Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

📚 HELLO ENGLISH
Detailed Lesson Plan — Week 7
🏠 My Home | CEFR A1 | Beginner | 3 Sessions × 60 Minutes

Topic My Home — Rooms, Furniture & Prepositions of Place

Level CEFR A1 — Complete Beginner
Age Group Elementary School Children
Sessions 3 sessions × 60 minutes (Monday / Wednesday / Friday)
Weekly Goal Students can name rooms and furniture, use prepositions of place, and
describe their home
Key Vocabulary Living room, bedroom, kitchen, bathroom, garden | Sofa, table, chair, bed,
wardrobe, fridge, bath, window, door, lamp, bookshelf
Grammar Focus Prepositions: in, on, under, next to, behind, in front of | The ___ is in the
___. | Where is the ___?
Review W1–W6 Colors ('a blue sofa') + numbers ('two bedrooms') + family ('mum is in the
kitchen') + food ('food is in the fridge') recycled
Digital Tools Kahoot (rooms quiz), Nearpod (furniture placement activity), YouTube
(home song)
Craft Output My Dream Home — a hand-drawn floor plan with labelled rooms and
furniture

📅 3-SESSION OVERVIEW AT A GLANCE

Session 1 Session 2 Session 3

Focus Rooms of the Home Furniture & Where Is It? My Dream Home

Key Vocab Living room, bedroom, Sofa, table, chair, bed, All rooms +
kitchen, bathroom, fridge, wardrobe, lamp, furniture +
garden bookshelf prepositions
Grammar This is the ___. / I sleep The ___ is Where is the
in the ___. in/on/under/next to ___. ___? It is ___.
Main Act. Room flashcard mime Furniture treasure hunt Dream Home
game floor plan craft
Closing Home tour song Kahoot rooms & furniture Home tour
quiz presentation

SESSION 1 Rooms of the Home — Monday

🎯 Session Objectives

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

• Name 5 rooms: living room, bedroom, kitchen, bathroom, garden

• Say what they do in each room: 'I sleep in the bedroom. I eat in the kitchen.'
• Use 'This is the ___' to describe rooms in a home
• Connect rooms to family members: 'Mum is in the kitchen. Dad is in the living room.'

📦 Materials Needed
• Room flashcards: living room, bedroom, kitchen, bathroom, garden (large, detailed illustrations)
• Action cards: sleep, eat, cook, wash, play (to pair with each room)
• Simple house outline drawn on board or printed handout (blank rooms to label)
• YouTube: 'In My House' song or 'Rooms in a House' chant (Super Simple Songs or similar)
• Whiteboard for sentence building
• Sticker reward chart

🕐 MINUTE-BY-MINUTE SESSION PLAN

Warm-Up: Full Review Routine (W1–W6)

• Greeting routine — two student pairs lead together today.
• Quick W6 food blast: teacher holds up food flashcards — students say 'I like ___!'
or 'I don't like ___!'
• Restaurant recap: a student volunteers to be the waiter — teacher orders food.
• Tell students: 'Today — MY HOME! Where do YOU live? What rooms do you
0–7 min have?'
• Ask: 'Where do you sleep? Where do you eat?' — students respond in their own
language. Say the English room name.

💡 Teacher Tip: Connecting rooms to personal routines ('where do YOU sleep?') immediately
makes the vocabulary meaningful. Students don't just learn abstract words — they connect
English directly to their own lived experience at home.

🎵 Rooms in a House Song / Chant

• Play a 'Rooms in a House' chant or song on YouTube — or create your own
simple chant:
• 'Living room, living room — I watch TV! Bedroom, bedroom — I go to sleep!'
• 'Kitchen, kitchen — I eat my food! Bathroom, bathroom — I wash up good!'
• 'Garden, garden — I run and play! These are the rooms in my house today!'
7–15 min • First time: students listen and look at matching flashcards on the board.
• Second time: students clap and join the chant.
• Third time: students do actions for each room (mime watching TV, sleeping,
eating, washing, running).

💡 Teacher Tip: If you can't find a suitable song online, create a simple chant yourself —
even a basic rhyming pattern is enormously effective. Young learners respond to rhythm and
repetition far more than to complexity. Your own enthusiasm makes any chant work!

