Home sweet home. COMMON EUROPEAN FRAMEWORK OBJECTIVES By the end of this unit the students will be able to:

Teacher s Book Home sweet home COMMON EUROPEAN FRAMEWORK OBJECTIVES By the end of this unit the students will be able to: Understand people talking about the towns and houses where they live. Reading Understand a magazine article and short texts describing homes. Language quality Use there is / there are, have / has got and some quantifiers. Use words related to places and homes. Speaking Talk about the houses and the area where they live. Book a room in a hotel over the phone and talk about an ideal home. Writing Write a short text describing their ideal home. Strategies Use really for emphatic effect. (Workbook: Guided Writing describe where you live. How to listen for important information.) LOOKING AHEAD The structure and aims of this unit are the following: Around the corner pages 24 25 pages 26 27 My house & Speaking - to people talking about the location of their homes and saying where they live. - Talking about what places there are in a town. - to someone talking about her new home and what she thinks of the area and the town where she lives. Language focus & Practice - Introducing and practising there is and there are. Reading - Matching people s short descriptions of their homes with photos. - Describing rooms and facilities. Language focus & Practice - Introducing and practising have / has got. The Real Thing - Looking at the use of Really for emphatic effect. Pronunciation - Distinguishing between the sounds /ɔ / and / / A room to live in pages 28 29 pages 0 1 Ideal homes - Talking about colours and furniture. Language focus & Practice - Introducing and practising the use of there is and there are with determiners a, an, some, any and lots of. - Understanding people talking about their living rooms and identifying the correct photos. Takeaway English - Learning how to book a room in a hotel over the phone. - Understanding people describing their ideas of an ideal home. Speaking - Designing an ideal home with a partner. Writing - Writing a description of ideal homes for a competition. 0

Home sweet home Around the corner & Speaking page 24 1 Pairwork. Students match the expressions to the places on the map. Check answers with the whole class. Whole class. Make an enlarged copy of the map and stick it up on the board. Read out the expressions, saying I live (in the centre) and pointing to the location on the map. Drill each location in turn using the question Where do you live? Then pair real and false beginners together to repeat the questions and answers, using the map in their books. 1 1 2 4 2 4 2 Read the four phrases with the class. Play the first short dialogue and correct the phrase. Students listen to the other three dialogues and correct the phrases..1 1 A: Where do you live? B: About five minutes from the centre. 2 A: Where do you live? B: About ten minutes from the university. A: Where do you live? B: Just outside the centre. 4 A: Where do you live? B: Near the station. 1 five, centre 2 ten minutes from university outside the centre 4 near the station Students continue the sentence, referring to the expressions in Exercises 1 and 2 to help them. 4 Whole class. Students mingle, asking all their classmates where they live, and try to find people who live near them. They then sit down and complete the sentence. Places in a town page 24 1 Pairwork. Students look at the words and match them to the illustrations. 1 d 2 a h 4 g 5 i 6 j 7 e 8 b 9 c 10 f 2 Get students to tick the things that they know in the area where they live. Pairwork. Students tell their partner which things they have ticked. Some of the pairs give feedback to the whole class. Write the following words on the board: cinema, pub, tennis. Ask students to read out the words first as they would say them in their own language and then as they think an English speaker would say them. Drill the English pronunciation. Students work in pairs to think of five more shared words and to practise saying them. See INTERNET SITE, www.webframework.net 2 Whole class. Draw attention to the vocabulary in the previous exercise again. Students listen to the recording and circle the places she mentions from the section..2 Sam: Hi Becky, it s Sam! How are things with you? Becky: Sam! It s great to hear from you. I m fine. What about you? Sam: Not too bad. So, How s Lyon? And the course? Becky: It s great! I love the town... and I ve got a flat! Sam: Where is it? Is it in the centre? Becky: No, but it s only about ten minutes from the university. Sam: So, is it a nice flat? Becky: Well, it s OK. It s a bit small, and a bit cold and there isn t a living room, but the people I m sharing with are nice. I don t spend much time in the flat. But it s OK. Sam: And what about the area? Becky: There s a park just around the corner and there are some shops, but it s a bit quiet. There aren t any pubs or bars or anything. We go to the centre when we want to go out. You know, at the weekend, in the evenings. Sam: And how do you get in to the centre? Becky: There s an underground station five minutes from the flat. Sam: And what s the centre like? Is it nice? Becky: Yeah... it s really nice. There are theatres and cinemas... Sam: Are there any good pubs and clubs? Becky: Yeah. It s really busy at the weekend. And the music s great. Sam: Is there an open air market at the weekend? Becky: Yeah, on Sunday, there s a great street market down by the river with music and street theatre and stuff. Sam: Sounds really nice. Becky: So, when are you coming over to stay? Sam: As soon as I can! park, station, theatre, cinema, pubs and bars, street market Students read the questions and answers, matching as many as possible. They then listen to the recording again to check their answers. Allow time for the pairs to compare. 