How to teach remotely using Own it! by Cambridge English

How to teach remotely with

Here are some suggestions for how you could use the units in the Own it! coursebooks and materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio files in the coursebook lessons: https://www.thecambridgeteacher.es/ click here

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

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 use Zoom, a video conferencing tool, and 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:

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 donâ&#x20AC;&#x2122;t lose a sense of connection with you. They will appreciate the personal touch, even if they donâ&#x20AC;&#x2122;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 havenâ&#x20AC;&#x2122;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.

A quick overview of the coursebook unit structure. The units follow a similar pattern throughout Own it!, and this example is representative of the tasks students are required to engage in. The sections you will want to prioritize for synchronous video-conferencing 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.

click here

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.

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 Own it! Studentâ&#x20AC;&#x2122;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.

LEARNING OUTCOMES I can …

• understand texts about different homes and doing household chores • describe a photograph • write a description of a house • understand how to use (not) as + adjective + as, (not) + adjective + enough and have to/don’t have to • talk about furniture and household chores • make spidergrams to record vocabulary, use techniques to answer multiple-choice questions and use word families.

DREAM HOUSES

VOCABULARY

5.02

Furniture 5.01

pictures. Listen, check and repeat. armchair carpet chest of drawers desk fridge shelves wardrobe

3 Listen again and circle the words in Exercise 1 that you hear.

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.

bookcase 1 ceiling cupboard floor picture sink

4 Complete the spidergram using the words in Exercise 1 and your own ideas.

Other places

Rooms

Home

other

Other things

things on walls

3 5

Furniture

to sit or lie on to store things

other

Use it!

5 Describe the furniture in a room in your home. Your partner listens and draws the room.

Start it!

My bedroom has a wardrobe, a chest of drawers, and two pictures on the wall …

1 Lo ook k at th the ph the phot oto. ot o Wou o. uld you u lik ike ke to t liivve in n thi his ho hous usse? e?

2 Be Befo fore fo ree yo ou u wa attch, ch h, wh wher eree do o you u liv i ee??

Explore it!

3 W Wh hy d diid pe peop op ple le build uild ui ld hom omes es in mo m un u ta ain i s? s? Wat atch tch h and nd che heck k. 4 Wh What att oth her unu nus usu sual a hom meess arree th heeree?

5.02

p61

Watch video 5.1

Language in action 5.2

p63

Language in action 5.3

p64

Everyday English 5.4

Guess the correct answer.

The oldest bookcases in the world rld are … years ears old. old

2 Listen and match the speakers (1–4) with the

p66

Globetrotters 5.5

rooms in the box. There is one extra room.

bathroom living room

58 D RE AM HO USE S | UNIT 5

bedroom study

a 200 b 400 c 600 Find an interesting fact about furniture. Then write a question for your partner.

kitchen

UNIT 5 | D RE AM HO USE S 59

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 58.

3 Then take feedback as a class. 4 Share your own opinions, too.

Chat box

BEFORE THE CLASS

Students do exercise 1, page 59

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

2 Ask students to look at page 59.

Breakout rooms

page 59.

3 Students work in groups to check their answers. 4 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 Point out the spidergram in exercise 4 and explain

Main room

2 For ‘homework’ ask students to make a big poster

Homework

1 Students listen to the second part of the audio

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. and match the speakers with the rooms.

Main room

3 Read the article again and correct the

READING

sentences.

A magazine article

1 Look at the pictures. Discuss the questions. 1 What’s unusual about these homes? 2 Who do you think lives in them? 5.03

2 Read the article. Match the pictures with the houses.

Amazing

Everyone’s home is special, but some homes are really amazing…

homes

1 The entrance to Keret House is through the kitchen. The entrance to Keret House is

through the living room. 2 Five people live in Nautilus House.

The back of the house is only 1 Nautilus House is 3

1 Complete the examples in the table above with

as or enough and the words in brackets. Use the article on page 60 to help you.

4 The PAS House is in France. 5 An architect had the idea for the PAS House.

2 Circle the correct words. Check your answers in the article on page 60.

1 Keret House is as wide as / isn’t as wide as other houses in Warsaw.

4 Look at the underlined words in the text. What do they refer to? Circle the correct answers.

2 Keret House is large enough / not large enough for a kitchen.

2 the fridge / the sink 3

3 The Mexican couple think that straight walls are as interesting as / not as interesting as curved walls.

3 Ordinary houses / The couple 4 the PAS house / skateboarding

Get it right!

5 the PAS House / France

We never put adjectives after enough.

5 Match the words with the definitions.

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!