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

📖 Room Flashcard Introduction + Actions

• Hold up 'living room' — 'LIVING ROOM! This is the living room.' — mime watching
TV and relaxing.
• Students repeat and mime sitting on a sofa watching TV.
• Hold up 'bedroom' — 'BEDROOM! This is the bedroom.' — mime sleeping, hands
together under cheek.
• Hold up 'kitchen' — 'KITCHEN! This is the kitchen.' — mime cooking and eating.
• Hold up 'bathroom' — 'BATHROOM! This is the bathroom.' — mime washing face
and brushing teeth.
• Hold up 'garden' — 'GARDEN! This is the garden.' — mime running and playing
15–28 min outside.
• Teach sentences: 'I sleep in the BEDROOM. I eat in the KITCHEN. I wash in the
BATHROOM.'
• Write sentences on board — students fill in the blank: 'I ___ in the ___.'
• Connect to family: 'Where is Mum? She is IN THE KITCHEN! Where is baby? In
the BEDROOM!'
• Students make their own sentences about family members in rooms.

💡 Teacher Tip: The family connection ('mum is in the kitchen') is a beautiful bridge between
Week 3 and Week 7. Students are recycling family vocabulary while learning room
vocabulary — two skills reinforcing each other simultaneously.

🎮 Room Mime Guessing Game

• Teacher mimes an activity — students guess the ROOM: mime sleeping →
students call 'BEDROOM!'
• Mime cooking → 'KITCHEN!' Mime brushing teeth → 'BATHROOM!' Mime
watching TV → 'LIVING ROOM!'
• Student volunteers come to the front and mime — class guesses the room.
• Reverse: teacher calls a room — students mime what they do there.
• Pair game: Student A mimes — Student B says the full sentence: 'You are in the
28–42 min KITCHEN!'
• Speed round: students mime as many rooms as possible in 30 seconds.
• Challenge: mime TWO activities from different rooms — class must say BOTH
rooms.

💡 Teacher Tip: Mime games work brilliantly for rooms because the activities associated with
each room are so distinctive. A student miming toothbrushing will never be confused with
someone miming cooking. The activities anchor the rooms in a way that abstract flashcards
alone cannot.

42–52 min 🏠 Label My House Activity

• Give students a blank house outline handout with 5 empty rooms.
• Students write the room name in each room (using the board as reference).
• They draw one activity happening in each room — 'Draw yourself sleeping in the
bedroom!'
• Add a family member to 2 rooms: 'Draw Mum in the kitchen. Draw Dad in the
living room.'
• Color each room a different color: 'What color is your bedroom? My bedroom is

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

blue!'
• Walk around and ask: 'What room is this? What is happening here? Who is in this
room?'

🎮 Room Flashcard Relay Race

• Divide class into 2 teams. Lay all 5 room flashcards face up at the front.
• Teacher calls a room — first student from each team races to slap the correct
52–57 min flashcard.
• Winner must say a full sentence: 'This is the BEDROOM. I sleep in the bedroom!'
• Next students step up — repeat for all 5 rooms.
• Winning team: extra stickers, but everyone plays and everyone gets a sticker.

🎵 Goodbye Routine + Preview

• Chant the rooms one final time together: 'Living room! Bedroom! Kitchen!
Bathroom! Garden!'
57–60 min • Goodbye routine — each student says which room they will go to when they get
home.
• Stickers for everyone. Preview: 'Wednesday — FURNITURE! Sofa, bed, fridge!
And WHERE is everything?'

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

SESSION 2 Furniture & Where Is It? — Prepositions of Place — Wednesday

🎯 Session Objectives
• Name 8 furniture items: sofa, table, chair, bed, wardrobe, fridge, lamp, bookshelf
• Use prepositions of place: in, on, under, next to, behind, in front of
• Ask and answer: 'Where is the ___?' → 'It is ___ the ___.'
• Describe furniture placement in a room using full sentences

📦 Materials Needed
• Furniture flashcards: sofa, table, chair, bed, wardrobe, fridge, lamp, bookshelf (large
illustrations)
• Preposition demonstration props: a small box and a pencil (for showing in/on/under/next to)
• Printed room scene cards (a picture of a room with furniture in various positions)
• Treasure hunt clue cards (hidden around the classroom — each clue uses a preposition)
• Nearpod: drag-and-drop furniture placement activity
• Kahoot quiz — 12 questions: rooms, furniture, and prepositions
• Sticker reward chart

🕐 MINUTE-BY-MINUTE SESSION PLAN

Warm-Up: Room Review + Session 1 Blast

• Greeting routine — students respond confidently.
• Room chant together — with all actions.
0–8 min • Quick mime drill: teacher mimes a room activity — students call the room.
• Sentence challenge: teacher points to a student — they make a sentence: 'I eat in
the kitchen!'
• Tell students: 'Today — FURNITURE! And WHERE is it? In? On? Under? Let's
find out!'

