PHOTOCOPIABLE ACTIVITIES TALKING ABOUT HOUSES FINDING A HOUSE Use after: Module 4 Topic Talk about 20 minutes ne role-card and one house list for every pair of students Instruction: 1. Divide the class into pairs and allocate a Student A and a Student B in each pair. 2 Student Ais a house hunter and Student B is an estate agent. If you have the space, get students to arrange themselves so that the estate agents are sitting behind a desk. 3. Give outa role-card to each house hunter. It does not matter which role-card they have, but try to ensure a good mix of role-cards throughout the class. Give out a list of houses to each estate agent. 4 Give students time to read through their role-cards or house lists, 5 Explain that the house hunters need to speak to the estate agents and find the best house for them. Elicit some useful language for asking and answering about houses and build up an example dialogue on the board, e.g Estate agent: Hello, How can |help you? House hunter: I'm looking for a house/an apartment/a flat Estate agent: How many bedrooms do you need? House hunter: I'd like one bedroom. Estate agent: I see. What about the location? House hunter: I'd lke to be in the country near a railway station, Estate agent: Are there any other features you're looking for? House hunter: Oh yes, Id like a garden and a nice view. Estate agent: We have this house. | think it's perfect for you! It is @ one-bedroom cottage in the country. It's 10 minutes from the railway station and it has a small garden. House hunter: It looks lovely. Can | see it, please? 6 Ask the house hunters to answer the estate agents’ questions, and find out f they have a house for them. Students should make a note of the house they decide on, 7 When everyone has finished, get whole-class feedback. Did all students find a house that they were happy with? At this stage of the activity, do not ask them which house they chose. 8 Get students to swap role-cards with another pair, then within their pairs, swap roles and do the activity again, 9 Get whole-class feedback and write the correct matches on the board. Answers: House hunter A-House 1 House hunter B - House 4 House hunter C-House 2 House hunter D - House 3 House hunter €- House 5Bungalow : House hunter A *1 bedroom Youneed: You would like: * Garden |e Lbedroom + agarden *Onthe outskirts of town |. tobenear a Tube station * Quiet [© quiet location * Near to Tube station Cottage House hunter B *L bedroom | Youneed: You would like: * Garden + bedroom + aterrace * In the country | tobe in the centre of * Nice views town *Cosy | + tobeneara Tube station Flat : House hunter C * 2 bedrooms | Youneed: You would like: * Shared garden | © Lbedroom + anice view *Inthe centre | + tobe in the country * Near to Tube station be agarden * On the sixth floor * Nice views of city Flat | House hunter D * L bedroom | Youneed: You would like: * Terrace | * 2bedrooms © agarden * In the centre | * awarm house “Near to Tube station + tobeneara Tube station Detached house House hunter € * 3 bedrooms You need: You would like: * Large garden + 3 bedrooms + agames *inavi oom Ina village + agarden * Lots of space Lt lots of space * Games roomPHOTOCOPIABLE ACTIVITIES PREPOSITIONS AND ADVERBS DESCRIBE YOUR HOME Use after: Lesson 11 about 20 minutes ne photocopy for each student, cut in half Instruction: 1. Divide the class into pairs and allocate a Student A and a Student B in each pair. 2 Give out one half of the photocopy to each student. Tell students not to show their paper to their partner. 3. Explain that the plans show the layout of a house. 4 Revise the prepositions and adverbs from the Word Builder in Lesson 11. 5 Give students time to look at the layouts, and think about how they will describe their houses. if they wish, they can make notes. 6 Explain that they must take turns to describe their house while their partner listens ‘and completes the missing things on their plan. They should not look at each other's papers. Remind them to use the target language, e.g. downstairs, upstairs, inside, outside, along, on, in, below and above. When everyone has finished, they should stop and compare papers. 8 Get whole-class feedback on students’ use of the target language.Student A Listen to your partner's description of the house. You need to add Livingroom Parents’ bedroom Bathroom Terrace _Sister’s bedroom these things to your plan: Upstairs. Your bedroom Fitted wardrobe Games room Downstairs Hall Front door «Ke Student B Listen to your partner's description of the house. You need to add these Kitchen Frontdoor Fitted wardrobe Fireplace Games room things to your plan: Sister's Your bedroom bedroom Upstairs Parents’ Terrace bedroom Downstairs Living roomThis Reading Worksheet gives students further practice of scanning a text in order to get important details which will help them in their understanding of the content. Encourage your students to find topic sentences at the beginning of each paragraph to get relevant