MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA

DIRECCIÓN DEPARTAMENTAL DE MORAZÁN

COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
CONTENIDO: UNIT 4 “MY HOUSE” WEEK 1.
ACHIEVEMENT INDICATORS: To name rooms, furniture and appliances in a house, and to spell rooms, furniture, and appliances in the house.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

 Paste a house and its different  Have students work on their  Ask the students to draw the
15 rooms. Write next to the house booklet, unit 4, worksheet 1. kitchen, living room and
minutes the parts bedroom, living room,  One student will read the bedroom with furniture in it.
kitchen, bathroom, dining instruction.  They will get in pairs and
room, garden, backyard,  The teacher will provide solution describe the differences by
garage to the first exercise. following the dialogue:
 Ask the students to get in pairs  Check the crossword puzzle A: In the living room, I have 3 lamps.
45 minutes and put the places in the house together. B: Oh, in my picture I have 1 lamp.
as they decide.  Ask another student to read the  The teacher will monitor the
 Ask to some learners to pass in instruction of the II part. activity and provide feedback
front and label the rooms. when needed.
 Provide solution to the first
 Make the students repeat to For the next class: remind the students
exercise in order to model the
practice pronunciation. to bring a page, the cut outs and, glue
 The learners will draw different process.
 Ask some learners to pass in front and color markers.
furniture in the house.
and solve it.

 Get the students in pairs.  Ask learners to get in pairs and  Paste on the board a catalog.
15  Explain the tic tac toe game take out the cut outs that were  Explain to the students the
minutes with the help of a student. asked the previous lesson. purpose of the catalog.
 Remind them that before  The learners will put them on a  Ask them to take out the
crossing X or O they must say a hard surface. material that was asked to bring
part of the house or a furniture.  They will take turns to take one and to prepare their own
 They will play it in couples in cut out and mention the name. catalog writing the name of
their notebook.  The teacher will provide feedback each object and the price.
when needed.
15  The teacher will put some cut  Ask learners to pay attention.  Ask the students from team A
minutes outs of parts of the house and  The teacher will mention “I see a to paste their catalog and team
furniture. chair; I see a table….” B to stand in front of one
 Ask the learners to get in pairs  The learners will guess and say the classmate from team A.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
and pass a little bag with the cut room where the teacher is.  The student from team A will
outs inside while a song is being  Ask the learners to get in pairs and describe the objects in the
play. repeat the exercise as it was catalog “The refrigerator is
 The one who gets the bag will explained. $100.”
take one cut out and mention the  The teacher will monitor the  Then, they will swap and repeat
name. activity and provide feedback the process.
For the next class: ask the learners to when needed.  The teacher will monitor the
bring cut outs of furniture and activity and provide feedback
appliances. They can look in magazines when needed.
or newspapers.
This week the students will take their second period test. In this case, the unit test 3 that was achieved the previous week
will be taken into account to grade the learners.
Evaluation

CONTENIDO: UNIT 4 “MY HOUSE” WEEK 2.

 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
ACHIEVEMENT INDICATORS: To spell regular plural nouns and to describe rooms in a house using there is and there are.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

 Ask the students to look  Paste a house with furniture and  Write on the board 12 words in
15 around their classroom and ask the student what do they see. singular form.
minutes count the objects.  Paraphrase each answer with there  Play the hot potato. Pass a blue
 Explain that there are regular is and there are. marker and a red one.
and irregular plural nouns.  Paste a chart with the grammar  Once the music stops the blue
 Paste a poster with rules in structure of there is and there are one will write the plural form
order they students can in affirmative and negative form. and the red one will spell the
45 minutes understand.  Have the students copy the chart. plural form.
 Have them copy the  The teacher will elicit the
information from the poster. words.
 Paste the rules on the board.  Ask the students to open the  The students will draw two
15  Have cards with some words. booklet to unit 4, worksheet 2. houses in two separate pages.
minutes  Play the hot potato. The one  One student will read the One with furniture and the
who gets the ball when the instruction. other empty (the teacher will
music stops will pass in front  Allow them to accomplish the provide the model house and
and paste the word under the exercise. the rooms: kitchen, bedroom,
correct rule.  Check together: ask some students living room, bathroom.
 With the help of students, write to provide their answers.  They will get in pairs and
the full plural form. Provide  The teacher will provide feedback describe their house using there
feedback as needed. as needed. is and there are to another
classmate in order the other can
draw it.
 Then, compare what they have.
15  Draw on the board a mind map  Ask the students to draw their  The students will write 8
minutes with an example. dream bedroom and place as many sentences about the house that
 The learners will use the objects as they wish. they drew from their classmate
example to create a mind map  They will write 10 sentences using using there is and there are in
per plural rules. there is and there are. affirmative and negative form.
 Ask some students to show their  The learners will get in groups of
mind maps to the class and 4 and share their sentences.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
explain the rule.  The teacher will monitor the
activity.

