Where do you live?

Time: 45 minutes

Materials:

● Lecture slide: KE45 - B2 - LC3 (2) - Where do you live?

● There is 1 video for this lesson.
- Slide 3: https://youtu.be/RIY6uiEYsmk
● Toys and crafts: Puppet, rewarding system (Kani image, carrot images etc. or flexible)
● Flashcards
● Whiteboard and pen.

General notes:

● Speed: For this level, speed is really important. Speed will be decided based on
student age, the younger the slower. Speed will also depend on the students’
characteristics.
● TPR: Using TPR is really important to motivate the student and using puppets,
flashcards as required will help to motivate the student.
● Pronunciation: For ESL student, correcting pronunciation is really important and
teachers should correct during the class.
● The teacher should appraise the student or correct positively frequently.
● If the student cannot answer, the teacher can mouth then say out loud to help.
● If the student cannot concentrate, the teacher can use TPR.

!!! Please make sure that the student tool mode is off during class. It should be granted
for students above 8 years old only when solving a quiz. For writing activities, please
ask the student to write on a sheet of paper or a board.
Evaluate the student performance after class (for teachers): Please spare five minutes to
fill in the performance evaluation for the student via Kynaforkids Teacher’s App. This is
compulsory in order to finish the class. Please be noticed that the form should be filled in for
each class within 24 hours.
TEACHING TECHNIQUES & TPR:
(1 min)

1. Teacher introduces himself or herself; ask for student's name

- Teacher introduces his/her name
- Teacher asks "What is your name?" and helps the student to reply.
- Teacher exposes the student to How are you?

2. Introduce about rewards system

- Switch to the whiteboard with the Kani image, teacher: "When you do a great job (point to the
student and thumb up), the rabbit gets a carrot.
 Match words and pictures

street
1 2

bathroom

dining room
3 4 5

kitchen

living room

(2 mins)

Teacher says: "Let's match words and pictures. Now, let's say the word aloud. Teacher
underlines the word 'street' and asks: " What word is it?", signals student to answer. Teacher
can mouth to help, then puts hand on ear for student to repeat. Teacher asks: "Look at the
pictures. Which pictures is the street?". Student is expected to say the correct number.
Teacher gives feedback then writes the number in the box.

SImilar to the other words.

When finishing, teacher revises all words by pointing to each picture for student to say the
word.
 Let's repeat!

Let's repeat !

(2 mins)

Teacher says: "Let's watch the video again and repeat!"

Then, plays the video, stops after each key sentence. For example, teacher pauses at "Hi
Ann!", repeats slowly: "Hi Ann." and gives signal to student to repeat the sentence.

Source: https://www.youtube.com/watch?v=gvRNyHrsJTI&feature=youtu.be

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 Let's role play!

Sam: Hi, Ann.

Ann: Hello, Sam. Come in, please!
Sam: Wow, your house is beautiful.
Ann: Yes. We have one living room, one kitchen, one dining room,
one bathroom and two bedrooms.
Sam: That is cool!
Ann: Let's sit in the living room!
Sam: Okay!
Ann: Where do you live?
Sam: I live on Baker street.
Ann: Can you spell it?
Sam: Sure! B-A-K-E-R. Baker street.
Ann: Is it that house with a beautiful garden?
Sam: Yes, it is. It's next to the zoo!

(2 mins)

T says, now I'll be Sam, and you are Ann, let's talk together!

T helps S correct pronunciation issue if any.

If there's still time, T & S switch roles.

 Use of English

BEN’S HOUSE
LUCY’S HOUSE

KANI’S HOUSE

Kani, where do you live? Where does Ben live? Where does Lucy live?

I live on Baker street. He lives on Baker street. She lives on Baker street.

(3 mins)

Teacher asks Kani "Kani, where do you live? ". Teacher points to Kani's house, underlines
Baker street then acts on Kani "I live on Baker Street. "

Teacher underlines each word, repeats asking and answering and puts hand on ear for
student to repeat after each sentence.

Teacher circles the picture of Ben's house, reads the question "Where does Ben live? ".
Teacher points to Ben's house, underlines Baker street then says "He lives on Baker Street. "

Teacher underlines each word, repeats asking and answering and puts hand on ear for
student to repeat after each sentence.

Teacher says: "Now, let's practise!" , then circles the picture of Lucy's house, reads the
question "Where does Lucy live? ". Teacher points to Lucy's house, underlines Baker street
then mouths "She lives......
....", signals student to continue. Teacher adds a textbox to type the answer.

