same with
the rest. After this, they are going to match the words with the photos. 10’
 Pre-speaking: We are going to show them pictures of three parts of the house:
kitchen, bedroom and living room. There we are going to point at some
elements like chair, table, fridge, bed, TV, computer and a hamster. We will ask
what these things are and where they are. 5’
 Speaking: Working with their partner, students are going to ask and answer
where each object is, using an image as a reference. 10’

 Finally, we will give students a crossword photocopy. They have to complete it

with the objects they can find in a house. Then we will ask different students
 (volunteers and non-volunteers)  where they can find each object, for example
“Where is the toilet, (Pedro)?” “Is it in the bedroom, (Juan)?” The expected
answer is “No, in the bathroom”. Then, I will ask another student to repeat what
the first one has said or to answer if it is correct or not. 10’

Class 3:

 Warm-up: We will play a bingo game with the pictures of the objects seen and
the parts of the house. 10’
 Pre-reading: We will give them a story and then we will ask them to underline
the words they do not know. Then, we will write those words on the board and
we will give them clues so that they could discover the meaning of each word or
phrase. 10’
Reading/Listening: They are going to listen to the story twice and then they are going to
read it role playing each character. I will ask for volunteers to do this activity. 10’
 CIRCLE:
1. There is / is not a bathroom in the house.
2. There are / are not 3 rooms in the house.

 Post-reading/listening: In order to see if they have understood the story, we will

ask students which parts of the house Helen likes and we will write the answers
on the board. After that, we will write the structures of the sentences “There
is…” and “There is not...” and we will ask them to find them in the text (we will
provide more examples with realia in order to make them infer the meaning).
For example: “There is one door in the classroom” (pointing and touching the
door). And “There is not a TV in the classroom”, miming as if we were looking
for it.   We will show students two pictures and we will compare them. I will say
“There is one bathroom in picture one but there are two bathrooms in picture
two” (pointing at the pictures). Then, we will ask students to produce more
sentences.

 Reading Comprehension: Taking into account the previous story, students are
going to answer do a “True or False” activity and they have to justify their
answer using
            “There is” or “There are”.10’

a. There is a bedroom in the house.

b. There is a toilet in the house.
c. There are two showers in the house.
d. There is a cat in the house.

Class 4:

 Warm-up: Revision of previous vocabulary about parts of the house and objects
through pictures. I will ask questions such as “Where is the bed, (Shirley)?” and
the expected answer is “”In the bedroom”. Then, I will ask her to make a
question to a partner. 10’ Use this warm-up to check if they remember what
WHERE means without resorting to L1
 Once they have practiced this orally we will give them a copy in which they
have to find some objects and answer the questions. 15’
  Revision of the answers.. 5’

 Writing: Students will draw a house, deciding the amount of rooms and objects
in each of them. They will write the parts of the house using the structures they
know “The shower is in the bathroom” or “There is one shower in the bathroom”
or “ There is an armchair in the living room”. The teacher trainee is going to go
around the class and help Ss. 15’

Class 5:

 Storytelling: “Winnie the Witch” by Korky Paul y Valerie Thomas.

 Listening: Students will listen to the story. I will tell them that they are going to
listen to it twice. The first time they will just listen to it and the second time we
will interact, tell and answer questions.10’
 Checking comprehension: I will choose some images from the book and I will
ask them questions to check comprehension, like “What colour is the house,
(Alan)?” “And the cat, (Chocho)?”. The expected answer is “negro” or “black”.
“Is there a bathroom, (Shirley)?” The expected answer is “yes”. 5’
 Re-using the vocabulary learnt in the previous units, I will give students copies
in which they have to put the words in the correct category: house, clothes,
colours, body. The words they have to put in order are: hat, head, bath, eyes,
purple, legs, shoes, pink, blue, roof, dress, bed. The words will have a picture
next to them. 10’
 Then, students will count and complete with the amount of objects in the
picture. 10’
 Using that picture, students will read and colour according to the text. I’ll give
them some clues, especially with words that they do not know or were not seen
in the project or in the previous units of work. 10’ Pre teach
Class 6:

 Warm-up: Game: Students will listen to a part of the house and they have to
perform the action they can do there. For example: “There is a kitchen” and
students act as if cooking. 5’
 Pre-reading: I will show students two pictures. In the first one, there are books,
a fish and two dogs, and in the second one, there are books, a mouse and a
 cat. I will ask one student “What can you see in picture 1, (Chocho)?”. The
expected answer is “two dogs, fish, books”. “And in picture 2, (Diana)?”. The
expected answer is “books, mouse, cat”. 5’

 Reading: I will give students a copy describing one of the previous pictures
(image 2). They will have some words underlined so as to guide them to identify
which image it is about (underlined words: a chair, a table, five books, a cat).
Students will read that description and will write the number of image. 10’

