How to teach remotely with
Here are some suggestions for how you could use the units in the Collaborate coursebooks and materials to support your online classes. For Collaborate there are two main sites where teachers and students can access resources:
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a. The Cambridge Teacher: https://www.thecambridgeteacher.es/ dashboard. The Cambridge Teacher site is available to teachers who are in centres using Collaborate. The site contains: a. Digital Collaborate b. Test Generator c. Teacher’s Resource Bank with extra grammar, vocabulary, video and communication worksheets, as well as mind maps, project work, writing templates, and the class audio. d. Additional downloadable resources such as programaciones. Students have direct access to online videos, grammar and vocabulary games, class audios and additional downloadable resources here: https://www.cambridge.es/en/catalogue/secondary/courses/ collaborate/resources
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The suggestions below are based on a combination of: > live lessons online > discussion forums moderated by the teacher > independent collaborative group tasks > individual self-access study
2
Useful tools in live classes: SCREEN-SHARING: share Presentation Plus (if you have it), image files, audio files and short video files (bandwidth permitting).
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: these are virtual rooms for small groups that can be set up as part of the main classroom. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
> giving instructions
> warmers
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> checking answers
> short discussions
> getting feedback.
> collaborative tasks.
> stimulating discussions.
Two or three short breakout room tasks each lesson add variety and allow for more interaction. To find out more about how to create and manage breakout rooms and other functions in your online class, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here
Useful tools for additional tasks outside the classroom:
3
DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
you can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo, you may want to use a wiki or a blog or other shared online space).
students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document using e.g. Google docs.
Teens This way of working may be a challenge for teens, who need encouragement and monitoring, but it is also an opportunity for them to develop skills of independent learning, self-control and routinebuilding. If you are able, try to send your students individualized messages of support and random chat, so they don’t lose a sense of connection with you. They will appreciate the personal touch, even if they don’t say so. Also, you may consider doing fewer or shorter online lessons to a whole class, but add one to one mentoring sessions to support your students personally, thus ensuring no student feels left out or overwhelmed. Creating a closed online chat group for the class will also be a good way to maintain the social aspect of lessons and get them to do more reading and writing in English! And do suggest web sites, online material, videos, songs etc. that link with lessons as well as topics you know they are interested in. If students can and want to create study groups online and do their homework together, that is fine and can help support their mental health. Working too much alone can be unhealthy if they feel isolated and anxious. If they haven’t done so already, suggest that students create a timetable for the week and try to follow it. Have a balance of work, play and exercise as well as sleep.
4
A quick overview of the coursebook unit structure. The units follow a similar pattern throughout Collaborate, and this example is representative of the tasks students are required to engage in. The sections you will want to prioritize for synchronous videoconferencing classes are shown in bold. Opening page, Lesson 1
Introducing topic, discussion, video
Lesson 2
Reading, vocabulary and grammar
Lesson 3
Vocabulary, Listening
Lesson 4
Speaking and writing
Lesson 5
Reading and Listening
The other sections can be set for self-study or collaborative pair work or groupwork outside the classroom. How much you can cover in your live classrooms depends on your schedule and the length of your online classes. Post the answers to exercises you have asked students to complete on their own online between lessons, so they can check their answers. Allow time in online lessons for students to ask questions about anything they were confused about. Giving them links to online grammar reference books and dictionaries will help develop their independent learning skills.
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Link to https://dictionary.cambridge.org/ You will probably want to plan your schedule unit by unit and use the first class of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks. In the last lesson you will want to ask students to prepare for the next unit. Be careful not to set too many tasks before the next lesson as teens will be studying a lot of other school subjects at home. Be realistic and selective. Break up the suggested lessons below and spend more time in the chat box or telling them about yourself or things you have read. They will still be practising English.
5
A suggested structure for a flipped approach A flipped approach is based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the classroom to check answers.
Here is an example plan for one unit from Collaborate Student’s Book, Level 2, which gives ideas on how to plan your own lessons. The students will be sharing ideas, answers and questions in the chat box by typing in English. Tell them in advance that this space is for communication and not to worry about language mistakes, as long as everybody gets the message. This is a good place to focus on fluency rather than accuracy. You may have managed to set up an online system that allows students to speak to the group using microphones. If so, call upon specific students to offer their ideas and make sure you ask everyone and not just the few who you think will have the answers quickly. Also ask students not speaking to mute their microphones if they are not talking to avoid too much extra noise interfering with the ability to hear what people are saying. When referring to specific exercises / activities in the course book, share that on the screen, so all the students know what is being referred to. Try to pay attention to who is NOT joining in the chat and encourage them to do by asking direct questions. Start with yes/no questions so they can build up their confidence by just writing a word or two to start with. Writing tasks: You can still set individual writing tasks for homework and ask students to email them to you. Set short tasks rather than long compositions, so that students can build up their confidence and sustain motivation.