information. nally, tell students about the importance of locating any kind of word, phrase or expression used by the writer to add extra information. GBstaaTEGY Scanning for information 1 It is faster and easier to locate details in the text when. something stands out rom the rest ofthe print. This exercise focuses on numbers. ANSWER KEY - a 63is the percentage of the US population that owns pets. b 10t0 20is the number of homes ina small manufactured home park ‘€ $60,000 isthe standard price of a manufactured home, given as an example in the text. d_ 140 (square metres) is the metric equivalent of 1,500 square feet. @ 1976 was the year the building code for this type of home was changed. GBSTRATEGY Using topic sentences 2 Topic sentences are an important aid to finding the relevant information ina text. Topic sentences can tak different forms, like the question-and-answer style adopted in the text here Students decide where to place the questions inthe text ANSWER KEY 23a 3 Accumulating details or examples in order to support an arguments a favourite tactic with writers. hese details or examples are often marked by certain phrases inthe text. If students can identity this sort of phrase, they will find it much easier to navigate their way through the information, Students look for phrases inthe text and match them to the information that they refer to. ANSWER KEY. te2c3d4b5aManufactured homes 1... Or a retired couple surviving on state pensions? The solution to your situation in the USA is to buy a manufactured home and have it placed in a park of your choice. These parks range from small estates of only 10 to 20 homes to much bigger ones of 300 or 400 homes. Manufactured homes are factory-built houses constructed according to strict federal regulations. 2.... Cost is probably the main one. A manufactured home of 1,500 ft? (140 m2) costs around $60,000, while a town house would cost at least twice as much. Changes in the 1976 building code mean that the quality of the buildings is now much better than that of the old ‘mobile homes’, Another consideration is the area. Many manufactured home parks are outside the big cities, and therefore quieter and often cleaner. A further advantage often mentioned is the neighbours: there are fewer than in an apartment, GBstaaTEGy Scanning for inform Tofind specific information ina text, look through the text uickly for key information. 1 Look through the text quickly to find what these numbers refer to. 263 b10t020 «60,000 di40—e 1976 GBstRarecy Using topic sentences Sometimes texts use a question-and-answer structure to Introduce information 2. Match the paragraphs (1-3) with the correct opening question (a-c). ‘8 What about the problems? bb Are youa young couple ving together ona tight budget? «¢ What are the reasons for people choosing tolive here? and they are never so close! A final point, for the 63% of the population who have pets: it’s generally easier to look after them in this kind of residence because there are more open spaces. 3... Well, distance is one of them. Living in a manufactured home park normally means that residents depend on a car to get to shops and restaurants. Weather can be a hazard too, as. ‘manufactured homes are more exposed than town houses. The Tornado Belt or hurricane country are not such good locations for a manufactured home! Another risk you face is the park manager. Many parks are owned by one person, but operated by another. A park manager is responsible for supervising water and electricity supplies, as well as general maintenance. If you are interested in placing a manufactured home in one of these parks, most residents recommend visiting the park and talking to people there before signing any’ contracts. One bad manager is one major problem for all the members of the community. GQSTRATEGY Adding information ‘There are a numberof phrases lke too and another, which, ‘writers use to add information. Look out forthese as you read, as they can help you understand a longer text. 3_ Find phrases (1-5) in the text. Match them with the words that they refer to (a-e). 1 another consideration _a the park manager 2 afurtheradvantage b the weather 3 a final point « the neighbours 4 ahazard too d pets 5 another tisk e theareaKEY LANGUAGE balcony, ballroom, field, games room, ‘garage, garden, ‘greenhouse, gym, dacuzzi, library, recording studio, roof garden, sauna, ‘studio, swimming pool, tennis court, tower, tree-house, workshop second conditional, first conditional. PREPARATION — ‘One photocopy for each student. 4 Homes A perfect home Warm up 1. Ask students about their hobbies and interests. Ask which need special facilities, and which they can do at home. 2 Tall them to imagine they were very rich and could have any facilities at home they wanted, What would they have? Give them a few minutes to talk with a neighbour. 