8–20 min 📖 Furniture Flashcards + Preposition Introduction

• Hold up 'sofa' — 'SOFA! The sofa is in the LIVING ROOM!' — mime sitting on a
sofa. Students repeat.
• Hold up 'table' — 'TABLE!' — mime eating at a table. Students repeat.
• Hold up 'chair' — 'CHAIR!' — mime sitting on a chair. Students repeat.
• Hold up 'bed' — 'BED! The bed is in the BEDROOM!' — mime sleeping. Students
repeat.
• Hold up 'wardrobe' — 'WARDROBE! My clothes are in the wardrobe.' — mime
opening and choosing clothes.
• Hold up 'fridge' — 'FRIDGE! Food is in the fridge!' — mime opening fridge and
taking out an apple (W6 food!).
• Hold up 'lamp' — 'LAMP!' — mime switching on a lamp. Students copy.
• Hold up 'bookshelf' — 'BOOKSHELF! Books are on the bookshelf.' — mime taking

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

out a book.
• NOW — prepositions: use a box and pencil to demonstrate each one physically:
• 'IN — the pencil is IN the box.' (put it inside) Students say 'IN!'
• 'ON — the pencil is ON the box.' (rest it on top) Students say 'ON!'
• 'UNDER — the pencil is UNDER the box.' (slide it under) Students say 'UNDER!'
• 'NEXT TO — the pencil is NEXT TO the box.' (place it beside) Students say
'NEXT TO!'
• 'BEHIND — the pencil is BEHIND the box.' Students say 'BEHIND!'
• Students use their own pencil and book to practice each preposition.

💡 Teacher Tip: The physical box-and-pencil demonstration is the gold standard for teaching
prepositions. Abstract words like 'behind' and 'next to' become instantly clear when students
can see and feel the spatial relationship. Always use real objects — never just words on a
board.

🎮 Classroom Furniture Treasure Hunt

• Before class: hide 6 small clue cards around the room with sentences like: 'Look
UNDER the teacher's table!' / 'Look ON the blue chair!' / 'Look BEHIND the door!'
• Tell students: 'There are hidden clues in this room! Read the clue — find the
treasure!'
• Each clue leads to the next. Final clue leads to a small 'treasure' (sticker sheet or
sweet).
• Students work in pairs — read each clue aloud using the preposition: 'Under the
20–35 min table!'
• After finding all clues: review each location — 'Where was clue 1? It was UNDER
the table!'
• Students then hide their own pencil and write a clue for their partner: 'My pencil is
___ the ___.'

💡 Teacher Tip: The treasure hunt is one of those rare activities where students are so
excited about the game that they forget they are doing grammar practice. By the end they
have read and produced 10+ preposition sentences without ever feeling like they were
drilling. This is communicative grammar teaching at its finest.

35–47 min Room Scene Description Activity

• Give pairs a printed room scene card (a detailed picture of a bedroom or living
room).
• Model: 'The sofa is in the living room. The lamp is next to the sofa. The cat is
under the table!'
• Pairs describe their room scene to each other — at least 5 sentences each.
• Nearpod activity: show a room — students drag furniture into positions and
describe where they put it.
• 'I put the bed NEXT TO the window. I put the lamp ON the table.'
• Class shares: 'Tell me one sentence about your room!' — students describe their
Nearpod room.

💡 Teacher Tip: The Nearpod drag-and-drop is powerful because students are making
decisions about placement — not just describing a pre-existing arrangement. When students

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

choose where to put the furniture, they have genuine ownership of their sentences.

🎮 Kahoot: Rooms, Furniture & Prepositions

• Kahoot — 12 questions: room identification, furniture vocabulary, preposition
sentences, 'where is the ___?' questions.
• Include picture questions: a room scene with an arrow pointing to furniture —
47–55 min 'Where is the cat?'
• Include: 'Which is correct? — The book is in/on/under the table.' (show a picture
for reference)
• Between questions: teacher moves an object — students describe where it is.
• Final scores: celebrate all. Extra sticker for top 3.

Goodbye Routine + Preview

• Students say goodbye using a preposition: 'Goodbye — I am going TO my
bedroom!'
55–60 min
• Stickers for effort and participation.
• Preview: 'Friday — we design our DREAM HOME! Any rooms you want! A
swimming pool? A cinema room? Let's imagine!'