6
5
LEARNING OUTCOMES I can …
• • • •
DREAM HOUSES
• • •
understand texts about different homes and doing household chores
VOCABULARY
describe a photograph
5.02
3 Listen again and write the words from Exercise 1 that you hear.
Furniture
write a description of a house understand how to use (not) as + adjective + as, (not) + adjective + enough and have to / don’t have to
5.01
talk about furniture and household chores
LEARN TO LEARN
1 Match the words in the box with 1–13 in the
Using spidergrams Recording words in different ways will help you remember them. One way is to create spidergrams. The shape of the spidergram can help you to remember the words later on.
photos. Then listen, check and repeat.
make spidergrams to record vocabulary, use techniques to answer multiple-choice questions and use word families
armchair bookcase carpet ceiling chest of drawers cupboard desk floor fridge picture shelves sink wardrobe
design a poster.
1 ceiling
4 Copy and complete the spidergram using the
1
words from Exercise 1 and your own ideas. Use a dictionary to help you.
2
to sit or lie on
other
Rooms 3 5 6
7
5
Describe the furniture in a room in your home. Your partner listens and draws the room.
My bedroom has a wardrobe, a chest of drawers, and two pictures on the wall …
Explore it!
• Wa Watcch an Watc nd chec ch heecck. k. Why hy did d peeo opl ple le bu build illd ho home mess in n mou unt ntai ainss?
Guess the correct answer.
• W Wh hatt otth herr unusu nu usu sual al homes om mess aree the heree? here
12
5.02
p65
GRAMMAR IN ACTION 5.3
other
COLLABORATE Name a section from your spidergram. Your partner says as many words as possible in one minute.
11
• Be Befo f re fo re yo ou u wat atcch h, wh wh her erre do o you o liv ive? e?
GRAMMAR IN ACTION 5.2
to store things
things on walls
6 Use it!
9
10
WATCH VIDEO 5.1
KICK-OFF! 5.1
Other things
Other places
8
p63
Furniture
Home
4
p66
EVERYDAY ENGLISH 5.4
The oldest bookcases in the world are 200 / 400 / 600 years old.
13
2 Listen and match the speakers (1–4) with the
p68
GLOBETROTTERS 5.5
60 D RE AM HO USE S | UNIT 5
rooms in the box. There is one extra room.
Find an interesting fact about furniture. Then write a question for your partner to answer.
bathroom bedroom kitchen living room study
UNIT 5 | D RE AM HO USE S 61
Lesson 1: BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 At the start of the lesson check in with the class
Chat box
2 Review work done recently and give feedback on
Main room
1 Start the lesson with a vocabulary game to
Chat box
on a personal level. Let them say how they are feeling and coping with being at home. Tell them how you are managing at home. anything they have sent in or on what you have observed while monitoring the breakout rooms like good ideas, collaboration, students helping each other – pick out positive things to focus on mostly and a few helpful things to correct (pronunciation, vocabulary, grammar).
Ask students to review vocabulary on the topic of houses by making a list of at least 15 words associated with the topic with a picture or description to explain meaning.
bring in the vocabulary they prepared.
Ask students to think of a word to do with houses beginning with different letters of the alphabet e.g. D / G / S / C.
2 Ask them to type the words in the chat box. Tell
them challenges are allowed if someone thinks the word is NOT connected to houses. The student who suggested it has to explain their choice.
1 Organise the students into groups in the breakout
Breakout rooms
rooms.
2 Students work in groups to discuss the questions about the picture on page 60.
3 Then take feedback as a class. 4 Share your own opinions, too.
7
Chat box
BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 Students watch the video.
Main room
2 Students discuss the questions.
Breakout rooms
3 Take ideas as a class.
Main room
1 Students listen and repeat the words in exercise 1,
Main room
1 Ask students to look at page 61.
Breakout rooms
page 61.
Students do exercise 1, page 61
2 Students work in groups to check their answers. 3 Confirm answers together.
Main room
1 Students listen to the second part of the audio
Main room
and match the speakers with the rooms.
2 Check answers together. 1 Students listen to the second part of the audio
Main room
and match the speakers with the rooms.
2 Check answers together. 1 Point out the spidergram in exercise 4 and explain
Main room
2 For ‘homework’ ask students to make a big poster
Homework
1 Students can do the Use it! picture dictations in
Chat rooms or
that this is a useful way of recording vocabulary.
(real, or virtual) of the vocabulary they collected as well as words that appear in this unit. They can add to these as they progress through the unit and then refer back to them for tests, when they need that vocabulary again and also to make sure they don’t forget it. small groups if you have chat rooms. If you don’t, you can describe a room in your house and ask students to listen and draw it.