3. Listen to thelr ideas. Encourage comments and questions from other students. Main activity Reading 1 Tell students they are going to read about people's dream homes, Put them inpalrs and sive out the photocopies. Tell them to look atthe words in the box and ask their neighbours about any they do net know. 2 Askif there are any words they still do net know. Ask other students to explain before ‘explaining yourselt 3 Tel them to take tur reading the articles out to their partner, one by one, and then to decide together what the people ae talking about 4 Check their answers. | Answer key eo eis ‘Svetlana: ballroom, Raji workshop, Amand; field, A ‘Sandy: recording studio: = nies ‘we Chet greenhouse, ‘Speaking 1° Draw ths table on the board My top five. __ Next five. ‘They are OK. Thanks, but I’ not interested. Explain that students should think what they would lke in thelr dream home ifthey could have the things in the box on the photocopy, The top five are the things they would like ‘most; the next five are the five they would choose next. The last section is things they would not want at all. Ask students to work alone and complete the table. 2. Ask them to compare what they chose with their partners and explain why. Give them five minutes, 3 Askif any of their partner's choices were surprising and why. Invite comments and questions from other students, 4 Tell them that together they can choose six things from the box, and thay must agree which six to choose. Tel them they should try to do two things; write them on the board: ‘© Agree to let your partner have something they want if they'll let you have something you wart, © Think of different uses for things, so that you can both use thems in diferent rays Give them ten minutes 5 Ask f anyone got everything they wanted, Ask what things they were able to agree about. ‘Ask what different uses they thought of for things. invite comments and questions from other students, Follow up ‘© Pairs discuss their ideas for a cream home with anything they want. ‘© They draw up a design for their perfect home with plans, labels and sentences giving short descriptions or explanations of important details, '* Display or circulate the designs for the class to see and ask questions about, © Vote to choose the best design.What are these people talking about? Read their texts and choose words from the box. Svetlana... Raitt Amanda .. Ai chris. Sandy : artist's studio games room gym recording studio tennis court balcony garage Jacuzzi roof garden tower ballroom garden library sauna tree-house field greenhouse private cinema swimming pool workshop ‘if could have anything | wanted, 'dhavea ...’ Our readers tell us about the perfect home of their d Tove having partes, 1 love entertaining Buests. and I love dancing. know Pq ‘Need areally big room and it would he “Expensive, but it’s what (Svetlana, 35). ‘pve always been interested in all types ‘of machines. Jveally like working on old f ‘machines that are broken. Repairing ‘diem gives me so much enjoyment. “Thai's why J want one? (Ralit, 41) Twant most? 586. Spd axe one for my Rowses: YON nd pong ios oF space DOT Tey Terese Tere woudbe aL _ 0. ele eesh geass for them 10 0110 ‘mands, 32) “The conniryside around here is beautiful and it's the view that I'm {interested in, OF course it would have to be high: I'm thinking of about ‘twenty metres, (Al, 26) ‘Td like one because gardening ‘has been my. hobby for years and T’ve grown. hundreds of different plants, The problem here is that the WIMETS are 80 terribly cold” (Chris, 62) 57 play guitar, piano. and saxophone. ‘Not at the same time, of course! But {write niusic and I' like to heat it played. A lot of my friends are musicians too, so I think it would be a good idea.’ (Sondy, 18)Unit 4 Homes Holiday house-swap ‘Warm up 11 Blict the meaning of a holiday house-swap, ie. a holiday anywhere in the world where you borrow someone else's house while they use yours. 2. Brainstorm the advantages and disadvantages of house-swaps, 3. Put the students in pairs and give each pair a copy of the Pictures and Notes. Tell them these are potential house-swaps which someone has made notes on. Tell them to match the notes to the pictures, ae Main activity 1 Putthe class nto three groups, numbered 1-3. Ask them to only look atthe house that has the same number as their group. Tell them to discuss whether they would like to stay ini. 2. Divide the groups into pairs and give each pair a copy of the Model Letter. Explain that itis aletter from the owner of one of the houses. Ask them to read it, match it to a house and Circle the clues that helped them identity it. 3. Ask the pais to undertine all the nouns and pronouns and draw arrows from the ‘numbered pronouns to the nouns they refer to, Demonstrate how the first one has already been done. Feedback as a whole class. Discuss how these link the text together. Ask the students to find two more linking words in the ast paragraph. (Answer: unfortunately, also) Explain that inthe three paragraphs the owner has tried to anticipate three questions that people might ask. Tel the pais to write the questions. Feedoack as a whole cass. = * ensure they answer the three questions from step 4, and use both the notes and the picture to help them write the letter. 