1 d 2 b a 4 c 5 h 6 e 7 g 8 f Students work in pairs and practise reading the dialogue from the transcript. Then, with their books closed, they improvise an approximation. Ask some of the more confident students to repeat their dialogues for the whole class. Language focus there is / there are page 25 Work through the Language focus box with the whole class, drilling the examples. Pairwork. Refer students to, Exercise. Students then work in pairs to complete the box. Check answers with the whole class. POSITIVE / NEGATIVE: is; are; aren t; isn t QUESTIONS / SHORT ANSWERS: Is; is; Are; aren t page 25 1 Students read the questions and then listen to the recording. They think of the answers, then compare with a partner. See REFERENCE GUIDE, p. 5. 1 Yes, it s OK. 2 Yes, she loves it. Unit : Home sweet home 1

Practice page 25 1 Students read and correct the sentences to make them true for themselves. 2 Students write well-formed questions from the prompts given, referring to the Language focus box as necessary. They then work in pairs to check their answers, before checking with the whole class. 1 Is there a university in your town? 2 In there a good sports centre in your area? Is there a bus stop on your street? 4 Is there a post office near where you live? 5 Are there any nice parks near your house? Students answer their own questions using the short form answers seen in the Language focus box. 4 Groupwork. Students work in small groups to play a game in which they must guess what local area each one is thinking of. This is a version of 20 Questions instead of only yes / no answers being permitted, students must answer using the correct short form. Monitor students asking questions for the correct form. Get students to change roles and repeat, twice. Get some of the students to be the answerer for the whole class. See WORKBOOK, p. 16, exs. 1 4. See RESOURCE SHEET B. My house Reading page 26 Real Beginners Use the diagrams in Exercise 1 of the section to pre-teach the following: balcony, bathroom, bedroom, en-suite bathroom, garage, garden, kitchen, sitting room, study, terrace. Use, Exercise 2 for practice. Do the Reading section as given. See RESOURCE SHEET A. 1 Students working alone / pairwork. Students look at the photos and answer the questions. They compare answers in pairs before giving feedback to the whole class. 2 Students read the descriptions and match them to the photos. Point out that they are reading for gist and do not need to understand every word. Students compare answers in pairs before checking with the whole class. 1 a 2 b Rooms and facilities page 26 1 Refer students to the underlined words in the reading texts. Students label the diagrams with them and then compare their answers with a partner. Check answers with the whole class. Students then talk about which of these things they ve got at home. Ask for feedback from two or three pairs. 2 Students listen to the recording and decide which flat is being described by James. You may need to play the recording twice. Students compare answers in pairs before checking with the whole class.. Emma: So, Emma, tell us about your new flat then. Luke: Oh, have you got a new flat? James: Yeah I have... and it s really nice.. I m really happy there. Luke: So, what s it like then? James: Well, it s a small flat, but it s really nice. It s got a bedroom, a bathroom, a kitchen - you know, the basics. The kitchen s quite small but it s nice and sunny. Emma: Has it got a living room? James: Yeah, it has, next to the kitchen. Emma: Is the living room quite big? James: No, not that big, but I ve got a study too... and a little garden. Luke: Where is it again? James: Right in the centre of town. Luke: What, with a garden? Nice! Has it got a garage too? James: Yeah, but I haven t got a car! And anyway, it s just round the corner from my office and I can walk to work. Flat b See CD-ROM, Rooms & furniture. Language focus have / has got Read the questions and answers with the whole class. Students match the questions and answers as they listen to recording. again. Pairwork. Students match questions and answers from the recording in the previous section. Play recording. again. Students listen and check. Allow them time to check with their partners before checking with the whole class. 1 d 2 a b 4 c Pairwork. Refer students to the verbs in the previous exercise. Students complete the table with the missing forms of has / have got. Check with the whole class. POSITIVE: I ve got NEGATIVE: I haven t got QUESTIONS: Have you got? Has it got? SHORT ANSWERS: Yes, I have. Yes, it has. Practice See REFERENCE GUIDE, p. 5. 1 Students complete the sentences with has / have got using the table to help them. They then check their answers in pairs before checking with the whole class. 1 Have, got 2 have, ve got Has 4 hasn t 5 Has, got 6 has, s got, s got 2 Students complete the sentences writing about their house. Pairwork / small groups. Students read the sentences they wrote to their partner and find three differences between their homes. Ask for feedback from two or three of the pairs. Both Exercises 1 and 2 could be set for homework. See WORKBOOK, p. 17, exs. 7 10. 2