8
Main room
3 Read the article again and correct these
READING
sentences.
A magazine article
1 The owner of Keret House is a Polish architect.
1 Look at the pictures. Describe them and discuss these questions with your partner.
2
1 What’s unusual about these homes? 3
2 Who do you think lives in them?
4
2 Read and listen to the article. Match the pictures
5.03
with the names of the houses.
Amazing
Everyone’s home is special, but some homes are really amazing…
homes
1
5
3
6
The owner of Keret House is an Israeli author. The entrance to Keret House is through the kitchen. Five people live in Nautilus House. All the rooms in Nautilus House have straight walls. The PAS House is in France. A famous architect had the idea for the PAS House.
+ The back of the house is only as wide as a large armchair.
Grammar reference p127
1 Choose the correct words. Check your answers in the article on page 62.
1 Keret House is as wide as / isn’t as wide as other houses in Warsaw. 2 Keret House is large enough / not large enough for a kitchen.
do they refer to?
3 The Mexican couple think that straight walls are as interesting as / not as interesting as curved walls.
1 an Israeli author / Keret House 2 the fridge / the sink 3 ordinary houses / The couple
2 Complete the sentences with as … as or enough and
4 the PAS house / skateboarding
the adjective in brackets.
5 the PAS House / France
1 My bedroom isn’t as big as my sister’s. (big) 2 I’m not … to reach the top shelf. I need to stand on a chair. (tall)
5 Match the words with the definitions. Use a dictionary to help you.
Keret House, Poland 1 A Polish architect designed this house for an Israeli author. It’s in a space between two apartment blocks in Warsaw. To enter the house, you climb through a trap-door in the floor of the living room. The living room is wide enough for a small sofa, but the back of the house is only as wide as a large armchair! There’s a tiny bathroom upstairs, and a tiny kitchen with a sink and a fridge 2 … but you need to stand in another room to open it! Nautilus House, Mexico Nautilus House isn’t as tiny as Keret House, but it’s also very strange. Its owners – a Mexican couple and their two children – thought ordinary houses weren’t close enough to nature. 3 They wanted their home to feel like a beautiful, colourful shell. Everything in Nautilus House is curved: the floors, the ceilings and, of course, all the furniture.
The PAS House, USA Lots of kids love skateboarding, but not many kids are as crazy about 4it as Pierre André Senizergues. Senizergues learned to skateboard at school in France and later became the world champion. He designed the PAS House as a dream home for skateboarders. You can skate in every room. You can even skate on the furniture 5there, and your mum won’t shout at you!
6
1 architect
a a home for a small sea animal
2 apartment block
b a person who writes books
3 shell
c a large building with lots of homes in it
4 author
d a door in the floor or ceiling of a room
5 trap-door
e not straight
6 curved
f a person who designs buildings
The living room is wide enough for a small sofa. They thought ordinary houses weren’t close enough to nature.
– Nautilus House isn’t as tiny as Keret house.
4 Look at the underlined words in the text. What
2
Watch video 5.2 What ’s wrong with bedroom 1? Why does the vlogger prefer bedroom 3?
GRAMMAR IN ACTION
(Not) as + adjective + as, (not) + adjective + enough
3 Is this sofa … for us all to sit on it? (wide) 4 That sports car is … a small apartment. (expensive) 5 The new colour in the living room isn’t … the old one. (nice)
3 Complete the second sentence so that it has the
same meaning as the first. Use (not) as ... as or (not) enough and the adjective in brackets. 1 We can’t put a sofa in this room because it’s too small.
5.04
4 Complete the text using a phrase with (not)
as ... as or (not) enough and the adjectives in brackets. Then listen and check.
Kids’ toys aren’t cheap these days, but not many toys are 1as expensive as (expensive) Astolat Dollhouse Castle. It’s an American dolls house – but it isn’t an ordinary one. It’s 2… (tall) a small Christmas tree and 3… (heavy) a horse. The castle was the idea of an American artist, Elaine Diehl, and it took her 13 years to build. Of course, it isn’t really a toy. It’s a work of art, and it’s 4… (perfect) to be in a museum. The furniture is 5… (small) to fit in your hand, and it’s 6… (beautiful) the furniture in a real palace. The tiny sofas and beds are 7… (soft) the real things. The books on the shelves aren’t 8… (large) to read, but they have real pages. One thing that isn’t small is the price – over $8 million! Are you 9… (rich) to buy it?
5 Use it!
Write two true sentences and two false sentences with (not) as ... as or (not) enough. Use the topics below or your own ideas.
This room isn’t large enough for a sofa. (large) 2 My room is tidier than my sister’s room.