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

SESSION 3 My Dream Home — Floor Plan Craft & Home Tour — Friday

🎯 Session Objectives
• Use all Week 7 vocabulary: rooms, furniture, and prepositions in connected sentences
• Design and draw a dream home floor plan with labelled rooms and furniture
• Give a 'home tour' presentation using: 'This is my ___. The ___ is ___ the ___.'
• Write a 5-sentence home description as their Week 7 portfolio piece

📦 Materials Needed
• Large blank paper (A3) or grid paper for floor plan drawing
• Pencils, rulers, crayons, and markers
• Printed furniture cut-outs (optional — students can draw their own)
• Sentence frame strip on board: 'This is my ___. The ___ is in/on/next to the ___. I like my home
because ___.'
• Word bank: all rooms + furniture + prepositions + adjectives (big, small, cosy, modern, colourful,
clean)
• Floor plan example (teacher's own dream home drawn on board as a model)
• Sticker reward chart + portfolio wall space

🕐 MINUTE-BY-MINUTE SESSION PLAN

Warm-Up: Full Week 7 Review

• Greeting routine — a student trio leads today.
• Room chant + actions — fast version!
• Preposition blast: teacher places an object somewhere — students say the full
sentence instantly.
• Partner quiz: Student A says a room — Student B names 2 pieces of furniture in
that room.
0–7 min • Tell students: 'Today — YOUR dream home! Any rooms you want! Be creative!'
• Ask: 'What would your DREAM home have? A swimming pool? A game room? A
room full of food?!'

💡 Teacher Tip: The 'dream home' concept removes all constraints — students can design
anything. This open creativity produces the most enthusiastic and memorable language
production of the week. The sillier and more ambitious the dream, the more language it
generates!

7–17 min 📖 Model: My Dream Home Floor Plan

• Draw your own dream home floor plan on the board — make it fun and creative!
• Include: a bedroom, kitchen, living room, AND something creative (cinema room,
swimming pool, pizza room!).
• Label each room as you draw: 'This is my BEDROOM. This is my KITCHEN.'

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

• Add furniture: 'The bed is next to the window. The sofa is in front of the TV.'
• Describe it: 'My dream home is big and colourful. I love my home because it has a
PIZZA ROOM!'
• Write the sentence frame on the board — students copy into their books.
• Build the word bank together: students suggest rooms and furniture — add to the
board list.
• Pair discussion: 'What is in YOUR dream home? Tell your partner!'

💡 Teacher Tip: Drawing your own dream home on the board with enthusiasm and creativity
sets the tone perfectly. Include one genuinely silly or extravagant room (a chocolate fountain
room! a room just for sleeping!) — students will laugh and immediately be inspired to out-
dream you.

🎨 My Dream Home Floor Plan Craft

• Give each student a large sheet of paper (A3 or two A4 sheets taped together).
• Step 1 (5 min): students plan their home — how many rooms? What rooms?
Sketch lightly in pencil.
• Step 2 (10 min): students draw the floor plan outline — walls, rooms, doors, and
windows.
• Step 3 (10 min): students draw furniture inside each room — beds, sofas, tables,
fridges.
• Step 4 (8 min): students label everything — room names, furniture names, any
extra labels.
17–45 min • Step 5 (5 min): students colour each room and furniture — recycling Week 2
colors throughout.
• Teacher circulates constantly — asking questions: 'What room is this? Where is
the sofa? How many bedrooms do you have?'
• Encourage cross-week connections: 'Draw food in the kitchen! Draw your family in
the living room! Draw your pet in the garden!'
• Early finishers: add a speech bubble to a family member in a room — 'Hello! I am
Mum. I am in the kitchen. I am cooking!' (W1 + W3 + W7 all together!)

💡 Teacher Tip: The instruction to add food in the kitchen, family members in rooms, and
pets in the garden transforms this from a Week 7 activity into a beautiful cumulative review of
Weeks 1–7. Each week's vocabulary finds a natural home (literally!) in the floor plan.

45–55 min 🎤 Home Tour Presentations

• Students become a 'Tour Guide' for their dream home.
• Script on board: 'Welcome to my dream home! This is my ___. The ___ is ___ the
___. I like my home because ___.'
• Pairs first: Student A gives a tour of their floor plan to Student B — pointing to
each room.
• Student B asks ONE question: 'How many bedrooms do you have?' or 'Where is
the kitchen?'
• Volunteer tour guides present to the whole class — hold up the floor plan proudly.
• Class response after each tour: 'What a beautiful home! I want to live there!'
• Give every tour guide a 'Dream Home Designer' sticker.

