1 Class 2 A

UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS

DEPARTMENT OF FOREIGN LANGUAGES
SUBJECT: Intensive Basic English GROUP: Morning group "
STUDENT TEACHER’S NAME: Cabrera Mendoza, Katherine Saraí
COOPERATING TEACHER’S NAME: Licda. Mercedes Ofelia Dueñas
DATE: Tuesday, May 3rd, 2022 TIME: 8:25-9:05 SEMESTER I-2022
Lesson Unit: Lesson four, Unit 4: housing.

Topic: Parts of the house, modals might and may.
Target Content: parts of the house and its utilities, answering questions with modals may and might.
Target Structure: Modals may and might, information questions.
Objectives:
By engaging in different communicative tasks, swbat:
 Recognise the parts of a house by its names.
 Formulate coherent answers to information questions.
 Apply the correct usage of the modals may and might.
 Express themselves in a clear manner while reading.
Materials: computer, WiFi, Canva, web sites.
Warm-up activity: Word searchers.
o To get students in contact with some of the vocabulary related to the class, you (as a teacher)
will develop a word search puzzle.
o The puzzle contains the following words: bathroom, bathtub, bedroom, living room, dining
room, kitchen, sofa, fridge, table, and chair.
o For the students to see the puzzle, you will share your screen and then ask them to look for
the words and tell you where they are located.
10m o If students are reluctant to participate, choose a person and ask him/her to look for a word.
o At the end of this activity, ask your students if there is any word that they did not know, and
help them understand if they have trouble with that.
o Here you have the link to the puzzle: The word search- Housing.
o However, in the Canva presentation attached at the end of the lesson plan, you will find all
the resources attached to the it.
Possible problem(s) and solution(s): As stated above, one of the difficulties that you may have is
students reluctant to participate voluntarily. If that happens, start selecting students to complete
the task.
30m Presentation: Appendixes 10 and 11.
Appendix 10: writing activity (15 minutes)
Pre-writing activity: What is it?

o In this activity, you will describe to your students (in detail) a part of the house, and they will
have to guess which one is it.
o You will use the following parts of the house for this activity: bedroom, living room, dining
room, kitchen, bathroom, and study.
o Ask students to tell in their own words which part of the house they think it is, or ask them to
write their guesses on the chatbox.
o Once they get the correct answer, show them a picture illustrating the part of the house so
that they can have a better understanding.
Fill in the blanks: Bob’s house.

o Ask students to complete the following paragraph with the corresponding parts of the house:
My name is Bob Sponge Squarepants. I live in Bikini Bottom. My house is a big pineapple. It has 5
rooms. There is a bedroom, a living room, a kitchen, a bathroom and a study. The __kitchen__ is
small; there is only a fridge and a cooker. Since I don´t have a __dining room__, I have lunch in the
living room. Indeed, the _living room____ is my favorite place because I can watch TV on the sofa
in the afternoon. The _study___ is big. There are so many books in the bookcase. I like reading
books in this room. The __bathroom___ is also big and it has a beautiful bathtub. My __bedroom_
has red walls and a bed. I love my house.
o Before they complete the paragraph, read it for them to hear the pronunciation of the words.
o To complete the paragraph, you will use an online fill in the blanks tool. Here you have the
link to it: Bob's house- Fill in the blanks.
o However, you will find this resource attached to the Canva Presentation.
o Ask students to look for the correct answers to complete this activity.
o If students are reluctant to participate, choose a random student to do the task.
o Once they have completed the paragraph with them, ask some students to read the paragraph
out loud.
o Give the students feedback if needed.
Post-writing activity:
o Ask the students the following WH-questions related to the paragraph they read:
1. Where does Bob live?

R/ He lives in Bikini Bottom.
2. How many rooms does his house have?

R/It has five rooms.
3. Is the kitchen small?

Yes, it is.
4. What is Bob's favorite room?

Bob´s favorite room is the dining room.
5. What color is Bob´s bedroom?

Bob´s bedroom is red.
o Encourage students to give you complete answers suing their acquired knowledge.
o Give students feedback if needed.
Appendix 11: listening activity. (15 minutes)

o The students will watch a video containing conversations using the modals “may” and
“might”.
o Here you have the link to the video:
https://drive.google.com/file/d/1U6EhYNQUA9JeeQ3Op8mVygKk-VC3JqUi/view
o However, you will find this resource attached to the Canva presentation.
o Ask students to pay attention to the video.
o Play the video 2 times. The first time, for them to get familiarize with the information
presented in the video.
o Before playing the video for the 2nd time, show them the questions about the video.
o Tell them to get familiarize with the questions. In this way, it will be easier for them to spot
the correct answers.
o Play the video for the second time. Once it finishes, ask them to answer the questions. They
can do it by activating their microphones or by typing the answer in the chatbox.
Post listening:
o For this activity, ask for volunteers to read each conversation with a classmate. If no one
volunteers, choose two random students to read the conversation.
o Monitor students’ pronunciation, and give them feedback if needed.
Possible problem(s) and solution(s): If the website presents difficulties and you cannot develop
this activity, you can ask the students to tell you their answers and type them in the presentation.
If students are reluctant to participate, encourage them to do so. Choose a random student to help
with the task.
Wrap-up activity: exit slip.
o To review the content that students have been studying, close the class with one simple
question:
3m
1. What are the uses of the modals may and might?
o Help the students in case they struggle understanding the topic.

o Give the students feedback.
Homework assignment:
o Ask the students to write a paragraph talking about how life might be in 2030, using the
modals may and might.
o Once they write their ideas down, they will record a 3-minute audio answering to the
2m statement.
o The students will make use of the online platform SpeakPike, and will share the link of their
audios on a comment on the group’s Facebook post.
o This is the link of the platform: https://www.speakpipe.com/voice-recorder
Deadline: Friday, May 13th.

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UNIVERSITY OF EL SALVADOR

WESTERN MULTIDISCIPLINARY CAMPUS

Lesson Unit: Lesson four, Unit 4: housing.

Warm-up activity: Word searchers.

Appendix 10: writing activity (15 minutes)

Pre-writing activity: What is it?

Fill in the blanks: Bob’s house.

1. Where does Bob live?

2. How many rooms does his house have?

3. Is the kitchen small?

4. What is Bob's favorite room?

5. What color is Bob´s bedroom?

Appendix 11: listening activity. (15 minutes)

o Help the students in case they struggle understanding the topic.

Deadline: Friday, May 13th.

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