Teacher underlines each word, repeats asking and answering and puts hand on ear for
student to repeat after each sentence.
 Use of English

Kani, where is your house?

Is it that house with Is it that house with Is it that house with

1 2 3
a dog? a car? a beautiful garden?

(2 mins)

Teacher asks Kani, "Where is your house? Is it that house with a dog?", circles the house with
a dog then acts on Kani, "No, it isn't." Teacher continues, "Is it that house with a car?", circles
the house with a car then acts on Kani, "No, it isn't." Teacher says, "Ahh, is it that house with a
beautiful garden?", circles the house with a garden then acts on Kani, "Yes, it is."

Teacher circles the house with garden in the small picture and reads the question aloud: "Is it
that house with a beautiful garden?". Teacher points to the garden of Ben's house, nods the
head and says "Yes, it is."
 Use of English

Let’s repeat!

Is it that house with Is it that house with Is it that house with

1 2 3
a dog? a car? a beautiful garden?

No, it isn’t. No, it isn’t. Yes, it is.

(2 mins)

T says, now, look here we have 4 friends Ann, Simon, Ben, and Sue. They are talking to each
other. What do they say?

T invites S to read out loud what Ann says in Convo A, then T says, what does Simon say? ->
S says No, it isn't

T does similar for Convo B.

Key:
1. b. No, it isn't.
2. a. Is it that house with a car?
 What do they say?

Ann: Is it a house with a dog? Ben: 2. _____________________

Simon: 1. _____________________ a. Is it that house with a car?
a. No, it isn't. b. That house is it with a car?
b. It isn't, no. Sue: Yes, it is.

(2 mins)

T says, now, look here we have 4 friends Ann, Simon, Ben, and Sue. They are talking to each
other. What do they say?

T says, Ann says, Is it with a dog that house?, that sounds strange, What does she say?
 What are they doing?

1 A. reading

2 B. learning English

3 C. eating lunch

4 D. cooking

(2 mins)

T says, now let's play another game!

T points to the first picture, and asks, What is he/she doing? S should say He/she's reading.

T then points to column B and asks, which one is reading, a,b,c, or d? -> S should say a.

T then invites S to do the rest - What is he/she doing? Ok, now match with the correct word

Key:
1. a
2. d
3. c
4. b
 Read and fill in the blanks

Hello, I'm Sam. I 1)_______________ on Baker street. B-A-K-E-R.

This is my house. It's the 2)________________ with a beautiful garden.
There are four rooms in my house. One living room, one kitchen,
one dining 3)_______________, and one bedroom.

Given words: house - room - kitchen - bedroom - garden - live

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(3 mins)

Teacher says: " Let's read and fill in the blanks together.(points to the given words) Now, let's
read these words first. Teacher circles each given word and reads it aloud, then puts hand on
ear for student to repeat.

"Let's read the text together." Teacher underlines each word and reads the sentence aloud,
then puts hand on ear after each sentence for student to repeat.

Teacher stops after the first blank and signals student to answer. T uses TPR to give hints to S
if S struggles. Teacher gives feedback and writes the correct word in the bank. Then teacher
asks student to repeat the whole sentence.

Similar to the other blanks.

Key:
1. live
2. house
3. room
 Read and fill in the blanks

This is my father. He likes reading in the living (1)_____________.

I've got some potatoes in my kitchen. I help my Mum in the
(2)______________.
This is my sister. She is eating lunch in the (3)_______________ room.

Given words: house - room - kitchen - bedroom - dining - live

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(3 mins)

Teacher says: " Let's read and fill in the blanks together.(points to the given words) Now, let's
read these words first. Teacher circles each given word and reads it aloud, then puts hand on
ear for student to repeat.

"Let's read the text together." Teacher underlines each word and reads the sentence aloud,
then puts hand on ear after each sentence for student to repeat.

Teacher stops after the first blank and signals student to answer. T uses TPR to give hints to S
if S struggles. Teacher gives feedback and writes the correct word in the bank. Then teacher
asks student to repeat the whole sentence.

Similar to the other blanks.

Key:
1. room
2. kitchen
3. dining
 Read and fill in the blanks

I've got a bookcase in my bedroom. I learn English in my

(1) b _________.

I love my (2) h ________!

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(2 mins)

T says, now I have a challenge for you.

T says, There's no given word. What can go here?