Home sweet home The Real Thing really 1 Students listen to how Emma, Luke and James answer the question (in that order): Do you like your house? and note down their answers. They compare their answers with a partner before checking with the whole class..4 1 Interviewer: Do you like your house? Emma: Yes, I do. I really love my house. I love the view of the sea, and the garden... and the children love it too. It s a great house, it s got lots of space. 2 Interviewer: Do you like your house? Luke: Well, it s OK, it s a bit small for three people, but I really like the terrace, and it s really close to the centre... great for going out in the evening! Interviewer: Do you like your house? James: Yes, I do. It s a small flat, but it s really nice. I really love the garden; it s really difficult to find a flat with a garden in the centre of Rome! And of course, the best thing is I can walk to work! A real luxury!.7 1 My brother Jack s thirteen years old. 2 It s my uncle Bill s birthday on Saturday. He s forty! I work in the local library. 4 I walk to the office every morning. 4 Students practise saying the sentences to themselves and then listen to the recording and check their pronunciation. Play the recording again and drill the questions. Students work in pairs to ask and answer the questions, first with the book open and then from prompts with their books closed..8 Where do you work? Do you walk to work? Dictate the following questions to the class (Do you walk home after class? When do you do your homework?) and ask them to discuss them along with the two questions in the Student s Book. A room to live in Emma: yes Luke: it s OK James: yes Colours and furniture page 28 2 Students read the sentences and try to remember who was speaking. They compare their answers with a partner and then listen again to check. 1 Emma 2 Emma Luke 4 Luke 5 James Whole class. Play the recording, pausing it after each phrase. Students listen and repeat the phrases, imitating the intonation of really. 4 Students complete the phrases, saying what they like about their homes. 5 Pairwork / small groups. Students read the phrases they wrote in Exercise 4 to their partners. Give a model yourself. Pronunciation /ɔ / and / / 1 Read the phrase I can walk to work aloud to the class and ask students to try and remember who said it (James). Students listen to the recording and notice the difference in the sounds. They listen again and repeat. 2 Students write the words in the table and compare their answers in pairs and then check with the whole class. Drill the pronunciation of the words. 1 four, floor, corner, door 2 Thursday, thirty, girl, world Alternatively Read the words out to the whole class. Students work alone to decide which column to put them in. Do not check answers at this stage. Ask volunteers to write the words up on the board in the correct column. Their classmates agree or disagree. Read the words out again and check the answers. Drill the words with the whole class. Students listen to the recording and underline the words they hear. You may need to play the recording twice. Students compare their answers with a partner. Play the recording again, pausing after each sentence. Elicit the answer and drill both words. Pre-teach and drill the following vocabulary using flashcards, translation or the photos on this page: TV, sofa, armchair, dining table, bookshelves, plants, window, fireplace, CD player, coffee table. Students then do Exercise 2 as consolidation and then answer the question in Exercise 1. 1 Students look at the photos and decide which living room looks most like the one in their house. 2 Pairwork. Students find the pieces of furniture in the photos, then say which of these things they have in their own living room. Pairwork. Students use the list in Exercise 2 and the example questions to ask each other about their living rooms. Ask for feedback from three or four students. Alternatively Drill the question form Is / Are there (a TV / some bookshelves) in (Juan s) living room? Students work with a new partner and ask questions about their original partner s answers. 4 Pairwork. Students look at the names of colours in the box and underline the ones they know already. They compare with a partner and peer teach where possible. Students find the colours in the photos. Check with the whole class. 5 Students working alone / pairwork. Students look at the adjectives in the box and underline the ones they know already. Encourage them to use cognates to help them guess the meaning of some of the adjectives. Students match the adjectives to the photos. Check with class. 6 Students read the letter and decide which room is being described. Again, point out that they are reading for gist. Room a See CD-ROM, A room of my own. Unit : Home sweet home