(wide) a large armchair. The living room is 2

(not / tiny) Keret house.

3 The rooms in Nautilus House have straight walls.

1 a Polish architect / Keret House

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!

Watch video 5.2 What ’s wrong with bedroom 1? Why does the vlogger prefer bedroom 3?

LANGUAGE IN ACTION

(not) as + adjective + as, (not) + adjective + enough

1 architect

a a home for a sea animal

2 author

b a door in the floor

3 apartment block c a writer 4 trap door

d not straight

5 shell

e a building with homes in it

6 curved

f a person who designs buildings

Voice it!

I’m not tall enough. NOT I’m not enough tall.

3 Complete the sentences with as … as or enough and the adjective in brackets.

1 My bedroom isn’t as big as my sister’s. (big) 2 I’m not

to reach the top shelf. (tall)

3 Is this sofa

for us all to sit on it? (wide)

4 That car is

an apartment. (expensive)

4 Complete the second sentence so that it has the

6 Discuss the questions.

1 Which house do you like most?

same meaning as the first. Use (not) as ... as or (not) enough and the adjective in brackets.

2 Why do you like it?

1 We can’t put a sofa in this small room.

3 Do you know any other unusual houses? Describe them.

2 My room is tidier than my sister’s room.

Finished? p122 Ex 1

60 D RE AM HO USE S | UNIT 5

This room isn’t large enough for a sofa. (large) My sister’s room

(wide) for a small sofa.

They thought ordinary houses were 4 (not / close) to nature. 5.04

5 Complete the text using (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 doll’s 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? Use it!

6 Write one true sentence and one false

sentence about places in the world with (not) as ... as or (not) enough.

The Amazon is as long as the Nile.

my room. (tidy)

3 A microwave is quicker than a cooker. A cooker

a microwave. (quick)

Enes

7 Say your sentences to a partner. Can you guess which sentences are true?

4 Enes is 18 now so he can drive a car. to drive a car. (old)

Finished? p122 Ex 2

UNIT 5 | D RE AM HO USE S 61

Lesson 2: BEFORE THE CLASS Ask students to do the reading tasks on page 60, 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 60 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 61.

(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.

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.

Homework

VOCABULARY AND LISTENING

Use it!

Household chores

3 How often do you do the chores in Exercise 1? Compare with your partner.

1 Match the phrases in the box with the pictures. 5.05

I do the washing-up every day!

Listen, check and repeat.

clean (the kitchen) do the washing empty (the washing machine) tidy up (the living room)

1 do the ironing do the washing-up load the dishwasher make your bed vacuum (the carpet)

Street interviews

I/you/we/they

surprise you?

51% not at all

He has to make his bed. He 2

do the washing-up?

above with the correct form of have to/ don’t have to.

do help go work 1 The children don’t have to go to school in summer. 2 Sam

1 Cindy has to (+) tidy up the kitchen.

partner which answers are probably wrong.

5.07

6 Listen and circle the correct answers.

2 Complete the note with verbs in Exercise 1. Then listen and check.

Hi kids, I’m working all day today. Can you please help with some things around the house while I’m out? Ollie: Please 1 clean the kitchen and 2 the dishwasher with the plates and cups from breakfast. up the living room, please, Can you also 3 the carpet? and 4 Mia: Tidy up your bedroom and 5 your bed. the ironing for me? The Then can you please 6 clothes are still in the washing machine, so 7 that first. Thanks, kids. I’ll see you this evening. Love, Dad

1 In the kitchen, Cindy … a cooks every day.

b loads the dishwasher.

c does the washing-up. 2 Kim and her sister help with the household chores … 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.

and a verb from the box.

correct form of have to.

Answering multiple-choice questions Before you listen, read the questions and options carefully. Try to guess the answers before you listen.

do much.

Does Liam have to help your parents? Yes, he does. / No, he 4

4 Complete the sentences with the correct form of have to

2 Complete the sentences with the

5 Read the questions in Exercise 6. Discuss with a

5.06

you Pronunciation p141–142

1 Complete the examples in the table

38% a little

clean the kitchen.

I1 3

Yes, I do. / No, I don’t.

Do UK teenagers help with household chores?

LEARN TO LEARN 7

he/she/it

I don’t have to load the dishwasher.

4 Look at the diagram. Does the information

11% a lot 1

Watch video 5. 3 How does Syd from Brazil help in the restaurant? What does Harumi have to clean?

LANGUAGE IN ACTION have to/don’t have to

2 Kim and Maisie lot of homework.

(–) do housework 5.10

4 Liam 5 Tim

3 I

(+) do a

3 They on school days.

(–) help a lot. (+) do the ironing.