Voice it! Discuss the questions.
My sister’s room … my room. (tidy)
1 Which house do you like most?
places in the world famous buildings famous people animals
3 A microwave is quicker than a cooker.
2 Why do you like it? 3 Do you know any other unusual houses? Describe them. Finished? p71
62 D RE AM HO USE S | UNIT 5
A cooker … a microwave. (quick)
The Amazon is as long as the Nile. Jennifer Lawrence isn’t as young as Elle Fanning.
4 My brother can’t do the ironing because he is too young. My brother … to do the ironing. (old) 5 Ellen is 18 now so she can drive a car. Ellen … to drive a car. (old)
6
Swap your sentences with a partner. Can you guess which sentences are true? COLLABORATE
Finished? p71
UNIT 5 | D RE AM HO USE S 63
Lesson 2: BEFORE THE CLASS Ask students to do the reading tasks on page 62, 1-5.
DURING THE CLASS
L O C AT I O N
1 If you can, find a picture of a house you really like.
Main room
2 Ask students to say if they agree with you.
Chat box
3 Ask students to check their answers to the
Breakout rooms
4 Check by asking students for answers in the chat
Main room
5 Deal with any problems that arise.
Chat box
1 Organise students into breakout rooms – make
Breakout rooms
Show it and say why you like it.
reading questions together.
box, or just show the correct answers and ask students to mark their own work.
sure to mix up the groups, so students are working with different classmates each lesson.
2 Ask them to discuss the questions in exercise 6
on page 62 and find out if they generally agree on what kind of house they like.
3 Take ideas as a class.
Chat box
4 Feed in language that they could be using e.g. Ah,
Main room
1 Present the target language onscreen
Main room
so you prefer X as you give feedback.
Ask students to work through exercises 1-5 on page 63.
(Presentation Plus or a slide).
2 If possible, use pictures to clarify meaning. 3 Drill sample sentences, (model and ask students
to repeat after you) e.g. It’s not large enough for a kitchen.
9
BEFORE THE CLASS
DURING THE CLASS
1 Show the video and ask students to fill in the
L O C AT I O N Main room
sentences at the top of the page.
2 Check the answers together. 1 Ask students to check their answers together in
Breakout rooms
2 Show the correct answers on screen and let
Main room
groups.
students mark their own work.
3 Take any questions from students if they are not sure why they got an answer wrong.
1 Quiz time
Main room
Say and / or display statements on screen. For example: Is Mount Fuji higher than Mount Everest? (choose information that students are likely to know about from other school subjects) Is X student as tall as Y student? Is our school playground small enough to fit into a football field etc. If you have a polling function on the platform you are using, get students to show their answers there.
2 In groups students prepare 5-7 questions to
Breakout rooms
3 They ask their questions to the rest of the class,
Main room
ask the rest of the class using a variety of the structures they have practised. who again poll / vote for their answers.
4 Give feedback and pick out any common errors to do a correction spot on.
1 Students research unusual houses online and write a short report on the most unusual house they can find, including pictures, and share it with the rest of the class.
10
Homework
VOCABULARY AND LISTENING Household chores 5.05
4 Look at the diagram. Does the information
Have to/don’t have to
surprise you?
Then listen, check and repeat.
Do UK teenagers help with household chores?
clean (the kitchen) do the ironing do the washing do the washing up empty (the washing machine) load the dishwasher make your bed tidy up (the living room) vacuum (the carpet)
11% a lot 51% not at all
1 do the ironing 2
3
4
5
6
7
8
5.07
6
COLLABORATE Read the questions in Exercise 6. Discuss with a partner which answers are probably wrong.
EXAM Listen to the interviews and choose the correct answers.
1 In the kitchen, Cindy … a cooks every day.
2 Kim and her sister help with the household chores …
Then listen and check.
you please help Hi kids, I’m working all day today. Can I’m out? with some things around the house while 2 the dishwasher with Ollie: Please 1clean the kitchen and … you also 3… up the the plates and cups from breakfast. Can 4 living room, please, and … the carpet? 5 bed. Then can you Mia: Tidy up your bedroom and … your still in the are clothes 6 The me? for please … the ironing 7 washing machine, so … that first. Dad Thanks, kids. I’ll see you this evening. Love,
3 Use it!
How often do you do the chores in Exercise 1? Write your answers and compare with your partner.
b loads the dishwasher.
c does the washing up.
2 Complete the note with verbs from Exercise 1. 5.06
a every morning.
b at the weekend.
C during school holidays. 3 Kim doesn’t like … a cleaning the bathroom. b vacuuming the living room. c practising the piano. 4 When Tim does the ironing, he likes … a listening to music.
b moving around.
c doing his homework. 5.07
7 Listen again and check your answers. 8
I don’t have to load the dishwasher
?
