🏠 Rooms in My House

Age

3–4 yrs

Duration

25 min

Class Size

10–25

Level

Beginner

Lesson Type

Song + Discussion

Materials

Flashcards

🎯 Learning Objectives

Students will be able to recognise and name kitchen, bedroom, bathroom in context.
Students will respond correctly to simple instructions using Total Physical Response (TPR).
Students will use the target vocabulary in a short speaking or action activity with 80%+ accuracy.

📝 Vocabulary

New Words

kitchen bedroom bathroom living room

Review Words

hello goodbye please thank you sit down stand up

🎒 Materials Checklist

Large vocabulary flashcards (target words + 3 review words)
Real objects or miniatures for tactile learners
TPR movement cue cards (optional)
Board or chart paper for vocab display
Colouring or writing worksheet for extension activity

⏱️ Lesson Sequence

Time	Stage	Activity	Interaction
0–3 min	Warm-Up	Greet students with the Hello Song. Review previous topic with flashcard quick-fire. "T: "This is my home! How many rooms can you see?" → S: "I can see...""	Whole class
3–7 min	Introduction	Show flashcards for the target vocabulary (kitchen, bedroom, bathroom). Model pronunciation clearly 3 times.	Teacher-led
7–15 min	Presentation	Use TPR or a physical demonstration to present the target language. Students repeat after you (choral drilling).	Whole class
15–22 min	Guided Practice	Students name or point to the vocabulary items in a controlled game or paired activity.	Pairs / Groups
22–28 min	Activity	Complete the main activity — song + discussion — focused on producing the target language.	Individual / Pairs
28–30 min	Cool-Down	Recap: 'What did we learn today?' + Goodbye Chant. Positive affirmation for all learners.	Whole class

👩‍🏫 Teacher Does:

Models the target language clearly with real objects and gestures. Demonstrates the activity before students begin. Circulates and monitors during activities, giving positive verbal feedback and gentle correction as needed.

👧 Students Do:

Listen actively and repeat. Participate in TPR or game activities. Produce the target language in pairs or groups. Complete the consolidation activity to demonstrate understanding.

🔑 Key Phrase / Sentence Frame:

"This is a ." / "Can I have the , please?" / "It's and ." / "Kitchen is for ."

❓ Concept Checking Questions (CCQs)

Is this a kitchen or a blue?
Can you show me the bedroom?
What colour/shape is this?
How many can you count?

🔀 Differentiation

📗 Lower Level

Pre-teach key vocabulary with real objects or pictures before the lesson.
Allow students to point/act instead of verbal response in early stages.
Use L1 support cards for students who need them.

📙 Higher Level

Ask students to use the target vocabulary in full sentences: 'This is a kitchen.'
Add a simple written activity: trace, copy, or label the items.
Extend with a creative challenge: make a {vocab_new[2] if len(vocab_new)>2 else 'story'} using the new words.

📊 Assessment

Observe students during TPR activities for correct physical response. Collect worksheets for completion accuracy. Use exit ticket: "Show me a !" — students hold up object, point, or say the word. Aim for 80%+ correct responses.

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