3 Circle 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 b doesn’t have to c have to 4 Dad … do the cooking in the evenings because Mum works then. a has to b have to c doesn’t have to

with chores because he’s only four. the ironing on Saturdays and it’s so boring. your mum

at the weekends?

5 Complete the text with the correct form of have to and the verbs in brackets. Then listen and check.

1 Do you have to help (help) with the you housework? 2 (tidy) your bedroom or clean the kitchen? 13-year-old Martha Pinter and her 9-year-old (do) more than brother, Ben, 3 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 (look after) the new lambs cows. In spring, she also 6 (collect) the hens’ – that’s her favourite job. Ben 7 eggs before breakfast. However, Martha and Ben 8 (not catch) the bus to school every day. There isn’t a school near (have) all their lessons at home. their farm, so they 9

Use it!

6 Think of questions to ask your partner using have to. Ask and answer your questions.

Does your dad have to do the ironing at the weekend? No, he doesn’t. I have to do it! Finished? p122 Ex 3

62 D RE AM HO USE S | UNIT 5

UNIT 5 | D RE AM HO USE S 63

Lesson 3: BEFORE THE CLASS Students review the vocabulary in exercise 1 on page 62 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 62.

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.

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 63.

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 63.

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.

SPEAKING

Discussing a photo 5.11

1 Listen to the conversation. Who likes the room more, Oscar or Nina?

OSCAR

NINA OSCAR NINA OSCAR NINA OSCAR NINA: OSCAR NINA

5.11

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 background , so it looks bigger. thing on the wall? Oh yes, I see. 2 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 the left. pictures 4 Me too. They look great.

2 Complete the conversation with the phrases from the Useful language box. Then listen and check.

4 Match the phrases in the Everyday English box with these phrases.

1 I feel the same way (after a positive statement). 2 I feel the same way (after a negative statement). 3 I don’t think I like it. 4 It looks great.

WRITING

at the bottom/top

in the background

on the left/right

What’s that … ?

3 Look at the Everyday English box. Find and underline the phrases in the conversation. Watch video 5.4 Ever yday English

I’m not convinced. It looks awesome! Me neither. Me too.

and garden in your notebook.

1 Look at the information about the competition and the photo. What can you guess about Olivia’s dream house? Discuss with a partner.

2 Read Olivia’s description of her dream house. Match headings a–c with paragraphs 1–3. a What has the house got?

PL AN

in the description. Answer the questions. 1 Which go at the end of a sentence? ,

2 Which goes before a thing? Useful language

also as well as well as too

c What is the best thing about the house?

5 Write about a room. Make notes about the photo below or your own photo.

4 Find and underline the Useful language phrases

b Where is the house?

Describe your dream house and win a digital camera!

Write a description of your own dream house.

PL AN

5 Imagine your dream house and make notes. 1 Where is your house? Why do you like it? 2 What rooms, furniture and other things has it got? 3 Why is this your dream house?

Who does the room belong to? What is in it?

6 Practise the conversation with your partner.

Remember to use adjectives with (not) as … as and (not) enough, have to/don’t have to, the vocabulary from this unit, and phrases from the Useful language and Everyday English boxes.

CHECK

7 Work with another pair. Listen to their

WRITE

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.

The house has got big windows and a fantastic view of the sea. There’s a lovely garden, too. It’s large enough for people to play in and it’s also got a swimming pool. As well as a pool, there’s a skatepark. Inside the house, there’s a huge fish tank. It’s full of beautiful tropical fish.

SPEAK

Useful language

3 Read the description again. Draw Olivia’s house

A description of a house

conversation and complete the notes. Who does the room belong to?

What is in it?

6 Write your description. Remember to include

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. I don’t have to do any chores.

adjectives with (not) as ... as, (not) enough and have to/don’t have to and phrases from the Useful language box.

CHECK

7 Do you ...

• have three paragraphs? • describe what the house has got? • explain why this is your dream house? Finished? p122 Ex 4

Olivia Reed (13), Newcastle 64 D RE AM HO USE S | UNIT 5

UNIT 5 | D RE AM HO USE S 65

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.

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1 Students listen to the conversation in exercise 1

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on page 64 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.

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 65 on their

own and send to you for marking (if they can work in pairs online, they can do so to complete the task).

Homework

AROUND THE WORLD READING

Who lives there? What do you know about the homes?

2 Read the encyclopaedia entry. Check your answers to Exercise 1.

1 The Inuit live in the Arctic Circle.

• What does ‘ger’ mean in Mongolian?

1 Look at the photos. Where are these homes?

2 In summer, the Inuit are farmers.

• Would you like to live in a ger?