6 When the students have written their letters, ask them to swap them with another pair from within their group. Ask them to check the letter for linkers and redraft it, if necessary, 50 that it lows more smoothly. You may want to give students 2 copy of Writing ‘organisation 2 to help them with this (see p.124). Ask them also to correct any inaccurate information 7 Ask the pairs to swap their letter with a pair from another group and decide if they would like to stay in the new house or not Follow up ‘© Ask the students to write a similar letter for their own home or a dream home. ‘© Ask the students to write a description of thelr home for an Internet house-swap site.Pictures ~ small seaside foun I om the South coast ~ bedroom; parrame| — age rear Strattord = 3 bedrooms; aun “OSS 0 pets coos a = = 2 vedeoows, \ow sras¢5 ailAron & bus-raite and doors ond ceils: welcome Scellent rai 1o Smoky = ext to the ever: local boat hw Model Letter Honeysuckle Cottage Beeton Warwickshire WK3 4DB 24 October 2004 [Dear Mr and Mrs Mann 1 do hope you enjoy your stay in our hore. You'll find fit’ cosy but t's got everything ‘you'll need, 1 don't know how tall you are, but it was builtin 1558 and people were shorter then! Be careful ofthe doors — they're very low and i's easy to bump your head! ‘The bathroom’s atthe top of the stairs. It doesn’t have much space to keep anything in but there are extra towels and sheets in the cupboard in the spare bedroom. If you need Sit, the washing machine's in the kitchen and 7it’s quite easy to use. Washing povider's under the sink, ‘Unfortunately, there isn’t a shop in the village but there's a supermarket in town. If you don’t ‘want to cook, the village pub does good food. 81 also does boat hire and the river is particularly preity at this time of year. Do contact me if you need further information. Yours sincerely Mis FotberTeaching notes Unit 4 Speaking Worksheet 2: Spot the difference Tisactviy relates tothe theme of modem houses versus traditional ones. sims to practice some ofthe vocabulary in the unit and some more basic house and home lexis. The activity isa classic’Spot the difference’ activity. You will need: ‘One copy of the Speaking Worksheet per pai Divide the class into paits and give the student As and student Bs the corresponding part ofthe Speaking Worksheet. Stress that they are not to show their pictures to their partner. Explain that their pictures contain ten differences and their objective isto identify these differences by taking turns and asking their partner questions. © EXTRA ACTIVITY © Tell students they have a budget of €500 to redecorate the classroom. In small groups, they plan the changes and then present them to the class. Choose the best ideas.Student A Look at the picture. Find ten differences between this picture and your partner's by asking and answering questions. Useful Language ites / wireless What's. ke? foreground / background / bottom-lft / flat screen / security camera / What do you have fr,..? bottom-right /top-left/top-right remote control Isa machine for... inthe centre / next to behind / Is/Atethere...? Whereis are... in your room? infront off between ... and... under Student B Look at the picture. Find ten differences between this picture and your partner's by asking and answering questions. eerie ites /witeless Whats. ke? foreground / background / bottom-lft / flat screen / security camera / What do you havefr,..? bottom-right /top-left/top-right remote control Isa machine for... inthe centre / next to /behind / Is/Atethere...? Wheres are... in your room? in frontof/ between ... and... ‘underDescription Students read clues and complete a puzzle with houses vocabulary Lesson link Use this activity ater exercise 3 Time 5 minutes Extra material Print out and photocopy The houses puzzle worksheet for each student Instructions After SS have looked at the Vocabulary Bank Houses in New English File Intermediate Student's Book on p.151, give them the puzzle to complete. Explain that ‘SS need to read the clues and write the word in the squares. When they have finished, they should be able to make another word going down the page. This ‘word is also associated with houses. Answers S So mm 4 m) m/z) >/-|Q@)1 JO No sawoD ayous pue asnoy e jo do} UO si sIYL Z sa|qeye8an pue siamoy yum asnoy e Jo wed ayL 9 asnoy e jo ued doy ay s Buipjing Jeyjoue 0} papeuuo> you si asnoy ——— y umo} e ueyp J9/]PWS S! JeUY Sosnoy YIM eaIe UE SI SIYL ¢ 4e9 snok and nod ayaym st SIL Z anuas Ap ayp apisino ani} ajdoad aiaym eare ue SI SILL sen {sesnoy 01 parejas piom aip s} 24m “aBed ay; umop ‘8u1o8 piom sayjoue puy Pinoys nok “ysiuy nok WYN Z “sasnoy ym payeuuos ase 1 UM puke sanp ayy peey L Sromsue ou} [IV “Spiom ayy 3]zznd sasnoy ayL x 41 Jo 3No sawo> ayouls pue asnoy e jo do} uo si sIyL sa|qeiaBan pue sranoy yim asnoy e jo ued