LISTENING

Level: Elementary (A1)

Grade: 2
Age: 6-7
Duration: 40 minutes

Objectives:
By the end of the lesson,
Students will be able to understand and follow simple instructions related to common
household tasks, such as using an oven, DVD player, and feeding a pet cat.

Materials:
 Transcript of the conversation between Ben and Susan.
 Pictures or flashcards illustrating household items and instructions (oven, DVD player,
fridge, matches, cat food).
 Whiteboard and markers.
 Easel or projector for displaying materials.
 Props if available (e.g., a match, a DVD, a can of cat food).
 Worksheets related to the listening text
Assumptions:
 Students have basic vocabulary related to household items and daily conversations.
 Students have limited listening comprehension skills but can follow simple
instructions.
 Students can choose what is false or true
 Students know the “Simon says” game
Lead-in: 5 minutes
 Teacher greets the learners and starts the lesson to catch the learners’ attention with
the simple game of Simon Says to get students moving and listening to
instructions."Simon says touch your desk," "Simon says clap your hands,"
 Teacher introduces more complex instructions to prepare students for the listening
activity gradually. “Simon says show the window, Simon says open you pencil case”
Warm-up: 10 minutes
 Teacher shows pictures of household items and elicit vocabulary from the students to
understand briefly what they know about each item and how they use it at home.
 Teacher takes a picture or a present prop (towel, hammer, pillow) and raise it, then
asks students “is there anyone who knows the name of it?” “have you got this in your
house?” “what color is this?”
 Learners answer the questions and at the end of the display, teacher says that “okay,
we are going to see if you are right, lets’ see”
 Teacher introduces the topic of the lesson: today we are going to learn to follow
instructions for common tasks at home and the names of household objects.
Pre-listening: 10 minutes
 Teacher displays the transcript of the conversation between Ben and Susan on the
board.
 Teacher elicits predictions from the students about what the conversation might be
about based on the title (title: do it like this) and any familiar words or phrases.
 Teacher reviews and shows any unfamiliar vocabulary and explain concepts that
learners may not familiar with. (oven, light a match, knob, push, press)
While listening: 10 minutes
 Teacher divides the transcript into sections corresponding to each problem Ben
mentions.
 Teacher plays the audio of the conversation once, pausing after each section to check
comprehension and discuss the instructions given.
 Teacher use visual aids and gestures to support understanding, especially for key
actions mentioned in the conversation (e.g., lighting a match, pressing buttons on the
oven or DVD player).
 Teacher encourages students to ask questions if they don't understand.
 Teacher writes the meanings of the words in L1 on the board and make learners to
realize whether they were right or not about their predictions.
 Teacher distributes the worksheets and plays the audio of the conversation twice
and asks students to select the correct answer according to the listening part. Then,
teacher gives the answers of the questions and corrects and commends the learners.
Post-listening: 10 minutes
 Teacher divides the students into small groups and give each group a scenario related
to one of the problems Ben mentioned (e.g., "You are Ben. You don't know how to
use the oven."). Teacher asks them to discuss and come up with solutions based on
the instructions from the conversation.
 Teacher asks each group to present their solutions to the class, and discuss which
solutions are most effective.
 Teacher provides feedback and clarify any misunderstandings.

Closure:
 Teacher reviews the key instructions and vocabulary learned during the lesson.
 Teacher reinforces the importance of following instructions carefully, especially when
dealing with household tasks.
 Teacher thanks the students for their participation and summarize the main points of
the lesson.
 Teacher encourages them to practice following instructions at home and to ask for
help if they encounter any difficulties.

