How to teach remotely with
Here are some suggestions for how you could use the units in the Shape 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.cambridge.org/gb/cambridgeenglish/catalog/ secondary/shape-it 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
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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:
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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 Shape it!, 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.
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.
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 Shape it! 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.
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LEARNING OUTCOMES
5 What is your
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, use word families, and a memory journey
dream house?
VOCABULARY
5.02
Furniture 5.01
pictures. Listen, check, and repeat. armchair bookcase carpet ceiling chest of drawers cupboard desk
1
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.
floor fridge picture shelves sink wardrobe
4 Complete the spidergram using words from Exercises 1 and 2 and your own ideas.
Rooms 2
1
Home to store things
3 5
to sit or lie on
4 Furniture
6
other furniture
7
8
Use It!
5 Describe the furniture in a room in your home. Your partner listens and draws the room.
9
Start It!
My bedroom has a wardrobe, a chest of drawers, and two pictures on the wall …
10
1 Look at the photo. Would you like to live in this house?
11
2 Before you watch, where do you live?
Explore It!
3 Why did people build homes in mountains? Watch and check. 4 What other unusual homes are there?
12
Guess the correct answer.
13
The oldest bookcases in the world are … years old. a 200 b 400 c 600
5.02
p61
Watch video 5.1
Grammar in Action 5.2
p63
Grammar in Action 5.3
p64
Everyday English 5.4
2 Listen and match the speakers (1–4) with the
p66
Globetrotters 5.5
rooms in the box. There is one extra room.
bathroom bedroom
58 WHAT I S YO U R D RE AM H O US E? | U NIT 5
kitchen living room
Find another interesting fact about furniture. Then write a question for your partner.
study
U NIT 5 | WHAT I S YO U R D RE AM H O US E? 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.
7
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.
8
Main room
READING
3 Read the article again and correct the sentences.
1 The entrance to Keret House is through the kitchen.
A Magazine Article
The entrance to Keret House is through the living room. 2 Five people live in Nautilus House.
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
the houses.
Amazing Homes
1
(Not) As + Adjective + As
3 The rooms in Nautilus House have straight walls.
2 Read the article. Match the pictures with
5 An architect had the idea for the PAS House.
2
+
The back of the house is only 1 (wide) a large armchair.
The living room is 3 a small sofa.
–
Nautilus House isn’t / is not 2 (tiny) Keret house.
They thought ordinary houses weren’t / were not 4 (close) to nature.
as … as or enough and the words in parentheses. Use the article on page 60 to help you.
2 Circle the correct words. Check your answers in the article on page 60.
1 Keret House is / isn’t as wide as other houses in Warsaw.
4 Look at the words highlighted in the text. What do they refer to? Circle the correct answers.
2 It’s / It’s not large enough for a kitchen.
1 a Polish architect / Keret House
3 The owners of Nautilus House think that straight walls are / are not as interesting as curved walls.
2 the fridge / the sink
3
3 ordinary houses / the owners
Get It Right!
4 the PAS house / skateboarding 5 the PAS House / France Keret House, Poland 1 A Polish architect designed this house for an Israeli author. It ’s in a space between two apartment buildings 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, colorful shell. Everything in Nautilus House is curved: the floors, the ceilings,
(Not) Adjective + Enough
1 Complete the examples in the chart above with
4 The PAS House is in France.
Everyone’s home is special, but some homes are really amazing…
Watch video 5.2 What ’s wrong with bedroom 1? Why does the vlogger prefer bedroom 3?
GRAMMAR IN ACTION
(Not) As … As, (Not) … Enough
1 architect
a a home for a sea animal
2 author
b a door in the floor
3 apartment
c a writer
building
I’m not tall enough. NOT I’m not enough tall.
3 Complete the sentences with as … as or enough and the adjective in parentheses.
1 My bedroom isn’t as big as my sister’s. (big)
d not straight
4 trap door
e a building with homes in it
5 shell
f a person who designs
6 curved
buildings
Voice It!
2 I’m not
The PAS House, U.S.A. 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 5 on the furniture there , and your mom won’t yell at you!
for three people? (wide)
4 That phone is
a laptop! (expensive)
4 Complete the second sentence so that it has the same meaning as the first. Use (not) as ... as or enough and the adjective in parentheses.