3 Dry snow isn’t as strong as wet snow. 4 An igloo doesn’t take long to make.

3 Read the entry again. Match headings a–e with paragraphs 1–5.

5 There are no heaters in an igloo.

AROUND THE WORLD

a Why use igloos?

d Life inside

b Keeping warm

e READING How to buildentry an igloo An encyclopaedia

c Who are the Inuit?

Who lives there? What do you know about the homes?

4 Are the sentences T (true) or F (false)? 1 The Inuit live in the Arctic Circle.

4 An igloo doesn’t take long to make.

3 Read the entry again. Match headings a–e with

2 Read the encyclopaedia entry. Check your

5 There are no heaters in an igloo.

paragraphs 1–5.

answers to Exercise 1.

6 The tunnel lets smoke escape.

a Why use igloos?

d Life inside

b Keeping warm

e How to build an igloo

LIFE IN AN INUIT IGLOO

LIFE IN AN

Adjective

Extra letters

beautiful

-ful

truth

true

-th

Noun tradition

comfort

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.

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.

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.

Lesson 5:

• After breakfast, load the

Really? The garden’s amazing. It’s 2 (large) a football pitch!

RENA MIKE

Wow!

3 maybe it’s not that big. But it’s Well (big) to play football

anyway.

warm

RENA

So why isn’t she 4 she was in her old house?

MIKE

Because now she 5 (share) her 5 room with her little sister.

RENA

(happy)

I’ve got a little sister so I know how she she still feels! 6 (take) the bus to school?

in the sink.

MIKE

when it finishes, but don’t

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 before.

in brackets. Use the extra letters in the box. do the

! I’ll do that when I get home.

LANGUAGE IN ACTION

. (athlete)

Self–assessment

-ful -ic -ous -ly -th

3 Complete Katy’s email with as … as or enough and the adjective in brackets.

Hi Livvy,

I can use words to talk about furniture.

I can use words to talk about household chores.

1 My neighbour isn’t very friendly . (friend) I’m living in a new house. It isn’t 1 (big) our old (big) for all of us and we like it. one, but it’s 2 We’re in the middle of the countryside, but the nearest town (close) to go shopping or to the cinema. The is 3 (beautiful) best thing is the garden. It isn’t 4 (good) for our yours, but I like it! Anyway, it’s 5 6 (happy) a baby, running pet rabbit. He’s about in the sunshine.

Explore it!

I can use (not) as + adjective + as.

I can use (not) enough + adjective.

2 Andy’s bedroom is full of photos of

Guess the correct answer. The Inuit live in Canada, Alaska and …

3 Hassan found a

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.

Write soon with your news. Katy

4 Ava’s garden is the

The Culture Project Teacher’s Resource Bank

UNIT 5 | D RE AM HO USE S 67

people. (fame)

I can use have to/don’t have to.

website for his homework. (help) of a football pitch! (long)

5 My sister runs a lot. She’s really

. (athlete)

68 D RE AM HO USE S | UNIT 5

7 Ask each other to say sentences with words in Exercises 5 and 6.

Tell me a sentence with the adjective of fame.

Ed Sheeran is a famous singer.

Explore it!

B E F O R E T H E C5 L A SS DURING THE CLASS 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.

1 Give feedback on the writing task done for ‘homework’.

66 D RE AM HO USE S | UNIT 5

MIKE

Have 1 you seen Bianca’s new house? She (nice) her told me it isn’t 1 old one.

6 Complete the sentences with the correct form of the words the 3

Ed Sheeran is a famous singer.

Adjective traditional strong

brackets with as … as, enough or the correct form of have to/don’t have to.

RENA

and do

• Empty the 4

people. (fame)

of a football pitch! (long)

Exercises 5 and 6.

danger

7 Ask each other to say sentences with words in

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.

on the floor.

John: To do on Saturday morning • Please tidy your bedroom and make your

website for his homework. (help)

Tell me a sentence with the adjective of fame.

comfort

-ful -ic -ous -ly -th

5 My sister runs a lot. She’s really

on the walls.

5 We painted the in my bedroom blue. It looks nice when you look up at it. 6 There’s a lovely soft

2 Andy’s bedroom is full of photos of 3 Hassan found a

tradition

2 Complete the ‘to do’ list from John’s mum.

4 Ava’s garden is the

4 Complete the conversation. Use the words in

Noun

on my walls are full of books.

, please? 4 I do all my homework on the kitchen table 2 because I haven’t got a in my room.

1 My neighbour isn’t very friendly . (friend)

-th

2 This room needs some nice

in brackets. Use the extra letters in the box.