Transcript
Do it like this!
Ben: Hi Susan.
Susan: Is that you Ben?
Ben: Yes, I'm sorry to call you at work.
Susan: That's okay. Is there a problem at home?
Ben: There are three problems.
Susan: Oh, I hope it's nothing serious.
Ben: No, don't worry, just little problems.
Susan: Okay, what's the first one?
Ben: I don't know how to use the oven.
Susan: You mean you can't cook?
Ben: No, I can cook but I can't put the oven on. How does it work? My oven at home is
electric. Your one is gas.
Susan: Okay, I understand. Light a match first.
Ben: Where are the matches?
Susan: On top of the fridge.
Ben: Ah, okay.
Susan: Then, push in the orange knob, the one with a big letter 'O' in the centre.
Ben: Then what?
Susan: Keep the orange knob pressed, put the match in the oven and it will start.
Ben: Okay, then I release the orange knob.
Susan: No! Wait for about five seconds. Then you can release it.
Ben: Thanks. Now the next problem is the DVD player. There's a DVD inside it, but it doesn't
open.
Susan: Okay, that happens sometimes. Push the eject button.
Ben: I did that.
Susan: Yes, but keep it pushed for a few seconds. That sometimes works.
Ben: And if not?
Susan: Read the manual. It's in the little cabinet under the TV.
Ben: Thanks.
Susan: What's next?
Ben: Sorry?
Susan: You said three problems.
Ben: Oh yes, the cat's in the garden. And it's raining and the cat is crying.
Susan: Open a can of cat
food. Go to the door and
show Timmy the can. He
will come in. He always
does!
Ben: Okay, thanks Susan
for everything. See you
tonight.
Susan: See you later.
Worksheet:

1. Susan is working in her office.

a) True
b) False

2. Ben can't cook.

a) True
b) False

3. Ben has an electric cooker in his house.

a) True
b) False

4. The matches are in the fridge.

a) True
b) False

5. Ben needs to press the orange knob for about five seconds.

a) True
b) False

6. There is a DVD manual that Ben can read.

a) True
b) False

7. The weather is sunny.

a) True
b) False

8. The cat's name is Tommy.

a) True
b) False
READING

Level: Elementary (A1)

Grade: 2
Age: 6-7
Duration: 40 minutes

Objectives:

 By the end of the lesson, students will be able to understand and answer simple questions
about a text describing a house and its rooms.

Materials:

 The text "My Beautiful House" (provided).

 Pictures or flashcards depicting elements of a house (bedroom, bathroom, kitchen, living
room, dining room).
 Whiteboard and markers.
 Easel or projector for displaying materials.
 Copies of the text for each student.

Assumptions:

 Students have basic vocabulary related to house and household items.

 Students have basic reading comprehension skills at an elementary A2 level.
 Students may have limited attention spans, so activities should be engaging and interactive.

Lead-in: 3 minutes

 Teacher shows pictures of different rooms in a house and elicit vocabulary from the students.
Teacher asks students to discuss briefly what they know about each room and what activities
they do there.
 Teacher introduces the topic of the lesson: reading a description of a house and answering
questions about it.

Warm-up: 3 minutes

 Teacher starts a simple game "House Charades" where students take turns acting out
activities they might do in different rooms of a house while the rest of the class guesses the
room.
 Teacher gradually introduce vocabulary related to the rooms and objects in the house
(below) to prepare students for the reading activity.

Pre-reading: 10 minutes

 Teacher displays the title "My Beautiful House" on the board and ask students to predict
what the text might be about based on the title. (below)
 Teacher elicits any vocabulary related to houses and rooms that students might already
know and write it on the board.
 Briefly discuss the questions (below) listed at the end of the text to activate students' prior
knowledge and prepare them to look for answers while reading.

While reading: 15 minutes

 Teacher distributes copies of the text "My Beautiful House" to each student.
 Read the text aloud as a class, pausing after each sentence or paragraph to check
comprehension and explain any unfamiliar vocabulary.
 Teacher encourages students to follow along silently as the text is read aloud.
 After reading, teacher asks comprehension questions to ensure understanding of the text:
 What is the text about?
 What color is the tutu hanging on the wall?
 How many bathrooms does the house have?

