The lesson plan has two sessions and aims to teach 6-7 year old students parts of a house vocabulary using the story "Where's My Bear?". In session one, students will play naming games to introduce house vocabulary and predict what happens in the story. They will then listen to the story, answering comprehension questions. Session two involves flashcard games to review vocabulary, sequencing story events, drawing and labeling a house, and computer activities to practice vocabulary. The goal is for students to orally identify, use, and write high frequency house words and understand locations using prepositions like "in".

1. LESSON PLAN
Unit: Houses
Topic/name of the lesson: Where’s my bear?
Text: Where’s my bear? Online story Oxford University Press
Age/grade: 6-7 yrs/ year 1-2 (Primary Education)
Number of sessions: 2
EXPECTED OUTCOMES:
At the end of the lesson SS will be able to/ be better prepared to:
 To identify orally high frequency lexis about a close topic: parts of the house
 To use high frequency vocabulary.
 To identify written words and short phrases about oral frequently used vocabulary.
 To use preposition in to express location
ACTIVITIES:
Stage 1. Pre-listening: 15’
1. Introducing the story:
a. Name parts of the classroom as parts of a house. Go to the…; Team A go to...; Is
Alice in the …?; Where`s Alice?
b. Show the book cover and ask SS to predict what would happen.
Stage 2: While-listening: 30’
2. Telling the story. Story: Where’s my bear? Using a PowerPoint presentation.
 Ask questions to SS to check comprehension of key ideas and to make them predict:
Do you think the bear is there?; Where do you think is the bear?; Can the bear be in
the bathtub? Is it too small?
Stage 3: Post-listening and follow–up: 45’
3. Flashcard games:
 What’s missing?: We show all the flashcards and asks the students to close their
eyes. I hide one of the cards and the SS must say which one is missing
 On my head: first I show how to play. I collocate a flashcards over my head and I
try to guess which it is: Is it the garden?. SS have to say: Yes, it is/No, it isn’t
4. Sequence the story cards in order. Use story cards with key scenes from the book
and ask SS to sequence them.
5. Draw a house on the blackboard. Try to guess what room as drawing.
6. Word cards games:
 Show word cards (focus on the ending room): SS try to read the words blending
the sounds as I show them one by one. I notice that most of them have the same
ending: room
 Race: match the flashcards with the word cards. I give up the flashcards and the
word cards. I say a one and the two SS who have them quickly has to stand up
and collocate together in front of the classroom.

2. 7. Computer exercises:
 http://www.englishexercises.org/makeagame/viewgame.asp?id=746#a. SS have to
choose the correct word between a list to identify a room
 http://www.englishexercises.org/makeagame/viewgame.asp?id=2635 SS have to
choose the correct word between a list to say where several items belongs in a
house and to solve a wordsearch
Appendix 1. Estándares de aprendizaje evaluables(LOMCE)
Evaluation standards
Activity
number
ST. ENG. 1.5.2: recognizes some words in syntactic structures regarding
questions about location of things, in brief simple public announcements
(e.g., in the classroom).
1, 3
ST. ENG. 1.6.4: finds single words when listening to a conversation about
topics related to daily routines, identification and/or personal possessions, in
close contexts (e.g., at school).
2
ST. ENG. 2.2.4: repeats questions in role-play activities in a guided way
using short structures (What is this? It is.../What’s your name? /I have...) and
answers supporting on gestures to reinforce the message. LLC, CLC
5
ST. ENG. 3.1.1: identifies words written in very simple instructions, with
support from images and the teacher as long as contexts are familiar to
him/her to be able to decode the instructions on a school task.
6
ST. ENG. 3.2.4: imagines the probable meaning of the words in articles and
print magazines or webs sites/blogs for children, using previous information
on topics that are of his/her interest to grasp the global meaning (e.g., on
topics about family, pets, toys, games on digital format).
7
ST. ENG. 3.7.1: finds the rules governing the spelling of words and phrases
in simple instructions if they are familiar to him/her (e.g., in a numbered list of
class objects).
6
Appendix 2. RESOURCES
- Flashcards
- Word cards
- Story cards
- PowerPoint Presentation of the story
- Computers room