T invites S to read out loud the sentence together. Then T gives hint b b b - it's a room you can
sleep in, you can study in, it's your favourite room -> S says bedroom

T continues with blank 2

 Let's play

_____ ________
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(2 mins)

T says, guess what time it is, it's game time!

T says, Let's guess what these words are.

T helps S guess, gives hints

Key:
1. under
2. umbrella
Phonics - Uu

under umbrella

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(2 mins)

Teacher circles letter u and asks "What letter?' Student is expected to answer "u", then teacher
says: "Letter u makes.........sound.", signals the student to answer. Then, asks the student to
repeat: "Letter u makes /ʌ/ sound." Then teacher circles the whole word "under", asks the
student to repeat. Then teacher says "under starts with /ʌ/ sound", ask the student to repeat.

Then teacher circles letter 'u' of umbrella then says: "Letter u makes ...... sound." signals the
student to answer. Then, asks the student to repeat: Letter o makes /ʌ/ sound. Then teacher
circles the whole word "umbrella", asks the student to repeat. Then teacher says 'umbrella
starts with /ʌ/ sound", asks the student to repeat.
 Phonics

u g ug

r ug rug

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(3 mins)

Teacher circles letter u and asks "Letter u makes.........sound.", signals the student to answer.
Then, asks the student to repeat: Letter u makes /ʌ/ sound. Then teacher circles letter g and
asks "What letter?" Student is expected to answer, then teacher says: "Letter g
makes.........sound.", signals the student to complete. Then, asks the student to repeat: Letter
g makes /g/ sound. Teacher points to each letter and says "/ʌ/.........../g/...../ʌ/../g/
(faster)...../ʌg/. Now, your turn!' Teacher points to each letter and puts hand on ear for student
to make the sound. Teacher can mouth to help.

Then teacher circles letter r, and asks "What letter?" Student is expected to answer, then
teacher says: "Letter r makes.........sound.", signals the student to complete. Then, asks the
student to repeat: Letter r makes /r/ sound. Teacher points to "r', "ug" and says
"/r/........../ʌg/....../r/../ʌg/ (faster)....../rʌg/. Now, your turn!' Teacher points to each letter and puts
hand on ear for student to make the sound. Teacher can mouth to help. Teacher circles the
picture of rug and say the word again, then puts hand on ear for student to repeat.
 Phonics

m ug mug

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(1 min)

Teacher circles letter m, and asks "What letter?" Student is expected to answer, then teacher
says: "Letter m makes.........sound.", signals the student to complete. Then, asks the student to
repeat: Letter m makes /m/ sound. Teacher points to "m', "ug" and says
"/m/........../ʌg/....../m/../ʌg/ (faster)....../mʌg/. Now, your turn!' Teacher points to each letter and
signals student to make the sound. Teacher can mouth to help, then puts hand on ear for
student to repeat.
 Let's circle!

ug

u
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(1 min)

T says, it's game time!

T says, Now I'll say a sound, circle what you hear!

T says the sounds randomly, rewards S for correct answers, and tease S for wrong answer
(Oopsie Daisie for example)
 Maths: Say the number aloud and match

ten
6 nine 7

10
8 eight

six seven 9
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(2 mins)

T says, now, let's look at these pictures and tell me

 Read and fill in the blanks

Sue: Where do you live?

Ann: (1)_______________.
Sue: Can you spell it?
Ann: Sure! (2)________________ Baker street.
Sue: Here's a photo of my house.
Ann: Is it that house with a playground?
Sue: (3)___________. It's the house with a car.
Ann: Wow, your house is so big. How many
rooms are there in your house?
Sue:(4)__________________. (6 rooms)
Ann: That's cool.

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(3 mins)

Teacher says: "Now, look at the picture. Complete the conversation between Sue and Ann.
Teacher points to each word and reads it aloud, then circles the street name and signals
student to answer. Teacher can mouth to help, then asks student to repeat the whole
sentence. Teacher adds a textbox and types the answer when student is saying.

Similar to other answers.

Answers:
1. I live on Baker street.
2. B-a-k-e-r.
3. No, it isn't.
4. There are six rooms in my house.
 Look and say

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(2 mins)

T says, now, let's look at the picture.

T asks questions about the picture.

Sample questions

Where does Ann live?

How many rooms are there in Ann's house?
What are they?
Where is Dad?
Where is Mum?
What is Ann's brother doing?
 Goodbye!
Please remember to watch
Unit 9 - Lesson 1: My house.

(1 min)

Teacher summarizes no of carrots that student achieve today, then the teacher appraise the
student, remind the student to watch the video at home and do homework

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