Post-reading: 10

 Teacher divides the students into pairs and give each group a set of comprehension
questions related to the text.
 Teacher asks students to discuss and answer the questions together, encouraging them to
refer back to the text for evidence.
 Teacher monitors and provides assistance as needed.
 After the discussion, teacher asks each group to share their answers with the class, and
facilitate a brief discussion to compare answers and clarify any misunderstandings.

Closure: 4 minutes

 Teacher reviews the key points of the text and the answers to the comprehension questions.
 Teacher reinforces any new vocabulary learned during the lesson.
 Teacher emphasizes the importance of understanding and following instructions when
answering questions about a text.
 Teacher thanks the students for their participation and summarize the main points of the
lesson.
 Teacher encourage them to practice reading descriptions of houses at home and to ask for
help if they encounter any difficulties.
Text

My Beautiful House

Hello! I live with my family in a house. It's awesome. My cute bedroom has a red tutu hanging on the
wall and a pink sleeping bag on my bed. Our family has two bathrooms. In each bathroom, there is a
toilet, a tub, and a shower. There are two bedrooms for our family. Both bedrooms have double beds
and desks. We also have a kitchen, living room, and dining room.

Questions:

1. What am I talking about?

2. Is there anything on the wall?

3. Can you de scribe the things you see in the bedroom?

4. Is there a shower in the house?

5. How many bathrooms does the house have?

Vocabulary related to the rooms and objects in the house

Rooms:

Living room

Bedroom

Bathroom

Kitchen

Dining room

Study

Office

Guest room

Basement

Attic

Laundry room

Garage

Pantry

Conservatory

Playroom

Sunroom

Hallway

Cloakroom
Objects:

Sofa

Bed

Bathtub

Refrigerator

Desk

Dining table

Washer

Car

Shelves

Plants

Comprehension questions related to the text "My Beautiful House":

Where does the narrator live?

What color is the tutu hanging on the wall in the narrator's bedroom?

What color is the sleeping bag on the narrator's bed?

How many bathrooms does the narrator's house have?

What items are found in each bathroom?

How many bedrooms are in the narrator's house?

What furniture is in the bedrooms?

Besides bedrooms and bathrooms, what other rooms does the narrator's house have?

Can you name three rooms in the narrator's house?

How would you describe the narrator's house based on the text?
WRITING

Level: Elementary (A1)

Grade: 2

Age: 6-7

Duration: 45 minutes

Objectives:

 By the end of the lesson, students will be able to write simple sentences to describe a house
and its rooms based on a provided text.
 Students will practice basic writing skills including sentence structure and spelling.
 Students will reinforce vocabulary related to rooms and objects in a house.

Materials:

 The text "My Beautiful House" (provided).

 Pictures or flashcards depicting elements of a house (bedroom, bathroom, kitchen, living
room, dining room).
 Whiteboard and markers.
 Easel or projector for displaying materials.
 Copies of the text for each student.
 Paper and pencils for each student.

Assumptions:

 Students have basic vocabulary related to houses and household items.

 Students have basic writing skills at an elementary A1 level.
 Students may require guidance and modeling for writing simple sentences.

Lead-in: (3 minutes)

 Teacher shows pictures of different rooms in a house and elicits vocabulary from the
students. Teacher asks students to describe briefly what they see in each room.
 Teacher introduces the topic of the lesson: writing a description of a house and its rooms.

Warm-up: (3 minutes)

 Teacher conducts a simple brainstorming activity where students shout out words related to
houses and rooms as they are displayed on the board or projected.
 Teacher engages students in a discussion about their own houses or favorite rooms,
encouraging them to share what they like about them.

Pre-writing: (10 minutes)

 Teacher displays the title "My Beautiful House" on the board and asks students to recall the
text read earlier.
 Teacher elicits any vocabulary related to houses and rooms from the text and writes it on the
board.
 Teacher models writing a simple sentence using the vocabulary, such as "My bedroom has a
big bed."
 Students practice writing simple sentences about rooms in their own houses using the
vocabulary provided.