He/She/It He has to keep his room tidy. He doesn’t have to do much.
Do you have to do the washing up?
Does Liam have to help your parents?
Yes, I do. / No, I don’t.
Yes, he does. / No, he doesn’t. Pronunciation p142–143
3 Complete the sentences with the correct form of have to
correct form of have to.
Answering multiple-choice questions Before you listen, read the questions and options carefully. It’s helpful to try to guess the correct answers before you listen.
9
I have to clean the kitchen
–
1 Complete the sentences with the
LEARN TO LEARN
5
I/You/We/They +
Grammar reference p127
38% a little
1
Watch video 5. 3 How does Syd from Brazil help in the restaurant? What does Harumi have to clean?
GRAMMAR IN ACTION
Street interviews
1 Match the phrases in the box with the pictures.
Voice it! Discuss. At what age should children should begin to help with chores at home? Why?
64 D RE AM HO USE S | UNIT 5
and a verb from the box.
1 Cindy has to (+) tidy up the kitchen.
do help go learn take
2 Cindy … (–) load the dishwasher.
2 My brother … with cleaning the house because he’s only four years old.
4 They … (–) do housework on school days.
3 All the students in this music school … the piano. 4 I … the ironing on Saturdays and it’s so boring.
5 Liam … (–) help a lot.
5 … your mum … at the weekends?
6 Tim … (+) do the ironing.
6 … you … your dog for a walk every morning?
2 Choose the correct answer.
1 I … do the gardening this weekend because my parents are on holiday. a has to c doesn’t have to
b have to
2 … to do a lot of homework at the weekends? a Does you have b Do you have c Do you has 3 We … go to school on Monday because it’s a national holiday. a don’t have to c have to
b doesn’t have to
4 Dad … do the cooking in the evenings because Mum works then. a has to c doesn’t have to
work
1 The children don’t have to go to school in summer.
3 Kim and Maisie … (+) do a lot of homework.
5.10
4 Complete the text with the correct form of have to and the verb in brackets. Then listen and check.
Do you have to help (help) with the
1
housework? 2… you … (tidy) your bedroom or clean the kitchen? 13-year-old Martha Pinter and her 9-year-old brother Ben 3… (do) more than most young people of their age. They live on a farm in Queensland, Australia, and all the family 4… (share) the work. Martha 5… (get up) early to milk the cows. In spring, she also 6… (look after) the new lambs – that’s her favourite job. Ben 7… (collect) the hens’ eggs before breakfast. However, Martha and Ben 8… (not catch) the bus to school every day. There isn’t a school near their farm, so they 9… (have) all their lessons at home.
b have to
5 Alex and Jo … tidy up their room every week. a doesn’t have to b has to c have to
5 Use it!
Write five questions to ask your partner using have to. Take turns to ask and answer your questions.
Does your dad have to do the ironing at the weekend? Finished? p71
UNIT 5 | D RE AM HO USE S 65
Lesson 3: BEFORE THE CLASS Students review the vocabulary in exercise 1 on page 64 and check if they are not sure of meanings.
DURING THE CLASS
L O C AT I O N
1 Tell students you have had a busy morning – you
Main room
2 Ask students if they are helping with household
Chat room
1 Students listen to the audio, matching phrases to
Main room
did the vacuuming, cleaned the kitchen and made your bed (if possible, show this on camera. It will be funnier if you haven’t done these things and students can catch you out). chores while they are home. Ask them to share what they have been doing. the pictures in exercise 1, page 64.
2 Let students mark own answers by putting completed task up on screen.
1 Students work on exercise 2 in groups.
Breakout rooms
2 Check answers by listening to the audio.
Main room
3 Take questions, if necessary. 4 Ask students to write in the chat box one
Chat box
1 Students look at the chart in exercise 4.
Main room
2 Ask students if the information surprises them or
Chat box
statement about a chore they do most often, the rest of the class guess if that is true or false.
not.
11
BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 Ask students to read the multiple choice listening
Breakout rooms
2 Students listen and choose the correct answers.
Main room
questions carefully in groups and guess what they think will be the correct answers.
3 Check answers. 4 Ask students if it helps to guess the answers
before they listen. (It makes you think about possibilities and be ready to hear if your guess is correct or not).
Students work through the exercises 1-5 on page 65.
1 Tell students about household jobs you had to do
Main room
2 Ask students to tell you about what chores they
Chat box
3 Students watch the video and fill in the gaps in the
Main room
or didn’t have to do when you were a teen and how you felt about that.
have to and don’t have to do (don’t worry about the structures they use at the moment – the focus here is on meaning). sentences at the top of the page.
