Academic Subject
English as a Second Language (ESL)
Topic
House and Its Parts: Where? There is, There Are
Grade Level
Year 4 (Age of students: 8-9)
Time Frame
30 Minutes
Objectives
By the end of this lesson, students will be able to:
- Identify different parts of a house
- Use the words "where," "there is," and "there are" in sentences
- Describe different parts of their own houses using the target language
Materials Needed
- Pictures/diagrams of houses
- Flashcards with words and pictures
- Worksheets for practice
Procedure
- Introduction (5 minutes)
- Greet the students and introduce the topic of the lesson
- Show pictures of different houses and ask students if they know the names of the parts of the house
- Write the names of the parts of the house on the board and ask students to repeat after you
- Vocabulary (10 minutes)
- Use flashcards to teach words related to the parts of the house (e.g. bedroom, bathroom, kitchen)
- Ask students to repeat the words after you
- Show pictures of different parts of the house and ask students to name them using the target language
- Grammar (10 minutes)
- Teach the structure "where is/are" and "there is/are" using examples related to the parts of the house (e.g. Where is the bathroom? There is a bedroom on the second floor)
- Explain the difference between singular and plural use of "there is/are"
- Write example sentences on the board and ask students to give their own examples
- Practice (5 minutes)
- Distribute worksheets with pictures of houses and prompts for students to write sentences using the target language
- Circulate the room to provide assistance and feedback as needed
- Review (5 minutes)
- Check student progress and understanding of the target language
- Allow time for questions and further practice
- Conclusion (5 minutes)
- Summarize the main points of the lesson
- Assign homework if appropriate
- Thank the students for their participation and effort
Assessment
Student progress can be assessed through observations during class discussion and practice activities, as well as through completed worksheets. Feedback can be provided to students individually or through group discussion. Ongoing assessment can inform future instruction and allow for differentiation of materials and activities.