Level 1

Lesson 5
Where Are
You?
Topics Prepare Before Class

Asking about location Images of students studying in different

Naming places and activities locations
Naming rooms in a house

Learning Strategy Goals

Plan to learn
Grammar: BE + location
Speaking: BE + location
Pronunciation: Question intonation

Day 1

Introduce the Lesson Topic

Say, “Today we will learn about naming places, such as rooms in a house. We will also
learn how to ask where to find places.”

Present the Conversation

Play the video or ask a few students to read the conversation. Tell students that the video
will show four rooms in a house.

Tell students to repeat the following sentences when the video pauses or after listening to
the conversation read aloud.
Main Video Script – Lesson 5

1. Listen: 2. Listen:
I am in the living room. We sleep in the bedroom.
I relax in the living room I wash in the bathroom.
Speak: Speak:
(Image of Anna in the kitchen) Now you try it. Say where you are.
I am in the ___________. We _________ in the _______.
(Image of Anna in the living room) I _______ in the ________.
I relax in the ________ _________.

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 Day 2
Teach Key Words

Have students listen to the Speaking Practice video and say the words or repeat after you.

After the key words, the video teaches about places. Some places, like “upstairs” have no
preposition. Point out the lines in the video: “I am in the kitchen” and “Let’s go upstairs.”
Ask students to make sentences with other locations.

Speaking Practice Script – Lesson 5

1. Talking about location 2. (Image of Anna walking up stairs)
Where + BE + pronoun I am upstairs.
Where are you? (Image of Anna in the kitchen)
Where ____ _____? (you) I am in the kitchen.
We usually use a preposition, like “in,” with Now you try it.
a location. Some locations, like “upstairs,” I am ____________. (in the kitchen)
have no preposition.

Ask students about the location of places in your school. Tell them to use the word “in.”
Here are some possible questions and answers:
“Where are the books? - In the library / bookshelf”
“Where do we eat? - In the cafeteria / lunch room / yard.”
“Where is the principal? – In the office.”

Pronunciation Practice
The Pronunciation Practice video teaches two ways to ask a question. The first way is
to make your voice go up. For example, “You are in the kitchen?” The second way is to
change the order of the subject and verb. For example, “Are you in the kitchen?”

Pronunciation Practice Video Script - Lesson 5

1. To ask a question, use a rising tone 2. Questions can change word order.
of voice. Listen:
Anna? Where are you? You are in the kitchen. (Graphics show ‘are’
A statement with a rising tone be- and ‘you’ changing places.)
comes a question. Are you in the kitchen?
Listen: Now you try it. Make your voice go up at the
You are in the kitchen? end.
Now you try it. Say “You are in the Are you in the kitchen?
living room” with a rising intonation.
You are in the living room?

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 Day 3

Learning Strategy

Tell students that in today’s lesson, they will learn how to plan their learning. Explain to
students that when we study, we should think about how we learn best. Because we are all
different, we have different needs. Some people like to study in a café, with noise around
them. Other people like to study in a quiet place.

Ask students to think for a few minutes about how they study best. Then ask them to tell
you about where they like to study. Let several students respond.

Tell students that in this lesson, they are going to learn how to name rooms in a house and
say what they do in each room. By the end of the lesson, they will also be able to plan how
and where to study well.

Learn the Rooms in a House

Show students the images from the Resources section under the heading, How do you
study best? Say, “Think about how you learn best. Do you like to study alone? Or with a
friend? Maybe you like working in a small group.” Cut out the first row of pictures and put
each of the three pictures in a different corner of the room. These are:

After placing the images, explain, “These are our groups: 1. study alone; 2. study with a
friend; and 3. study in a group.” If the room is large, draw the locations on the board and
number them to make them clear to students.

Ask, “What do you like to have around you? Do you like to have some music playing? Or
do you like a quiet place?”

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 See the Resources section for copies of these images. Place a copy of each of the images
in the first three locations.

Continue, “In a minute, I will ask you to choose a group. Go to it and choose a picture to
stand by - quiet, music or busy. Ask one or two others near that picture to study with you
today. Your job is to learn how to say, in English, the names of four rooms and what people
do in the rooms.” Tell students they will work alone or in groups to learn how to say the
names of the rooms and the activities.

Give students the “Rooms in a House” sheet from the Resources section and these
directions:

1. Take your paper and a pen, stand up and go to the place that matches you. Talk with
the other students in your corner.
2. If you are in the ‘study alone’ corner, you can sit down there and begin studying alone
for five minutes. Then work with a partner to practice what you learned.
3. In the other groups, make pairs or a small group to work on your assignment for this
class.