Evaluation

CONTENIDO: UNIT 4 “MY HOUSE” WEEK 3.

 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
ACHIEVEMENT INDICATORS: To use numbers to list objects in a room and to locate the objects in a room using prepositions of place.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

 Introduce the prepositions of  Make some hand movement with  The students will get in pairs
15 place by using objects and the prepositions: in front, behind and arrange some objects that
minutes placing them around the and between. will be used for this activity
classroom: in, on, under, next  Say the commands again together (chair, school supplies)
to, between, and behind. with the students.  One learner will cover his/her
 Paste some pictures and ask  Repeat again the commands faster eyes.
students “Where is__?” and and faster in order the learners can  The other classmate will give
45 minutes “How many lamps are there?” memorize them. him/her instructions where the
 The teacher will copy the position of the objects is and try
sentences on the board “The to find it as he was instructed
lamp is on the table.” “The pencil is under the chair.
 Have the students copy the  Then, they will swap and repeat
sentences. the process.
 The students will get in groups  Use some objects to ask for the  The students will use a color or
15 of three and select three objects three prepositions. The students white bond page.
minutes from their backpack: pencil, will answer.  They will fold the page.
notebook, pencil case and place  The learners will get in pairs and  They will write the preposition
them in the position they prefer. go to their booklet, unit 4, on the front part of the page. In
 They will provide the position worksheet 3. the inside part they will write a
of their objects to their  They will take turn to flip a coin, full sentence using the
classmates. if they get head they will move 1 preposition and make a drawing
 Select some students to pass in space, if they get tails, they will representing the sentence.
front and say a command “the move 2 spaces in order to describe  Then, they will paste it in their
pencil is next to the notebook.” the position of the objects in the notebook.
In order to check if the students board game.
understood.  The teacher will provide feedback
when needed.
15  Provide a sentence example to  The learners will get in pairs and  Paste four pictures on the board
minutes the students using the colors red place objects in order his/her of parts of the house (living
(There is/are), blue (the classmates can describe the room, bathroom, kitchen,
number), yellow (the noun) and
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
green (preposition) position of the objects. Then, swap bedroom)
 Ask the students to write 5 and continue with the process.  Write on the board the
sentences using the grammar  The teacher will monitor the following words: in front of,
structure. activity and provide feedback on, between, next to, in, under,
 Give general instructions to when needed. between, behind, in front of.
circle each part of the speech  The teacher will mention one
with the colors mentioned preposition and the students
above. will say orally one complete
sentence using the preposition
and any part of the house “The
bed is in front of the window.”

Evaluation

CONTENIDO: UNIT 4 “MY HOUSE” WEEK 4.

 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
ACHIEVEMENT INDICATORS: To ask for furniture and rooms in a house and to exchange information about houses.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