6 Discuss the questions.
and, of course, all the furniture.
to reach the top shelf. (tall)
3 Is this sofa
1 We can’t put a sofa in this small room.
1 Which house do you like most?
This room
2 Why do you like it? 3 Do you know any other unusual houses? Describe them. Finished? p122 Ex. 1
isn’t large enough
for a sofa. (large)
2 My room is neater than my sister’s room. My sister’s room
mine. (neat)
3 A microwave is quicker than a stove. A stove
a microwave. (quick)
Enes
(small) to fit in The furniture is 5 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 In your notebook, write one true sentence
and one false sentence about places in the world with (not) as ... as or (not) … enough.
The Amazon River is as long as the Nile River.
7 Say your sentences. Can your partner guess which sentence is true? Finished? p122 Ex. 2
4 Enes is 18 now, so he can drive a car.
60 WHAT I S YO UR D RE AM H O USE? | UNIT 5
and the adjectives in parentheses. Then listen and check.
Kids’ toys aren’t cheap these days, but not many toys are 1 as expensive as (expensive) the Astolat Dollhouse Castle. 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 13 years to build. It isn’t really a toy. It’s a work of art, and it’s 4 (good) to be in a museum.
We never put adjectives after enough.
5 Match the words with the definitions.
(wide) for
5 Complete the text using as ... as or enough 5.04
to drive a car. (old) UNIT 5 | WHAT I S YO UR D RE AM H O USE? 6 1
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.
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
1 Match the phrases in the box with the pictures. 5.05 make the bed mop the floor sweep the floor vacuum (the carpet)
1
I do the dishes every day!
+ –
4 Look at the results of a survey in the UK. Does
?
the information surprise you?
3
He/She/It
clean the kitchen.
I1
He has to make his bed.
I don’t have to load the dishwasher. 2
Does Jake have to help? Yes, he does. / No, he 4
1 Complete the examples in the chart
and a verb from the box. do help go work
2 Complete the sentences with the
38% a little
1 The children don’t have to go to school in summer.
correct form of have to.
6
5
8
7
You will hear some people talk about doing 6 5.07 chores. Listen and circle the correct answers.
4 Jake
A She cooks dinner. B She loads the dishwasher.
2 Complete the note with verbs from Exercise 1. Then listen and check.
Hi kids. Can you please help with some things around the house while I’m out? Ollie: Please 1 mop the floor and 2 the dishwasher with the plates and cups from breakfast. the furniture in the living Can you also 3 the carpet? room, please, and 4 Mia: 5 your bed and 6 the floor in the your bedroom. Then can you please 7 ironing for me? Thanks, kids. I’ll see you this evening. Love, Dad
C She does the dishes. 2 When do Kim and her sister do household chores? A every morning
B on the weekend
C during school vacations 3 What doesn’t Kim like? A cleaning the bathroom B vacuuming the living room C practicing the piano 4 When Adam does the ironing, what else does he like doing? A listening to music
4
1
B moving around
C doing his homework
62 WHAT I S YO UR D RE AM H O USE? | UNIT 5
1 I … do the gardening this weekend because my parents are on vacation. a has to c have to
b doesn’t have to
2 … to do a lot of homework on weekends? a Does you have c Do you have
b Do you has
3 We … go to school on Monday because it’s a national holiday. a don’t have to c doesn’t have to
b have to
4 Dad … do the cooking in the evenings because Mom works then. a has to c have to
5.10
(+) do the
3 Circle the correct answer.
1 What does Cindy do in the kitchen?
5.06
(–) help a lot.
5 Adam ironing.
b doesn’t have to
with chores because he’s only four.
3 I so boring.
(+)
3 They (–) do housework on school days.
partner which answers are probably wrong. EXAM
2 Sam
1 Cindy has to (+) clean the kitchen. 2 Kim and Maisie do a lot of homework.
Answering Multiple-Choice Questions Before you listen, read the questions and options carefully, and try to guess the answers.
5 Read the questions in Exercise 6. Discuss with a 9
.
4 Complete the sentences with the correct form of have to
above with the correct form of have to / don’t have to.
LEARN TO LEARN
4
do much.
He 3
do the dishes?
you
Yes, I do. / No, I don’t. Pronunciation p141–142
Do teenagers help with household chores? 11% a lot
2
I/You/We/They
Street Interviews
51% not at all 1
Have To
Compare with your partner.
Listen, check, and repeat.
do the dishes do the ironing do the laundry dust (the furniture) load/empty the dishwasher
Watch video 5. 3 How does Syd from Brazil help in the restaurant? What does Harumi have to clean?
GRAMMAR IN ACTION
Use It!