Language focus there is / are + determiner page 28 Pairwork. Refer students to the underlined words in the previous text. Students complete the box. Check answers with the whole class. Real Beginners Allow students time to read the box on their own and then work through the exercise with the whole class, eliciting answers. POSITIVE: a / an; some / lots of NEGATIVE: a / an; any Practice See REFERENCE GUIDE, p. 6. page 28 1 Students use the determiners from the Language focus to complete the text. They compare their answers in pairs, and then check with the whole class. 1 a 2 a some 4 some 5 a 6 any 7 a 8 lots of 2 Students work alone to write sentences about their own home, using the text in Exercise 1 as a model. Stronger students can try to do it with their books closed; weaker students can use the text and replace the relevant words for their own situation. Pairwork. Students read their sentences to each other and discuss similarities and differences. Get some pairs to read out their texts to the rest of the class and again discuss similarities and differences. See WORKBOOK, p. 16 17, exs. 5 6. page 29 1 Pairwork. Students look at the photos of the rooms in the section and at the photos in this exercise and match the rooms with the people. Do not confirm answers. Students listen to the recording and check their answers. You may need to play the recording a second time..9 1 Interviewer: So, Mike. This is a photo of your new living room? Mike: Yes, that s right, in our new house. It s my favourite room. Interviewer: Ah, yes? Why do you like it? Mike: Well, it s got lots of colour, and it s quiet and very relaxing. I like the plants and I really love the fireplace. Interviewer: Mike, I see that there isn t a TV in the room. Mike: No, there isn t. We ve got a TV room upstairs. This room is a quiet room. A room to relax in. Interviewer: And do you spend lots of time there? Mike: Yes, I do, after work for example, or at the weekend, with my wife. Yes, we spend lots of time there. 2 Interviewer: So, Bianca, have you got a living room in your flat? Bianca: Yes, we have. It s really nice. Interviewer: What do you like about it? Bianca: Well, it s fun and the sofa s really comfortable. It s got a TV and a DVD player. Interviewer: And lots and lots of CDs! Bianca: Yes, we like listening to music! Interviewer: Do you spend a lot of time in your living room? Bianca: Yes, we do hours and hours! We eat there, we watch TV, we listen to music. It s a great room! Interviewer: So, Darren, I really like the photo of your living room. Darren: Thank you. I really like it too. There s lots of space and light. I love the big windows. There s a great view! Interviewer: Do you spend a lot of time in your living room? Darren: Yes, with my friends, talking, watching TV, listening to music. There s a big TV and I ve got a superb new CD player, but you can t see it in the photo. Interviewer: Yes It s a very modern room! 1 b 2 a c 2 Pairwork. Students write the name of the person who said each phrase, then listen again to check. 1 Bianca 2 Darren Mike 4 Bianca 5 Mike 6 Darren Pairwork. Students answer the questions, then close their books and recall the questions. Ask some of the more confident students to ask and answer the questions aloud. Takeaway English Booking a room in a hotel page 29 1 Pairwork. Draw attention to the list of things they can find in a hotel room. Students say which three they think are the most important. Alternatively Before the students start the task you may want to write the following useful language on the board, or with stronger students, dictate it to the class. I think (an en suite bathroom) is the most important. I don t think (a view) is very important. 2 Whole class. Students listen to the telephone conversation of a person booking a hotel room. They tick the services on the list. Draw their attention to the example before they listen. They compare answers with a partner..10 Receptionist: Good morning. Belle Vue Hotel. Can I help you? Guest: Yes, please. I d like to book a room for next weekend. Receptionist: For how many nights? Guest: Two nights, Friday and Saturday. Receptionist: The 1 th and 14 th of February? Guest: Yes, that s right. Receptionist: A double room or a single room? Guest: A double room please, with a bathroom en suite. Receptionist: OK. a double room with bathroom for two nights. Guest: Has the room got a balcony? Receptionist: Yes, it has, with a view of the sea. Guest: Superb. Is there a TV in the room? Receptionist: Yes, there is, and a mini bar. Guest: How much is it? Receptionist: It s 78 euros 50 a night. Guest: Fine. I d like to book it. Receptionist: What s your name, please? Guest: Johnson, Sue Johnson. Receptionist: Can you spell your surname, please? Guest: Yes, of course. It s J-O-H-N-S-O-N. Receptionist: OK, Ms Johnson. You ve got a double room with en suite bathroom for Friday, February 1 th and Saturday, February 14 th. Guest: Thank you. Receptionist: See you on Friday. double bed, en suite bathroom, balcony, a view, TV, mini bar 4