4 Check their answers and clarify meaning if necessary.
1 Students work in groups to check through their
Breakout rooms
2 Show the correct answers on screen and let
Main room
answers on page 65.
students mark their own work.
3 Take any questions from students if they are not sure why they got an answer wrong.
4 Ask students to write questions for the class
Chat box
Students think of the funniest/oddest household chores that teens could do and share them online
Homework
using the target language (e.g. exercise 6) and invite answers from the class (you can nominate students to ask the questions).
e.g. we have to find any spiders that are in the house, and put them outside for mum.
12
SPEAKING
4 Match the phrases in the Everyday English box
Discussing a photo 5.11
with their meanings.
1 I feel the same way (after a positive statement).
1 Listen to the conversation. Who likes the room
NINA: OSCAR: NINA: OSCAR: NINA: OSCAR: NINA: OSCAR: NINA:
WRITING
2 Complete the conversation with the phrases 5.11
from the Useful language box. Then listen again and check.
and the photo. What can you guess about Olivia’s dream house? Discuss with a partner.
4 It looks great.
2 Read Olivia’s description of her dream house. Match headings a–c with paragraphs 1–3.
TASK
What’s that … ?
at the bottom/top
on the left/right
in the background
3 Look at the Everyday English box. How do you say these phrases in your language?
Watch video 5.4 Ever yday English
I’m not convinced. It looks awesome!
4 Find the Useful language phrases in the
description. Which ones go at the end of a sentence? Which one goes before a noun or pronoun?
Useful language also as well as as well too
a What features has the house got? b Where is the house?
Plan your own conversation
c What is the best feature of the house?
PL AN
5 Work with a partner. Use this photo of a room or a photo of your own. Think about who the room belongs to and what is in it.
TASK
Describe your dream house
Write a description of your own dream house
to us and you could
PL AN
win a digital camera!
5 Imagine your dream house and make notes. Use the plan below.
1: Where is your house and why do you like that place? 2: What rooms, furniture and other features has your house got? 3: What makes your house really special?
WRITE
6 Write your description. SPEAK
6 Practise the conversation. Remember to include: • adjectives with (not) as … as and (not) enough • have to / don’t have to • vocabulary from this unit • the Useful language and Everyday English phrases.
1
I’d like to tell you about my dream house. It’s near the beach on a sunny island. It has to be near the sea because I love swimming.
2
The house has got big windows and a fantastic view of the sea. There’s a lovely garden, too. It’s large enough for my dog to play in and it’s also got a swimming pool. As well as a pool, there’s a skate park. Inside the house, there’s a huge fish tank in the living room. It’s full of beautiful tropical fish.
CHECKLIST
Useful language
Olivia’s house and garden in your notebook.
1 Look at the information about the competition
3 I don’t think I like it.
Hey, Nina. Look at this photo – it’s Liam’s bedroom OSCAR NINA in his new house. Oh! It looks big enough for two people. Does he have to share it? No, it’s all his. Actually, it isn’t as big as it looks. There’s a large mirror in the 1… , so it looks bigger. Oh yes, I see. 2… thing on the wall? It’s a clock. What do you think of the colour of the walls? Hmm. I’m not convinced. Really? I think it looks awesome! I don’t think much of those curtains, though. Me neither. And what’s that 3… the bottom? Is it a carpet? Yes, I think so. I quite like it. And I love those pictures 4… the left. Me too. They look great.
3 Read the description again. Draw a sketch of
A description of a house
2 I feel the same way (after a negative statement).
more, Oscar or Nina?
OSCAR:
CHECK
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COLLABORATE Work with another pair. Listen to their conversation and write examples of language they use from the CHECKLIST. Do you think the room sounds nice? Why / Why not?
Me neither. Me too.
3
CHECKLIST Remember to include: • adjectives with (not) as … as and (not) enough • have to • the Useful language phrases • three paragraphs.
CHECK
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COLLABORATE Swap your description with a partner. Have they got the items in the CHECKLIST ? What feature do you like most about your partner’s house?
But the really special thing about my house is the technology. There are robots in every room. I think they’re as intelligent as humans. They cook the meals and do the washing up. They make my bed and they tidy the living room as well. In fact, I don’t have to do any chores. That’s my dream house. Olivia Reed (14), Newcastle
66 D RE AM HO USE S | UNIT 5
Finished? p71
UNIT 5 | D RE AM HO USE S 67
Lesson 4: BEFORE THE CLASS Ask students to draw (or find) a detailed picture of their ideal bedroom.
DURING THE CLASS
L O C AT I O N
1 Tell students what you would like to have in
Main room
2 Engage them by asking if they think those are nice
Chat box
your home, e.g. a swimming pool as you love swimming, a bigger TV, a new sofa – you quite like the old one, but a huge soft one for all the family would be nice. things to have in your home.
