AD3 Methodologies

Andrea de Miguel, Gabriela Pérez, Ana Salvatierra 1 Dr.
Máirín Kelly ©
AD3
Class Profile/Description
Describe the group of students (e.g., number of students, age, sex, year of schooling, level(s) of English, type of school, L1 etc.)
 Class group description: 18 students, aged 7-8, mixed sex classroom

 Year and level: 2nd year of primary education, A2 level
 Type of school: private school, primary education, bilingual school
 L1 details: all children are monolingual (native speakers of Spanish)
 Special needs: a child recently diagnosed with attention deficit hyperactivity disorder (ADHD).
Materials
Digital:
 Kahoot to review grammar and vocabulary
Manual:
 poster of a large empty house, where you can stick and move elements (the flashcards)
 flashcards of the different rooms and furniture
 worksheets (home riddles, draw your ideal home, and crazy house)
 class materials: pencils, rubber, colours, etc.
©Dr. Máirín Kelly. This material is copyrighted and may be used for private study purposes only. You may not copy, reproduce, distribute, Dr. Máirín Kelly ©
transmit, modify, create derivative works, or in any other way exploit any part of copyrighted material without the prior written permission of its
author.
Andrea de Miguel, Gabriela Pérez, Ana Salvatierra 2 Dr. Máirín Kelly ©
Target Language and Skills

(e.g. target grammar, vocabulary, pronunciation etc.)
 Vocabulary: rooms in the house (kitchen, bedroom, bathroom, living room, garden) and furniture (fridge, table, chair, sink,
cupboard; swing, door, swimming pool; bed, carpet, wardrobe, toy box; toilet, shower, window; sofa, tv and lamp).
 Grammar: The structure “There Is/There Are”.
 Skills: speaking, listening, reading, and writing.
 Speaking: practice repeating the vocabulary using the flashcards, interactions with their classmates (ask and compare answers),
presentation about their ideal house.
 Listening: listen to the pronunciation of the vocabulary and grammar; the crazy house and the big house story listenings.
 Reading: read the words in the flashcards; practicing with the home riddles and my ideal home worksheets.
 Writing: draw or write using there is/there are (my ideal home worksheet)
 Pronunciation: differences between similar vowel sounds in the vocabulary words (bedroom/bathroom)
Learning Outcomes
By the end of this lesson, students will be able to…
1. Identify and name different rooms and furniture items in a house
2. Describe the presence of furniture items in a room using the structure there is/there are
3. Pronounce correctly the new vocabulary and the grammar expressions
author.
For each of the learning outcomes listed above, students will achieve them by…
1. Doing a warm-up activity using flashcards we will introduce the vocabulary to the students. Thanks to these materials they will relate
the vocabulary words with images. Later, when doing the worksheet activities, especially the Our Big House and the Home Riddles
activity, students will be able to listen, read and write the words of the different rooms and furniture objects. Thanks to the story,
students will have a context and the learning process will be meaningful. Finally, during the Crazy House listening, students will have
the opportunity to work with the words in a different way, as the furniture items won’t necessarily be related to their typical rooms.
This will help them to reinforce their learning and make sure that they understand the meaning of each word independently. In
addition, they will achieve this objective when doing the final Kahoot, where they can review the lesson.
2. During the introduction and with the help of the mural of the house and flashcards, students will understand the meaning of each
word. While doing the Our Big House activity, the teacher can begin to introduce the grammar structure, so students begin to
understand its use. In addition, they will work on this objective during the My Ideal Home activity. Here they will have to write
sentences using the structure. The structure will also be practiced during the Kahoot, in the wrap-up part.
3. Doing the introduction part where students will have to repeat the vocabulary words. When the flashcards are presented, students
will improve their pronunciation and differentiate the different items thanks both to the teacher and to the images. They will also
improve their pronunciation when they have to speak to their classmates and present their ideal home.
author.
Potential Problems
Identify any problems/difficulties you think the students might have and describe how you plan to mitigate them
 Right use of is and are. Students may have difficulties with the grammar aspects of the lesson. They can confuse the singular
form with the plural form of words. For example, they might say there are a fridge in the kitchen, or there is one tables.
To mitigate this issue, we will give students examples during the different exercises where we show the correct use of the
grammar structures. Moreover, we will give feedback to the students when needed to help them improve.
 Child with ADHD. The student that has ADHD can experience difficulties during some of the activities, especially if she must listen
attentively or stay focused on a particular activity.
To mitigate this issue, the teacher will adapt the activities so the group will have short attention spans. This will help the kid to
concentrate for an efficient short time and not be distracted by other stimuli.
 Problems with some of the vocabulary words/pronunciation: Students can present problems with the pronunciation of some
words as they can be confused with similar words. For example, bathroom and bedroom sound quite similar.
To mitigate this issue, we will show them how the words are written and pronounced. We will repeat the words to help them
learn the correct pronunciation and to help with the confusion of the similar words.
author.
Type of
Target
Activities Duration Interaction T->SS
Language/Skills
S->T S->S
Warmer and Introduction 5 min
Vocabulary: rooms in Brief introduction: at the beginning of the class, we will talk about our T -> SS
the house, house homes. The teacher will ask some questions like: Where do you live in? SS -> T
furniture What is your home like? How many rooms are there in your home? 2 min
What is your favorite room in your home? After this, we will do a
brainstorm with the words the students know related to the topic
Grammar: indirect
use of there is/there Drill and flashcards: to start introducing them to the new vocabulary,
we will use flashcards designed by ourselves. We will show the T -> SS
are, and I have
flashcards and read the name. After that, students will have to repeat SS -> T
Listening and
speaking. the name several times in order to achieve good pronunciation. Also, 3 min
we will use drills to help students remember and understand the new
words.
author.
Body 10 min
Vocabulary: rooms in Our Big House: students will work together to stick the rooms and 2 mins T -> SS
the house, house furniture of the house on a big empty house poster. For this, the SS -> T
furniture teacher will present a character, Tommy the Turtle. Tommy will tell the
Grammar: there students about his house, describing the rooms and furniture it has.
is/there are While the teacher reads the story, the students will go to the board to
stick the flashcard of the room in the right place.
Listening, speaking,
Home Riddles: students will work in pairs to complete a worksheet
reading and writing.
where they will have to read and connect riddles and images. As the SS
2 mins
riddles might be a bit tricky because of the vocabulary, the teacher will
keep an eye on the students and guide them or give hints whenever
necessary. Example of a riddle (table): In the room, I stand so strong
and stable, With legs like pillars, I'm a cozy cradle. On me, meals dance,
and toys assemble, What am I, with a flat top, so lovable?
‘Crazy house’ listening: instructions: listen carefully to the elements of