 Pre-writing: Once they have answered the questions above, I will ask some
students how they have realized it was picture 2 and not the other. The
expected answer is “porque dice five books, y porque nombra un cat”. We will
look for differences and similarities between the picture that was not described
and the other. 10’
 Writing: Once Ss can recognize that the structures are the same for both
pictures but that they only have to change the vocabulary,  I will ask them to
write a description of picture 1. 10’
 Language Focus: Finally, I will ask make questions orally to check
comprehension of the vocabulary and structures. “Is there a cat in picture 1,
(Michael)?” The expected answer is “No”.
 Writing: I will stick a picture of a room on the board. I will make a sentence
describing the room. Then, I will ask some students to describe the rest. I will
write the sentences on the board. Then, students will complete the sentences.
10’
Class 7:
 Warm-up: Running game. We will ask them to write all the parts of the house
they remember and all the objects they can find there until they listen to me
saying “STOP!”. Once they listen to this word, they have to stop writing. Then I
will ask one student which parts of the house and objects he/she has writtenote.
Then another student is going to read in order to compare if both of them have
written similar items wrote. I will write the words on the board. 7’
 Pre-reading: After that I will write on the board “THIS IS A CRAZY HOUSE”on
the board  and I ask one student to read this title. When the student says ‘crazy’
I will make a gesture like a crazy person.Then I will elicit from students what the
word ‘crazy’ means. The expected answer is “casa loca/loca casa”. And I will
ask them if they know why a house is crazy (here we think that the answers can
be varied). 5’
 Reading: After that, I will give them a text with a description of the house. In the
text the objects are not in the correct places (e.g.: the shower is in the kitchen).
Students will read the text individually and then I will ask why they think that
house is crazy and if what they think coincides with the description we are
reading. The expected answer is “porque las cosas están en el lugar
equivocado”. 10’
 Practicse: I will give students a copy of a five-room house and five objects
around the house. They will have to match the objects according to the text
(instead of matching the shower with the bathroom, they will match it with the
kitchen according to the text). 10’

 Pre-writing: I will ask students to say which the correct place of each object is.
“Is there a shower in the kitchen, (Luciana)?” The expected answer is “No”. “So,
 where is the shower, (Pedro)?” The expected answer is “In the bathroom”. We
will do the same with the rest of the places. 5’
 Writing: I will ask to re-write that text so as each object is in the correct place.
“There is a shower in the bathroom (instead of kitchen)”. Teacher monitors
productions. 10’
 Share: I will choose some students to read their productions. 5’

Class 8:

 Warm-up: Game on the board. I will draw a house with four rooms and a
garden. I will call a student and ask him to listen and draw taccording to the
description given I give him. E.g.: “There is a bed in the bedroom”. After that, I
will ask a student (not compulsory) to make a sentence and tell it to a student
so as he/she draws it. 5/7’
 Pre-reading: I will divide the board in three. In a column I will write KITCHEN, in
the other LIVING ROOM and in the last, BEDROOM. Then, I will ask them to
say objects that are found?  in each room. If they say “En kitchen va la mesa”, I
will elicit a complete sentence in L2 from all the students and I will write it on the
board. I will write the words they say in each column. 5’
 Reading: I will give students three sentences in which they will have objects
described in each room. Students will draw and colour them according to each
sentence. Some words will be highlighted so as to guide them. 10’

* Prepositions: Revision of ON and UNDER seen in unit 3 with their teacher. Using
a picture, I will ask one S to point at what I say, for example “Point at UNDER,
(Priscila)”. Then, I will use a chair and a book and I will ask one student to place the
book in the place I say “Put the book ON the chair, (Chocho)”, “Put the book UNDER
the book, (Priscila)”. 5’

 Reading Comprehension: I will give students three sentences related to two

pictures. They have to choose a preposition according to the pictures. 10’
 We will revise THERE IS and THERE ARE. I will give them a picture with four
beginnings and endings of sentences. Students will have to match them looking
at the drawing. 5’

 I will ask them “¿Cómo te diste cuenta de que THERE IS NOT iba con A CAT
UNDER THE BED?” The expected answer is “Porque abajo de la cama hay un
hamster, no un gato”. I will ask “¿Qué palabra te ayudó a darte cuenta que no
había ese animal (gato) sino otro?”. The expected answer is “Cat”. 5’
 Listening: Students will listen to the words (objects of the house) and will tick
the ones the audio says and check what they have done listening to the audio.
After that, we will name them to check whether they remember their meaning
and pronunciation. We will show them a picture and ask students to stick the
word next to the object in the picture.  7’ Show them a picture and ask ss to
stick the word next to the object in the picture
Class 9: Evaluation

Class 10:

Final task

 Students are going to work in groups of 4 or 5 Ss. For this activity we will provide
students the elements to work with and other will be brought by the students. With
those elements they are going to draw a house and then they have to write sentences
describing what part of the house it is being described and what objects there are.
Once each group has finished, they are going to read what they have written and show
their classmates the productions. Then, we will mix all the descriptions up and hand
them out to each group so that each group reads the description and guess which
house is being described.

Bibliography: Go 2