3 How often do you do the chores in Exercise 1?
the ironing on Saturdays, and it’s
your mom
on weekends?
5 Complete the text with the correct form of have to and the verbs in parentheses. Then listen and check.
Do you have to help (help) with the housework?
you (make) your bed or clean the kitchen? Martha Pinter and her brother, (do) more than most young Ben, 3 people their age. They live on a farm in Queensland, (share) the work. Australia, and the whole family 4 (get up) early to milk the cows. In spring, Martha 5 (take) care of the new lambs – that’s her she also 6 (collect) the hens’ eggs before favorite job. Ben 7 (not catch) the breakfast. But Martha and Ben 8 bus to school every day. There isn’t a school near their farm, so they 9 (have) all their lessons at home. 2
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 on the weekend? No, he doesn’t. I have to do it! Finished? p122 Ex. 3
UNIT 5 | WHAT I S YO UR D RE AM H O USE? 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.
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 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.
12
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
4 Match the phrases in the Everyday English box with the phrases that mean the same.
1 I feel the same way (after a positive statement). 2 I feel the same way (after a negative statement).
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. Oh, yes, I see. 2 thing on the wall? It’s a clock. What do you think of the color 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 like it. And I love those the left. pictures 4 Me too. They look great.
2 Complete the conversation with phrases from the Useful Language box. Then listen and check.
Useful Language
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.
3 I don’t think I like it. 4 It looks great.
PL AN
5 Write about a room. Take notes about the photo below or your own photo.
WRITING
3 Read the description again. Draw Olivia’s house and
A Description of a House
yard in your notebook.
1 Look at the information about the competition and 4 Find and underline the Useful Language phrases in 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 the topics a–c with paragraphs 1–3. a What does the house have? b Where is the house?
the description. Answer the questions.
1 Which go at the end of a sentence?
,
2 Which goes before a noun? 3 Which often goes before a verb? Useful Language
c What is the best thing about the house?
also as well as well as too
Describe Your Dream House and Win a Digital Camera!
PL AN
5 Plan a description of your own dream house. Take notes for three paragraphs. 1 Where your house is: 2 What rooms, furniture, and other things it has:
3 What the best thing in the house is: Who the room belongs to: What is in it:
SPEAK
6 Practice discussing your room with your
1
2
The house has big windows and a fantastic view of the ocean. There’s a lovely yard, too. It’s large enough for people to play outdoor games, and it also has 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.
3
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 dishes. They make my bed, and they vacuum the living room as well. I don’t have to do any chores.
partner. Remember to use adjectives with (not) as … as and enough, have to / don’t have to, vocabulary from this unit, and phrases from the Useful Language and Everyday English boxes.
CHECK
7 Work with another pair. Listen to their conversation and complete the notes.
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 ocean because I love swimming.
Who the room belongs to: What is in it:
Me too.
WRITE
6 Write your description. Remember to include
adjectives with (not) as ... as, enough, 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? • describe one special thing in the house?
Finished? p122 Ex. 4
Olivia Reed (13), Newcastle 6 4 WHAT I S YO UR D RE AM H O USE? | UNIT 5
UNIT 5 | WHAT I S YO UR D RE AM H O USE? 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.
Main room
1 Students listen to the conversation in exercise 1
Main room
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.
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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 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).
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Homework
AROUND THE WORLD Globetrotters Watch video 5.5 Living in a Ger
READING
An Encyclopedia Entry
• What does “ger” mean in Mongolian?
1 Look at the photos of homes on page 67. Where are these homes? What do you know about them?
5.12
2 Read the entry. Check your answers. 3 Read the entry again. Match headings a–e with paragraphs 1–5.
a Why Use Igloos?
d Life Inside an Igloo
b Keeping Warm
e How to Build an Igloo
c Who Are the Inuit?
• Would you like to live in a ger? Voice It!
4 Discuss the questions.
1 Nomadic people have temporary houses, so “home” isn’t a permanent building in a place. How else can people define “home”? 2 Besides your house, how do you define “home”? 3 How can you appreciate and celebrate your home?
5
LEARN TO LEARN
Noun
Adjective
beauty
beautiful
Extra Letters -ful
truth
true
-th
Noun
tradition 1
1 The
5 We painted the
danger
4
warm
3
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.
2
The Arctic isn’t warm enough to farm, so the Inuit had a nomadic life. This means they traveled during the year to find food. Every winter and summer, the Inuit traveled thousands of kilometers across the frozen Arctic ocean. 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.