66 D RE AM HO USE S | UNIT 5

1 The

6 Complete the sentences with the correct form of the words

true

3 Can you put this milk back in the

warm danger

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.

INUIT IGLOO 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.

-ful

truth

1 Complete the sentences with words for furniture.

Adjective traditional strong

Noun beauty

5 Complete the table. Use the example to help you.

c Who are the Inuit?

Extra letters

beautiful

VOCABULARY

Word families (2) Many nouns have a related adjective. We usually form the related adjective or noun by adding extra letters. We sometimes need to change other letters.

2 In summer, the Inuit are farmers. 3 Dry snow isn’t as strong as wet snow.

Adjective

REVIEW

LEARN TO LEARN

Globetrotters Watch video 5.5 Living in a ger

• What does ‘ger’ mean in Mongolian? • Would you like to live in a ger?

Noun beauty

5 the table. Use the example to help you. 5 Complete

6 The tunnel lets smoke escape.

• Do you like moving house? Why?

1 Look at the photos. Where are these homes?

5.12

Word families (2) Many nouns have a related adjective. We usually form the related adjective or noun by adding extra letters. We sometimes need to change other letters.

4 Are the sentences T (true) or F (false)?

• Do you like moving house? Why?

An encyclopaedia entry

5.12

LEARN TO LEARN

Globetrotters Watch video 5.5 Living in a ger

L O C AT I O N

Guess the correct answer.

The Inuit live in Canada, Alaska and …

a Iceland. b Greenland. c Norway.

Main room

Find three more interesting facts about the Inuit. Choose your favourite fact and write a question for your partner. The Culture Project Teacher’s Resource Bank

2 Prepare slides for corrections spots on 2 or 3

UNIT 5 | D RE AM HO USE S 67

serious common errors.

REVIEW Pick out at least 6 examples of accurate,

descriptive or interesting use of language to show 4 Complete the conversation. Use the words in as models for good writing. brackets with as … as, enough or the correct

VOCABULARY

Students do the reading tasks on page 66, using an online dictionary for a maximum for 10 unknown words, and keep a record of these new words.

1 Complete the sentences with words for furniture.

form of have to/don’t have to.

1 Ask students to share which new words they 1 The

on my walls are full of books.

2 This room needs some nice

on the walls.

RENA

Have you seen Bianca’s new house? She (nice) her told me it isn’t 1

the ‘to do’ list from John’s mum. 2 Complete Show the video and

anyway.

(big) to play football

askRENA students So why isn’t sheto answer (happy) the 4

MIKE

Because now she 5 (share) her room with her little sister.

3 Check the answers together. 1

RENA

and do

I’ve got a little sister so I know how she she still feels! 6 (take) the bus to school?

4 Students check the reading exercises 3 and 4 in the sink.

the 3

• Empty the 4 do the

MIKE

when it finishes, but don’t

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 before.

when I get home. groups. together inthatassigned ! I’ll do 5

Display the correct LANGUAGE IN ACTION

answers on screen and ask Self–assessment I can use words to talk own work. about furniture.

Katy’s email with … as or enough and 3 Complete students toascorrect their the adjective in brackets.

Hi Livvy, I’m living in a new house. It isn’t 1 (big) our old (big) for all of us and we like it. one, but it’s 2 We’re in the middle of the countryside, but the nearest town (close) to go shopping or to the cinema. The is 3 (beautiful) best thing is the garden. It isn’t 4 (good) for our yours, but I like it! Anyway, it’s 5 (happy) a baby, running pet rabbit. He’s 6 about in the sunshine. Write soon with your news. Katy

68 D RE AM HO USE S | UNIT 5

Main room

she was in her old house?

three questions.

John: To do on Saturday morning • Please tidy your bedroom and make your

• After breakfast, load the

Chat box

, please? old one. learnt while reading the text and, if possible, 4 I do all my homework on the kitchen table MIKE Really? The garden’s amazing. It’s because I haven’t got a in my room. explain their meaning (it is acceptable to use L1 (large) a football pitch! 5 We painted the in my bedroom blue. It RENA Wow! looks nice when you look up at it. here). MIKE Well maybe it’s not that big. But it’s 6 There’s a lovely soft on the floor.

3 Can you put this milk back in the

I can use words to talk about household chores. I can use (not) as + adjective + as. I can use (not) enough + adjective. I can use have to/don’t have to.

Breakout rooms

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 67.

in ‘families’. (It’s good for vocabulary building, reading and writing).

Main room

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 68.

Optional

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.

Homework

We hope you find these guidelines helpful.