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Unit 2, My Neighborhood, is designed as a full speaking unit for multilingual learners who need practical, real-world communication skills. These lessons help A1–A2 students talk about places in the community, people who help us, fun neighborhood activities, and nearby food options.
Built for kids, pre-teens, and teens, this unit provides:
✔ High-interest ESL speaking lessons
✔ Simple, structured conversation activities
✔ Guided dialogues for oral fluency
✔ Everyday vocabulary for real communication
✔ Easy-to-teach lessons for busy teachers
Teachers searching for ESL speaking lessons, conversation activities, neighborhood speaking units, or speaking worksheets for beginners will find this unit both practical and engaging.
This unit mirrors the teaching style seen in top competitors (LinguaHouse, Off2Class, ESLPals) but with a stronger emphasis on oral communication.
Students learn to talk about their daily environment—parks, libraries, playgrounds, cafés, helpers, neighborhood activities, and local food.
This unit is intentionally structured as a speaking unit:
Chat-a-Bit speaking warm-up
Short accessible paragraphs to introduce speaking vocabulary
Bold vocabulary discussed orally
WH speaking questions for every topic
4+ dialogues per lesson for pronunciation and fluency
“Would you rather…?” oral choice tasks
End-of-lesson speaking reflections
The topic is familiar to all learners, making it ideal for newcomers, mixed-age classrooms, and ELL speaking practice.
Conversation practice with peers
Asking questions and giving full-sentence answers
Sharing opinions (“I like…”, “My favorite place is…”)
Describing people, places, food, and routines
Real-life functional English used in communities
Listening to dialogue models
Paying attention during partner speaking
Responding naturally to conversational prompts
Common vocabulary needed for everyday conversations about:
Neighborhood places (park, library, coffee shop)
Community helpers (firefighters, nurses, bus drivers)
After-school activities (sports, clubs, playground fun)
Neighborhood food (street food, cafés, snacks)
Present simple for habits and routines
Describing places (“There is / There are”)
Asking and answering WH-questions
Making plans (“Let’s go…”)
Giving opinions (“I think…”, “I prefer…”)
Every lesson includes dialogues, pair work, and real communication tasks.
Students complete speaking tasks like:
Describing their neighborhood
Discussing helpers and their jobs
Talking about after-school routines
Choosing what to eat in the neighborhood
Sentence frames for beginners
Longer open-ended prompts for older students
Dialogue repetition for fluency
Visuals, predictable routines, and repeated structures help newcomers speak confidently.
Unit 2 builds on Unit 1’s foundation of personal introductions and expands into speaking about real environments and daily life.
It prepares students for Unit 3’s speaking unit about animals, and connects easily to future units on:
Food & routines
Nature
Travel
Cultural topics
It forms part of a full K–12 ESL speaking curriculum.
Speaking Objective: Students describe places in their neighborhood and explain what people do there.
Speaking Vocabulary: park, library, shop, bakery, coffee shop, relax, chat, welcome, adventure, imagination
Speaking Activities:
Neighborhood warm-up discussion
Short reading to introduce speaking vocabulary
Oral Q&A for every paragraph
4 dialogues about going out, corner shops, the library, and cafés
Ranking activity about café treats
“Before you go!” speaking questions
Speaking Benefit: Students gain practical language for describing everyday places.
Speaking Objective: Students describe community helpers and talk about jobs and responsibilities.
Speaking Vocabulary: emergency, protect, escape, litter, confident, patient
Speaking Activities:
Speaking warm-up about people they admire
Readings about firefighters, doctors, nurses, teachers, and bus drivers
Vocabulary used in oral discussion
4 helper-focused dialogues
“Would you rather…?” helper speaking choices
Speaking Benefit: Builds oral fluency around safety, school life, and community workers.
Speaking Objective: Students talk about after-school fun, sports, playgrounds, cafés, and community centers.
Speaking Vocabulary: hang out, court, energy, simple, club, take a break
Speaking Activities:
Conversation warm-up about free time
Short speaking passages followed by WH-questions
Dialogues on clubs, cafés, plans, and weekend boredom
“Would you rather…?” activity for more speaking
Speaking Benefit: Supports natural conversation about routines and social life.
Speaking Objective: Students describe favorite snacks, places to eat, and food traditions.
Speaking Vocabulary: convenient, fresh, cheap, order, pastry, tradition
Speaking Activities:
Warm-up about snacks and eating out
Speaking questions after each reading
Dialogues on convenience stores, street food, bakeries, and restaurants
Discussion about family food traditions
“Would you rather…?” food conversation tasks
Speaking Benefit: Great for describing food and practicing real-life oral communication.
Use visuals to support vocabulary and help beginners speak.
Encourage students to compare neighborhoods from different countries.
Allow newcomers to build sentences using frames (“In my neighborhood, there is…”).
Recycle dialogues by changing characters, places, or details.
Use role-plays to turn each reading into a speaking performance.