While writing: (15 minutes)

 Teacher distributes copies of the text "My Beautiful House" to each student.
 Teacher instructs students to read the text quietly and underline or circle any words they
recognize.
 Teacher models how to use the text to write a short paragraph describing a house and its
rooms.
 Students are encouraged to start writing their own descriptions, referring to the text for
guidance.

Post-writing: (10 minutes)

 Teacher pairs students up and asks them to exchange their writing.

 Students read their partner's writing and provide positive feedback or suggestions for
improvement.
 Teacher collects the written descriptions for assessment and feedback.

Closure: (4 minutes)

 Teacher reviews the key points of the lesson, emphasizing the importance of describing
things accurately and using vocabulary correctly.
 Teacher encourages students to continue practicing writing descriptions of houses and
rooms at home.
 Teacher thanks the students for their participation and effort in the lesson.
SPEAKING

Level: Elementary (A1)

Grade: 2

Age: 6-7

Duration: 45 minutes

Objectives:

 By the end of the lesson, students will be able to express ideas and opinions about what it
means to be a good friend.
 Students will practice speaking and listening skills in a supportive environment.
 Students will learn vocabulary related to friendship and positive character traits.

Materials:

 Pictures or flashcards depicting friendship activities and positive character traits.

 Whiteboard and markers.
 Easel or projector for displaying materials.

Assumptions:

 Students have basic vocabulary related to friendship and positive character traits.
 Students are familiar with simple conversational phrases and questions.

Lead-in: (5 minutes)

 Class Discussion: Teacher engages students in a brief discussion about friendship, asking
questions like:
 What does it mean to be a good friend?
 What are some things friends do together?
 How do you feel when you spend time with your friends?
 Introduction: Teacher introduces the topic of the lesson: discussing what it means to be a
good friend.

Pre-Activity: (10 minutes)

 Picture Walk: Teacher displays pictures depicting friendship activities (e.g., sharing, helping,
playing together) and positive character traits (e.g., kindness, honesty, loyalty) around the
classroom.
 Pair Discussion: Students walk around the classroom in pairs, discussing what they see in
each picture or flashcard.
 Guided Discussion: Students use phrases like "I think...", "I see...", "This picture shows..." to
describe the images and express their opinions.
 Group Share: After a few minutes, teacher brings the class back together and asks a few pairs
to share what they discussed.
While Activity: (15 minutes)

 Scenario Discussion: Teacher shows pictures depicting different scenarios involving

friendship and positive character traits.
 Modeling: Teacher models describing one of the scenarios, emphasizing the positive actions
and qualities demonstrated by the friends.
 Student Participation: Students take turns describing other scenarios, either individually or in
pairs, using the vocabulary and phrases discussed.
 Feedback: Teacher provides feedback and encouragement to each student as they speak,
focusing on clear pronunciation and expression of ideas.

Post-Activity: (10 minutes)

 Group Discussion: Teacher divides the class into small groups and assigns each group a
discussion topic related to friendship (e.g., "How can we be kind to our friends?", "Why is it
important to listen to our friends?").
 Small Group Discussion: Students discuss the topic within their groups, sharing ideas and
examples from their own experiences.
 Teacher Support: Teacher circulates among the groups, offering support and guidance as
needed.
 Whole-Class Sharing: Each group selects a spokesperson to share their discussion topic and
key points with the whole class.

Closure: (5 minutes)

 Review and Recap: Teacher summarizes the key points discussed during the lesson,
emphasizing the importance of being a good friend and demonstrating positive character
traits.
 Reflection: Teacher asks students to reflect on what they've learned about friendship and
being a good friend. Students can share one thing they learned or found interesting during
the lesson.
 Encouragement: Teacher praises the students for their active participation and thoughtful
contributions to the discussion.
 Homework Assignment: Teacher assigns a simple homework task related to the lesson, such
as drawing a picture of themselves with a friend and writing a sentence about something
nice they did together.
 Closing Remarks: Teacher thanks the students for their enthusiasm and effort during the
lesson. Teacher reminds them to practice being good friends both in and out of the
classroom.