Home sweet home Read the booking form with the whole class. Students listen to the recording again and complete the form with the information they hear. You may need to play the recording twice. Students compare answers with a partner. 1 Sue Johnson 2 1 th February two 4 double room with bathroom 4 Pairwork. Students read the dialogue and put the sentences in the correct order. They compare their answers in pairs. 5 Read the questions with the whole class. Allow students a few minutes to prepare their answers. They can write them down if they want. Drill the useful language with the whole class. Students work in pairs to role-play booking a hotel room. Ask some of the more confident students to repeat their dialogues for the whole class. Ideal homes page 0 1 Draw attention to the phrases in the box and check understanding. Students write them in the correct column, then compare their answers in pairs, adding two more phrases to each column. Location: on a tropical island, in the country, in the centre of a capital city Types of homes: a penthouse flat, a farmhouse, a castle Facilities: a cinema, a sauna, a private lake, a helicopter pad 2 Whole class. Students listen to three people describing their perfect homes and complete the table. Students compare their answers in pairs. Play the recording a second time, pausing to check each answer (see transcript below for pauses //)..11 1 The ideal home? Erm yes I know where it is. It s a fantastic penthouse flat. // It s in the middle of Madrid, // at the top of a very high building. It s got superb views of the centre of the city and the mountains in the distance. It s got a big terrace and a swimming pool there, on top of the roof in the middle of a capital city! // It s really incredible. The rooms are big and there s lots of light and space. It s got three bathrooms and four bedrooms and a big fireplace in the middle of the living room. 2 My idea of the perfect home? Well, erm, that s difficult. Yes, I know a castle! // A castle with a private lake, // in Scotland maybe. It s got old walls but inside the rooms are modern and comfortable. It s got an enormous living room with an open fireplace, and three bedrooms with en suite bathrooms. And there s a fireplace in all the rooms. And a private helicopter pad // near the lake. The perfect home? On a tropical island // I think. Yes, a beautiful house on a tropical beach. It s got a swimming pool, and a sauna // and ten bedrooms so all my friends can come to visit me! And there s a cinema // a small, private cinema in the house where we can watch our favourite films. And it s got superb gardens with tropical fruit and hammocks in the trees. Yes, what a dream home! Listen to the descriptions one by one, ticking the items mentioned in the box. Students then work in pairs to label the sketches and listen a second time to check their answers. 4 Draw attention to the sentences. Students match them to the houses. Students can work in pairs and check their answers in the transcript. 1 b 2 a c 4 a 5 c 6 b Speaking page 1 1 Pairwork / groupwork. Students work in small groups to design an ideal home. They use the questions as a guide. Appoint one member of each group to act as secretary, taking notes of the decisions reached by the group. 2 Pairwork / groupwork. Allow the groups a few minutes rehearsal time to practise describing their ideal homes. Encourage them to use the expressions provided. Whole class. A representative from each group presents their ideal home to the rest of the class. Make sure the other students listen carefully in order to decide which house they think should win the competition. Writing Ideal Homes catalogue page 1 1 Draw attention to the cover of the magazine. Students read the description of the house and compare it to the photo. 2 Pairwork. Students read the questions with a partner and look back at the text to answer them. Check answers with the whole class. 1 Because it s got a swimming pool and a jacuzzi in the garden. 2 Because there s a sauna and a beautiful old fireplace in the living room. and 4 (students own answers) Students work alone to write a similar text with the notes they made in Speaking, Exercise 1 and the notes provided. If you are short of time this exercise could be assigned for homework. Students write a first draft and show it to a partner who responds using the following reader response code: = I like this? = I m not sure I understand. Encourage students to write questions at the foot of the text asking for more information about the house. Students discuss their texts with their partner and write a second draft. Do not make any corrections to the text until the second draft stage. See CD-ROM, Unit Test. 1 a penthouse flat, in the centre of a capital city 2 a castle, a private lake, a helicopter pad on a tropical island, a sauna, a cinema Read the phrases in the box and refer the students to the sketches. Students label the sketches individually and then compare answers with a partner. They listen again to check their answers. a1bathroom 2 bedrooms a big terrace 4 a swimming pool 5 a fireplace b1en suite bathrooms 2 bedrooms an enormous living room 4 a fireplace c1a swimming pool 2 bedrooms fabulous gardens Unit : Home sweet home 5