If students do not form groups, move around the room matching up students until
everyone has either settled to work alone or with a group or partner.

Call students’ attention. Say, “Let’s come together again. Show me how well your study
plan worked.” Have several groups or pairs of students ask and answer questions about
the rooms in a house.

Ask what students think about the strategy Plan to Learn. Were they in a quiet or busy
group? Could they study well? Did they work alone or with a friend? Did the activity
become easier working with a friend or in a group?

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 Day 4

Activity – Things in a House

Give students the Activity Sheet, which is similar to “Rooms in a House” used in the
previous activity, but with objects in the room. Ask them to write the name of each room
in the blank space next to it. They can write the names of the objects or draw things in
the room itself. Tell students to compare with a partner’s sheet. Ask students to tell their
partner about three things in their drawing, using the words they have learned so far. For
example:

The bed is upstairs in the bedroom.
The table is in the kitchen.
The sofa is in the living room across from the television.
The bathroom is next to the bedroom.

Listening Quiz
Give each student a paper copy of the listening quiz. Play each question’s video and pause
for students to answer. Ask students to choose the correct answer.

If not using the video, read the sentences below aloud.

1. Anna says, “My friend Marsha is at her friend’s house.”

2. Marsha says, “Anna, where are you?”
3. Anna says, “I am in the bathroom.”
4. Anna tells her, “I am in the kitchen.”
5. Marsha says, “I am in the bedroom.”
6. Anna says, “Let’s go upstairs.”

Collect the papers or ask students to trade papers and check the answers together.

Writing

Help students prepare to write by discussing activities in places in a home where the
students live. Give an example of connecting the activities in one room, such as: “I make
dinner in the kitchen and then we eat it. After that, my husband washes the dishes.” Write
some of the words students might need on the board for students to use in their written
work.

Write the writing topic on the board:

Choose one room in your house. Write about three things you can do in the room.

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 Resources

Conversation

Anna: Hello, everyone! Today my friend Marsha is at her friend’s house.

She says it is beautiful. I want to see this house! Here we are!
Anna: Marsha, I am in the kitchen!
It is a beautiful kitchen!
Marsha: It is beautiful.
We cook in the kitchen.
Anna: I eat in the kitchen.
Marsha: We relax in the living room.
Anna: I relax in the living room.
Marsha, let’s go upstairs!
Marsha: Anna? Where are you?
Anna: Marsha, I am in the bathroom!
I wash in the bathroom.
Marsha: I am in the bedroom.
We sleep in the bedroom.
Anna: I sleep in the bedroom!

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 Key Words

bathroom - n. a room with a sink and toilet and usually a bathtub or shower

beautiful - adj. very good or pleasing; having beauty

bedroom - n. a room used for sleeping

eat - v. to take food into your mouth and swallow it

house - n. a building in which a family lives

kitchen - n. a room in which food is cooked

living room - n. a room in a house for general family use

relax - v. to spend time resting or doing something enjoyable

sleep - v. to rest your mind and body by closing your eyes

upstairs - adv. on or to a higher floor of a building

wash - v. to clean (something) with water and usually soap

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 Rooms in a House

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 Quiz - Level 1, Lesson 5 - Where Are You?
Listen. Circle the letter of the correct answer.
1. Where is Marsha today? 4. What does Anna tell Marsha?

a. Marsha is at the front of the house. a. I like chicken.

b. Marsha is at her house. b. What is in the kitchen?
c. Marsha is wearing a blouse. c. I am in the kitchen.
d. Marsha is at her friend’s house.
2. What does Marsha say? 5. Where is Marsha?

a. Andy wears shoes. a. She is in the bathroom.

b. Anna, what are you doing? b. She is in the bedroom.
c. Anna, where are you? c. She is in the ballroom.
d. Anna, this can’t be true. d. She is in the kitchen.

3. Where is Anna? 6. What does Anna say?

a. She is in the ballroom. a. Let’s go upstairs.

b. She is in the bathroom. b. Let’s sit on the chairs.
c. She is in the restroom. c. Come upstairs.
d. She is in the bedroom. d. I am on the stairs.

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 How do you learn best? Activity - Lesson 5

Cut out the images above. Place one of each into the three locations around the classroom
which are associated with studying alone, with a friend, or in a group.

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Let’s Learn English Lesson 5 56