3 Ask students to have the pictures they drew (or found) in front of them.
4 Ask them what is at the top of their picture / the bottom / on the left /right/in the background.
5 Check and clarify this key language.
Main room
1 Students listen to the conversation in exercise 1
Main room
on page 66 and fill in the gaps using the useful language from the box.
2 Check answers. 3 Check meaning of phrases in exercise 3. 4 Students do the matching task in exercise 4 on their own.
5 Check answers.
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BEFORE THE CLASS
DURING THE CLASS
1 Students describe their pictures to their groups,
L O C AT I O N Breakout rooms
taking questions.
2 Students vote on the best room. 1 If possible, ask students to practise the speaking task in pairs either online or by phone.
2 Students do the writing task on page 67 on their
own and send to you for marking (if they can work in pairs online, they can do so to complete the task).
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Homework
AROUND THE WORLD
• Do you like moving house? Why?
An encyclopaedia entry
1 Look at the photos and discuss the questions. 1 Where in the world are these homes? 2 Who lives or lived here? 3 What do you know about the homes? 5.12
2 Read and listen to the entry. Check your answers to Exercise 1.
4 Read the sentences and say T (true) or F (false).
• What does ‘ger’ mean in Mongolian?
1 The Inuit live in the Arctic Circle.
• Would you like to live in a ger?
2 During the summer, the Inuit are farmers.
3 Read the article again. Match headings a–e with paragraphs 1–5.
a Why use igloos?
d Life inside
b Keeping warm
e How to build an igloo
c Who are the Inuit?
5
LEARN TO LEARN
Globetrotters Watch video 5.5 Living in a ger
READING
3 Dry snow isn’t as strong as wet snow. 4 An igloo doesn’t take a long time to make.
Word families (2) Many nouns have a related adjective. We usually form the related adjective or noun by adding a suffix. We sometimes need to omit or replace a vowel. Noun beauty truth
Adjective beautiful true
REVIEW
VOCABULARY home.
5 Find nouns and adjectives in the article to match the
IGLOO
2 Andy’s bedroom is full of photos of … people. (fame) 3 Hassan found a … website for his homework. (help)
2 The Arctic isn’t warm enough to farm, so the Inuit had a nomadic life. This means they travelled during the year to find food. Every winter and summer, the Inuit travelled thousands of kilometres across the frozen Arctic sea. All nomads have to make temporary homes while they travel, and in summer, the Inuit lived in tents made from animal skins, called tupiqs. Igloos were their traditional winter homes.
Ask each other for sentences with 7 words from Exercises 5 and 6.
3 Snow is a perfect material for building. It’s as light as wood and easy to cut. The snow has to be dry and hard enough to make good blocks, because wet snow doesn’t have the strength an igloo needs. The Inuit make a dome shape by putting the snow blocks in a spiral. This is quick to build and creates a very strong structure.
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4 The heat inside an igloo comes from people’s bodies only, but this is warm enough to keep the igloo comfortable. This is because snow is a good insulator. In other words, it keeps the cold out and the warmth in. The entrance is a tunnel that goes under the walls. The heavy, cold air always stays in the tunnel and the light, warm air stays in the igloo. 5 Igloos don’t have windows, but there are small holes in the walls. These let in clean air and let out dangerous smoke from the small oil lamps. Traditionally, the Inuit didn’t have any furniture, but a platform of snow just below the ceiling provided a simple sofa and bed in the warmest part of the igloo. Inuit families spent all winter in small igloos with no furniture, no bathroom … and no Internet. Just imagine that!
4 Mr Garcia’s garden is the … of a football pitch! (long) 5 My sister runs a lot. She’s really … . (athlete) COLLABORATE
Tell me a sentence with the adjective of fame.
Ed Sheeran is a famous singer.
2 • After breakfast, load the …
.
and do the 3…
in the sink. • Empty the 4… 5
2 Give examples of features in your home which help with the safety of you and your family. f mi fa mily l .
Guess the correct answer. The Inuit live in Canada, Alaska and … . a Iceland b Greenland c Norway Find three more interesting facts about the Inuit. Choose your favourite fact and write a question for your partner to answer.
No, her new house is 7… (close) for her to walk. She and her sister are pleased because they 8… (wake up) as early as they did before.
Vocabulary
GRAMMAR 3 Complete Katy’s email with (not) as … as or
Explore it!
Because now she 5… (share) her room with her little sister.
RENA: I’ve got a little sister so I know how she feels! 6… she still … (take) the bus to school? MIKE:
when it finishes, but don’t do the
! I’ll do that when I get home.