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.
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
blue. Look up!
6 There’s a lovely, soft
5
on the floor.
2 Complete the “to do” list from John’s mom.
6 Complete the sentences with the correct form of the words in parentheses.
parentheses with as … as, enough or the correct form of have to / don’t have to.
RENA
Have you seen Bianca’s new house? She (nice) told me it isn’t 1 her old one.
MIKE
Really? The yard’s amazing. It’s 2 (large) a soccer field!
RENA MIKE
• Please clean your bedroom and make your
2 Andy’s room is full of photos of 3 Nadir found a 4 Ava’s yard is the
people. (fame)
website for his homework. (help) of a soccer field! (long)
5 My sister runs a lot. She’s really
.
1
. (athlete)
Explore It!
• After breakfast, load the
Guess the correct answer. The Inuit live in Canada, Alaska, and …
Well maybe it’s not that big. But it’s (big) to play soccer, anyway.
Because now she 5 (share) her room with her little sister.
RENA
I have a little sister, so I know how she feels! 6 she still (take) the bus to school?
MIKE
GRAMMAR IN ACTION
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.
3 Complete Katy’s email with as … as or enough and the adjective in parentheses.
Self–Assessment Hi Lily,
CULTURE PROJECT A Poster
A poster uses words and pictures to display information.
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!
Igloos: Warm Homes History
of Ice
Where? The Inuit people live in the Arctic.
How to Build Them The Inuit house made of snow. An igloo is a small hundreds started making igloos people in the Arctic types: family were three different of years ago. There homes used igloos, and temporary igloos, communal snow because made igloos from for hunting. The Inuit available in building materials there were no other are warm snow is cold, igloos the Arctic. Although snow air trapped in compact homes because the works as an insulator.
People
The Inuit make igloos Spiral pattern of from large blocks snow. They put the Entrance blocks in a large circle tunnel and then keep adding blocks in a continuous spiral to make a dome shape. To enter an igloo, you go through of the home. lower than the rest a tunnel which is because the tunnel in this way the rest The Inuit build the tunnel, and this makes cold air stays in the dry and The snow has to be of the home warmer. igloo. hard to make a good
I’m living in a new house. It isn’t 1 (large) (big) for all of us, and our old one, but it’s 2 we love it. We’re in the middle of the country, but the nearest (close) to go shopping or to the town is 3 movies. We have a big yard. It isn’t 4 (beautiful) yours, but I like it! Anyway, it’s 5 (good) for our pet rabbit. He’s 6 (happy) a baby, running around in the sunshine. Write soon with your news. Katy
Today
Teacher’s Resource Bank
igloos are from northern The Inuit who made They used to be nomadic Canada and Greenland. has mostly disappeared. of life people, but this way
66 WHAT I S YO U R D RE AM H O US E? | U NIT 5
So why isn’t she 4 (happy) she was in her old house?
, but don’t do the ! I’ll do that when I get home.
4
Find three more interesting facts about the Inuit. Choose your favorite fact and write a question for your partner.
RENA MIKE .
2
• Please do the 3
a Iceland. b Greenland. c Norway.
Wow! 3
Use the extra letters in the box.
1 My neighbor isn’t very friendly . (friend) 1
please?
4 I do all my homework at the kitchen table because I don’t have a in my room.
-ful -ic -ly -ous -th
LIFE IN AN INUIT IGLOO
on the walls.
3 Can you put this milk back in the
comfort strong
on my walls are full of books.
2 This room needs some nice
2
traditional
4 Complete the conversation. Use the words in
1 Complete the sentences.
5 Complete the chart. Use the encyclopedia entry to help you. Adjective
REVIEW
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, too.
Interesting Facts
iglu, the Inuit word igloo comes from • The word “house.” a which means the weight of igloo can support • A well-built on the roof. person standing it is warm and freezing outside, • Even if it is inside an igloo. comfortable
UNIT 5 | WHAT I S YO UR D RE AM H O USE? 6 7
The Inuit people still sometimes use igloos, but not often. Today, most Inuit live in permanent homes made of different construction materials. However, other traditional parts of the Inuit culture, including mythology, storytelling, and the use of native languages, continue to be strong.
I can talk about rooms and furniture in a home. I can talk about household chores. I can use (not) as + adjective + as. I can use (not) adjective + enough. I can use have to / don’t have to.
68 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 66, 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 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.
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Homework
We hope you find these guidelines helpful.
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