my house and circle the furniture you hear. “People think it's a crazy
T -> SS
house, could you tell me why?” For example: in my bathroom I have a
SS
desk, a sofa and a tv. The options were: shower, sofa and swing. They 2 mins
SS -> T
have to circle sofa and tell the teacher that the house is crazy because
there is a sofa in the bathroom. They will circle the words individually,
but they will do the speaking part together with the teacher.
author.
My ideal home: students will complete a worksheet where they have to

draw and describe what their ideal home has. In the worksheet they 4 mins
will find the grammatic structure to use “In my ideal home there is......,
there are......” and empty space to write more things and to draw their
homes.
Wrap-up 5 min
Vocabulary: rooms in Present your ideal house: students will compare their answers in the 3 mins SS -> SS
the house, house previous activity with a classmate. They will see what rooms and
furniture furniture are in both homes, what is not in either house, or what the
Grammar: there differences are between the two homes. Then, each pair of students
is/there are will present their ideal homes to the rest of the students.
Speaking, reading and Kahoot to review: to finish the lesson, the teacher will do a quick
SS
writing. review of the grammar and vocabulary using a Kahoot. Students will 2 min
work in pairs and use an electronic device (a tablet) to play the review
game. In the Kahoot will appear 7 questions with pictures as: In my
bedroom (picture with a bed) there is a… (bed, fridge, sink, swing);
There is a sofa, a lamp and a tv in my... (bedroom, living room,
bathroom, garden).
author.
Teacher(s) Reflection
What I/We think went well
What I/We would do differently next time
author.

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AD3 Methodologies

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Andrea de Miguel, Gabriela Pérez, Ana Salvatierra 1 Dr.

 Class group description: 18 students, aged 7-8, mixed sex classroom

Target Language and Skills

‘Crazy house’ listening: instructions: listen carefully to the elements of

My ideal home: students will complete a worksheet where they have to

What I/We would do differently next time

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