…
Well maybe it’s not quite that big. But it’s … (big) to play football anyway.
3
RENA: So why isn’t she 4… (happy) she was in her old house? MIKE:
John: To do on Saturday morning 1 • Please tidy your bedroom and make your …
Voice it! Answer the questions. 1 What features of the igloo are designed for the safety of the people who live in it?
MIKE:
2 Complete the ‘to do’ list from John’s mum.
-ful -ic -ous -ly -th 1 My neighbour isn’t very friendly. (friend)
Really? I think it’s nicer. The garden’s amazing. It’s 2… (large) a football pitch!
RENA: Wow!
6 There’s a lovely soft … on the floor in the living room.
words in brackets. Use the suffixes in the box.
1 The Inuit are the native people of the Arctic Circle. Today, they usually live in modern houses in small villages. Until recently, however, they still used their famous houses made of snow – igloos.
MIKE:
5 We painted the … in my bedroom blue. It looks really nice when you look up at it.
Adjectives warm strong
6 Complete the sentences with the correct form of the
LIFE IN AN INUIT
RENA: Have you seen Bianca’s new house? She told me it isn’t 1… (nice) her old one.
2 This room needs some nice … on the walls. 4 I do all my homework on the kitchen table because I haven’t got a … in my bedroom.
1 traditional Nouns tradition comfort danger
6 The tunnel lets smoke escape.
in brackets with as … as or enough or the correct form of have to.
1 The … on my bedroom walls are full of books and CDs. 3 Can you put this milk back in the … please, Nick?
words below.
5 There are no heaters in an igloo.
4 Complete the conversation. Use the words
1 Complete the sentences with words for things in a
Suff ix -ful -th
enough and the adjective in brackets.
Furniture armchair bookcase carpet ceiling chest of drawers
Hi Livvy,
Household chores
I’m sending you some photos of our new house. It isn’t 1… (big) our old one, but it’s 2… (big) for all of us and we really like it. We’re in the middle of the countryside, but the nearest town is 3… (close) to go shopping or to the cinema whenever we want. The best thing is the garden. It isn’t 4… (beautiful) yours, but I like it! Anyway, it’s 5… (good) for our dog Zimbo. He’s 6… (happy) a baby, running about all day in the sunshine.
clean (the kitchen) do the ironing do the washing do the washing up empty (the washing machine)
Write soon with your news. Katy
cupboard desk floor fridge picture
shelves sink wardrobe
load the dishwasher make your bed tidy up (the living room) vacuum (the carpet)
Grammar (Not) as + adjective + as (Not) enough + adjective have to/don’t have to
Mini culture project p122
68 D RE AM HO USE S | UNIT 5
UNIT 5 | D RE AM HO USE S 69
70 RE VIE W | UNIT 5
Lesson 5: BEFORE THE CLASS
DURING THE CLASS
1 Give feedback on the writing task done for
L O C AT I O N Main room
‘homework’.
2 Prepare slides for corrections spots on 2 or 3 serious common errors.
3 Pick out at least 6 examples of accurate,
descriptive or interesting use of language to show as models for good writing.
Students do the reading tasks on page 68, using an online dictionary for a maximum for 10 unknown words, and keep a record of these new words.
1 Ask students to share which new words they
Chat box
2 Show the video and ask students to answer the
Main room
3 Check the answers together.
Breakout rooms
learnt while reading the text and, if possible, explain their meaning (it is acceptable to use L1 here). three questions.
4 Students check the reading exercises 3 and 4 together in assigned groups.
5 Display the correct answers on screen and ask students to correct their own work.
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BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 Ask students to look at the Learn to Learn section
Main room
2 Ask why they think it’s useful to learn words
Chat box
3 In groups students do exercises 5 & 6.
Main room
4 Check answers together.
Breakout rooms
on page 69.
in ‘families’. (It’s good for vocabulary building, reading and writing).
Main room This can be done before the next class.
Optional
1 In their groups, students do the review activities
Breakout rooms
2 Check answers with teacher.
Main room
1 Prepare a gap fill listening task for a song of your
Main room
2 Depending on which platform you’re using play
Chat box
3 Check the answers by asking students to suggest
Main room
on page 70.
choice about a house. Leave out either words that have been covered in the unit, verbs, nouns or adjectives e.g. Our House by Madness, or Our House by Crosby, Stills, Nash and Young.
the song through that, or else give students a link to where they can listen to it and ask students to fill in the missing words. You may need to play it 2 or 3 times the missing words first.
4 Then show the complete song lyrics on screen and ask students to correct their own work.
1 Students find a song that refers to houses or
rooms and shares the link with classmates, who then all vote on their favourite song and can sing it together before starting the next unit.
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Homework
We hope you find these guidelines helpful.
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