This document outlines a 3 lesson literacy plan for 1st year primary students to learn about houses. The lessons focus on vocabulary for house parts and locations, identifying rooms in drawings and stories, and comparing different types of houses from around the world. Students will build model houses in small groups, classify house types, and present what they learned about diverse housing to their classmates. Assessment includes participation, homework completion, building accuracy, and classification tasks.

1. LITERACY ACTIVITY
1ST
YEAR – PRIMARY EDUCATION
State school – CILE 2
UNIT: HOUSES (schematic lesson plan)
2ND
TERM
LEARNING OUTCOMES
- Content and Linguistic:
o Students should be able to understand and use the key vocabulary and
grammar structures (in a meaningful way) to express about houses, their parts
and their content in the target language
- Linguistic
o Students should be able to understand and perform location in the target
language (preposition in)
o Students should be able to speak about what they have previously found: This
is a … It is in … (place).
- Content-related:
o Students should be able to identify the main parts of a house.
o Students should understand the existence of different kind of houses attending
to different criteria (countries, uses, climate)
CONTENT:
 Parts of the house (living room, bedroom, bathroom, kitchen, garden)
 Objects in a house (fridge, lamp, bed, bathtub, sofa, table…)
 Preposition of location (in)
COGNITION:
 LOTS
 Understanding: Name parts of the classroom as parts of a house and play.
Telling the story
 Recognizing: Draw a house on the blackboard, try to guess what room as
drawing. Play true or false with the houses. Explanation of conclusions
 Comparing: Find a partner: objects (pictures) and rooms (words)
 Executing: Built a house with its rooms; each group choose what room to do
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2.  HOTS
 Differentiating: By teams, they propose a classification of the houses attending
to the criteria they think are important
 Producing: Show the book cover and ask SS to predict what would happen.
Brainstorming. SS show to their mates the pictures of the different kind of
houses they have found and their explanations and we hang them up around
the classroom
COMMUNICATION:
 Language of learning
 Vocabulary of the house (living room, bedroom, bathroom, kitchen, garden
fridge, lamp, bed, bathtub, sofa, table…)
 Location (in)
 Understand commands and orders
 Language for learning
 Understand commands and orders
 Language structures to play a movement game (go to…)
 Language through learning
 Remember previous knowledge about places (city, village, hot, cold…)
 Classroom language (Sit down please, Do you know …?, Can you tell me what
you see in this flashcard?, If you need any help, raise your hand…)
CULTURE:
 Be aware of the existence of different kind of houses
 Learn to work in small groups
PROCEDURE:
1st
lesson:
 Warming-up activities:
Name parts of the classroom as parts of a house. Go to the…; Team A go to...; Is Alice in
the …?; Where`s Alice?
Show the book cover and ask SS to predict what would happen
 Main activities:
Telling the story. Story: Where’s my bear? Using a PowerPoint presentation.
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3. 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?
 Round-up activity:
Draw a house on the blackboard. Try to guess what room as drawing.
2nd
lesson:
 Warming-up activity:
Find a partner: objects (pictures) and rooms (words)
 Main activitiy:
Built a house with its rooms; each group choose what room to do; I provide the structure
 Round-up activies:
Play true or false with the houses; for example: Is the fridge in the living room?
Explain homework: find different kind of houses in the world
3rd
lesson:
 Warming-up activity:
Brainstorming: What kind of houses do you know? Does everybody live in a house/flat? Do
you know if people I Africa/North Pole/Dessert/ live in houses? Why?
 Main activities:
SS show to their mates the pictures of the different kind of houses they have found and their
explanations and we hang them up around the classroom
By teams, they propose a classification of the houses attending to the criteria they think are
important
 Round-up activity:
Explanation of conclusions
INSTRUMENTS FOR ASSESSMENT AND EVALUATION CRITERIA:
 Participation: check if all of them take part in the group’s activities
 Note down if they have done the homework
 Tasks: build the rooms for the house
Classification
RESOURCES:
• Story: book and PowerPoint presentation
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4. • Small cards with pictures of objects in a house and word cards of the rooms
• Structure of a house in paper to build it up
NOTES:
- Difficulties during the class:
- Specific needs:
- Things to improve:
- To continue the next day:
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