 Paste on the board some  Paste thee picture of any part of  Ask students to take a white
15 sentences that the students must the house. bond page and fold it into 8
minutes try to unscramble in their  Ask students what they can see. pieces.
notebook.  Listen to the students’ opinions  They will draw one room of the
 Then, ask some students for the and vocabulary. house in each space with their
answers and provide the correct  Write down what they are saying. appliances (different parts of
answers in case the learners the house)
45 minutes haven’t gotten the right ones.  They will cut the pieces and
 Paste the yes-no questions make cards.
using there is/there are as well
as the information questions on
page 132-133 of the
methodological guideline by
Mined.
 Explain the structures and ask
for clarification.
 Ask students to draw two  Ask students to go to unit 4,  The learners will get in groups
15 houses. An empty one and a worksheet 4. of three.
minutes furnished one.  Ask one learner to read the  They will put their cards face
 They will get in pairs and ask instruction. down.
each other using yes-no,  The students will read the  The students will take turns and
information questions “Is there a paragraph and answer the ask each other “Is there a
TV?” and follow their questions 1 to 5. kitchen?” in order they can
classmates answers in order to  Ask some students for the guess what part of the house
draw on the empty house. answers. their classmate is holding in
 Then, swap and continue with  Ask students to work on his/ her hands.
the same process. worksheet 4, part II.  Continue with the process until
 They will get in pairs and follow there are no more cards face
the example dialogue to have a down.
conversation.
15  Select a student to pass in front.  The learners will continue  The students will paste the
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078
minutes  The teacher will paste any working in pairs. cards that they did in their
picture of the part of the house.  They will follow the dialogue notebook.
 The selected student won’t look practiced before but using a  They will write one sentence
at the picture. He/she will make different room. per picture describing the
some questions to their  Ask some couples to pass in front objects “There is a lamp in the
classmates in order to guess the and present their conversation. living room.”
room “Is there a kitchen?” Their  Provide feedback if needed.  Then, play the hot potato. The
classmates will provide answers teacher will play a song. Once
so the selected students will the music stops, the one who
guess. gets the object will say a
 Select another student and
sentence that they wrote.
repeat the process.
For the next class: ask students to
bring a cardboard paper.

Evaluation
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078

CONTENIDO: UNIT 4 “MY HOUSE” WEEK 5.

ACHIEVEMENT INDICATORS: To describe their house using visual aids and to use prepositions to describe what they have in their house.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce

 The students will draw their  Ask students to make groups of  Before class, make sure you
house in a cupboard paper. They three. have enough copies of the test
will include all the rooms of  Each one will have 1 minute to for the whole class.
their house. describe their house to his/her  Keep the suggested listening
 In a separate piece of paper, group. track handy. Scan the following
Project they will prepare the sentences  The teacher will ring a bell or QR code to play the track.
describing their house “There is make any noise in order they can  Have students write their full
45 minutes a TV in the living room.” swap and the next student in the names on the test.
group can describe.  Read the instructions to the
 Repeat the same process with the whole class and make sure that
students understand them
last student in the group.
clearly before taking the test.
 Then, they will ask each other
 Request students to complete
“How many rooms are there in the evaluation individually.
your house?” “Is there a TV in the  When time is up, collect the
kitchen?” tests and verify that students
have completed all the sections
included.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078

CONTENIDO: UNIT 4 “MY HOUSE” WEEK 6.

ACHIEVEMENT INDICATORS: To consolidate the students’ progress along units 3 and 4.

SECUENCIA DIDACTICA
Class period I Activate I Practice I Produce


Paste a chart with some  The teacher will paste on the
information about a dream board his/ her dream house.  Before class, stick your poster
house in which is included:  Ask the students to take out their on the board.
room, number of rooms, material.  Next, present your work to
furniture and appliances, and  They will create their classmate’s students as follows and point
Fortifyng family members. dream house with the information at each object in your poster:
My Skills (Methodological guideline, page collected in the previous lesson. This is the teacher’s dream
45 minutes per (FMS) 144)  The teacher will collect the posters house. His/her mother, father,
each stage  The students will create their or ask the learners to bring them grandfather, brother, sister,
own chart of their “dream the next class. and pet live in this house. In
house” including the details that
his/her dream house, there are
they want in it.
5 bedrooms. In the bedrooms,
 Write a conversation on the
board. there is a bed, a mirror, a
 Ask students to practice it along shelf, and a fan.
with the teacher.  Write this information on the
(Methodological guideline, page board for students’ reference.
145)  Explain to students that they
 Ask students to get in pairs and will present their partner’s
have the dialogue in order to get ideal house using their posters.
information from their  Finally, pair up students and
classmate’s dream house. Take have them take turns
notes in their notebook. describing their work.
For the next class: ask students to take  You may consider students’
to class a piece of cardboard, colored participation as a makeup
pencils, and some cutouts from evaluation activity.
magazines/newspapers to represent
furniture or appliances.
 MINISTERIO DE EDUCACIÓN, CIENCIA Y TECNOLOGÍA
DIRECCIÓN DEPARTAMENTAL DE MORAZÁN
COMPLEJO EDUCATIVO CASERÍO EL MOZOTE CANTÓN GUACAMAYA 84078