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

💡 Teacher Tip: The Tour Guide role gives students an exciting identity and a clear
communicative purpose. They are not reciting memorised sentences — they are showing
someone around a place they designed and love. Authentic ownership produces authentic
language.

🎉 Week 7 Celebration & Portfolio Wall

• Display floor plans on the portfolio wall: 'Week 7 — Our Dream Homes!'
• Gallery walk: students browse 2 classmates' homes and say one thing: 'Oh! A
swimming pool! Amazing!'
• Class count: 'How many dream homes on the wall? Count them! How many
55–60 min
bedrooms in total?'
• Room chant one final time — everyone joins with full energy.
• Countdown goodbye: '3 rooms, 2 doors, 1 home — GOODBYE, everyone!'
• Stickers for ALL. Preview: 'Week 8 — CLOTHES and WEATHER! Shirt, dress,
sunny, rainy! Very fun!'

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

📝 TEACHER NOTES & ADAPTATION GUIDE

🌟 Week 7 Success Checklist

☐ Session 1: Students can name all 5 rooms and say what they do in each room

☐ Session 1: Students can say 'I sleep in the bedroom / I eat in the kitchen' correctly

☐ Session 1: Students can connect family members to rooms: 'Mum is in the kitchen'

☐ Session 2: Students can name 8 furniture items and place them in correct rooms

☐ Session 2: Students can use all 5 prepositions: in, on, under, next to, behind

☐ Session 2: Students completed the treasure hunt using preposition clues

☐ Session 3: Dream home floor plan is complete with labelled rooms and furniture

☐ Session 3: Every student gave at least a pair Home Tour presentation

☐ All sessions: Vocabulary from Weeks 1–6 recycled naturally in context

🔗 Language Recycling: Weeks 1–7 Together

• Greetings (W1): 'Welcome to my home! My name is ___. Please come in!'

• Numbers (W2): 'My home has THREE bedrooms and TWO bathrooms. I have FIVE chairs!'
• Colors (W2): 'My bedroom is blue. My kitchen is yellow. I have a red sofa!'
• Family (W3): 'My mum is in the kitchen. My dad is in the living room. My baby is in the bedroom.'
• Animals (W4): 'My dog sleeps under my bed. My cat sits on the sofa. My fish is in a bowl on the table!'
• Food (W6): 'There is food in the fridge. I eat in the kitchen. I like pizza!'
• Body Parts (W5): 'I wash my face in the bathroom. I rest my feet in the living room!'

🔄 If Students Finish Early

• Add a garden to the floor plan — draw flowers, a tree, a swing, and label everything.
• Write a short home poem: 'In my bedroom I sleep and dream / In my kitchen there is chicken and cream / In
my living room I sit and play / In my bathroom I wash every day!'
• Design a room for a specific family member: 'This is Grandma's room. It has a big soft bed and a
bookshelf.'
• Compare homes: 'My home has 3 rooms. My friend's home has 5 rooms. My dream home has 10 rooms!'

🆘 If Students Struggle

• Prepositions: in/on/under are the priority. Teach next to and behind as bonus words for faster students.
Always use a physical demonstration — never rely on words alone.

Hello English Program | Activity-Based Learning | Elementary Students

Hello English | Week 7: My Home | A1 Beginner | 3 Sessions × 60 min

• 'In front of' is two words and can confuse beginners — introduce it last and separately if needed.
• Floor plan drawing: some students struggle with spatial planning. Offer a pre-divided template (blank boxes
already drawn for each room) so they can focus on labelling and describing rather than drawing
architecture.
• Presentation nerves: for the home tour, allow students to point to rooms silently while teacher narrates —
then echo the sentence back. Gradual release works beautifully here.

🏠 Homework Suggestion (Optional)

Home Scavenger Hunt: students walk around their real home and find one object in each room. They draw and
label it with its location: 'The lamp is on the table in the living room. The fridge is in the kitchen. My cat is under my
bed!' This connects classroom vocabulary directly to their real home environment and makes the language
immediately useful.

🏠 Home is where the heart is — and now your students can describe it in English! 🏠

Hello English Program | Activity-Based Learning | Elementary Students