ayL asnoy ejo wed do ayL Inq sayJoUe 0} p2}29UUOD JOU SI asnoy—— y 1 SIU 489 amok ynd nod axayen st SIL umo} e ueyp Ja|jeuLs SI EU sasnoY YY ease UE, anuad Arp aup apisino any ajdoad araym ease ue st sit san} ésesnoy oF pareja piom ayp s} yeym “aBed ay uMop 3u108 piom satpjoUe Puy pjnoys NOA “ysIUY NOA LOY Z “sosnoy ym papauuod aie 1 BUM pue sanp ayy peey L Siomsue ap [I¥ “Spsom ayy 9]zznd sasnoy ayLUnit 4 Homes Celebrity house challenge ‘Warm up ‘© Tell students that you are going to describe your favourite room at home and that they ‘must listen anc draw what they near. Then describe the room to them, as students listen and draw on a lec of paper. When you fish, tel them to compare their pictures. Then repeat the description while you draw the room on the board, Finally, explain why this room is your favourite. Perhaps put students into groups and tell them eacn to describe thelr favourite room at home and explain their reasons. E Check the Key language. Dictate any words you think your students may not know, Spot the difference, ‘repeating each word twice as students write them down, When you finish, tell students to takingnotes compare their spelling. Then choose one student to write thelr list on the board. 5 Encourage other students to call out any corrections necessary, Give students a few moments to look up any new words in their dictionary. LISTENING 7 FOCUS Main activity Listening for details: 1. Beplain to students that they are going to listen to a TV presenter describe a room in @ @ famous person's house. Give each student @ copy ofthe photocopiable sheet. Give them a TIME few moments to study the picture. Explain that there are six differences between the 4s minds description of the room they are going to hear and the picture. Tel them they must listen age careluly end circle the six dfferences. When students are ready, play the recording. (main activity 20 rons): necessary, play the recording a second time, KEY LANGUAGE adventurous, atlas, celebrity, clue, coffee table, corner, cultured, elegant, fan (supporter, handbag, leather, founge, luxurious, 2 Direct students’ atterton tothe nine acjectves onthe ight of the photocopaole set. Explain that they are going to listen again, but ths time they must Isten for these = adjectives only. They should number the adjectives in the order they hear tnem, one to marvellous, mystery nine, Give students afew moments to study the adjectives, then play the recording sofa, state-of-the-art, es screams 2 nee studio, superb, taste (noun), viewer, wonderful; Tage Modals of deduction, 3 Finally, tll students ta listen once more and to write dovm what each adjective adjectives, @) describes, prepositions of place “Answer key, 3 | 5 Athehome. 2 the tounge: . : . 4 tho coffee table -Sthe'mystery famous perstin PREPARATION: L 7the tv. “Btheflowers ‘One photocopy for = each student Follow up @) Co[H] wack15 | purstudents into pairs and tl tem to think of famous person and vent a descition a room in their house, including several clues. When they are ready, tell pars to read their description aloud to the class. Can anyone guess the famous person?CInjepuom (CJ snojjaasew Deas (J quadns (snounxn, Cinjaneaq (J wapow Cjesny (J snounuanpe1 Answer your partner's questions about Katie and her flat. late 205 quiet, very hard-working quite small attractive long fair, and curly about five foot two well-dressed, designer labels reading and walking quite old-fashioned, comfortable and with lovely views pretty big, 80m? 5, living room, kitchen, bathroom, two bedrooms Which part oftown_[ near the park How fartoshops | about 10 minutes 2 Now ask your partner information questions about Martin and his flat. ‘Complete the chart. General description Number of rooms Size of living room Which part of town How far to shops 3. Tell your partner about someone you know and where he/she lives. Give the same information as in the chart.1 Ask your partner information questions about Katie and her flat. Complete the chart. Personality General description Number of rooms Size of living room Which part of town How far to shops 2. Now answer your partner’s questions about Martin and his fla. vety nice, ood fun and very sociable slim and good-looking ‘curly and dark about Im 80 casual; has his own style travelling, cooking spending time with friends General description | spacious and wel-decorated; some interesting objects Number of rooms | 7, livingroom, kitchen bathroom, two bedrooms, office Size of living room Which part of town _| right in heart ofthe city How fartoshops | 2minutes 3. Tell your partner about someone you know and where he/she lives. Give the same information as in the chartResource 8A Language practised: vocabulary Time: about 20 minutes You will need one photocopy for each student. ‘Briefly review the topic and language about houses ‘on pages 60 and 61 of the Students’ Book. Students close their Students’ Books. ‘© Make pairs. Hand out Resource 8A to each student. They do the multiple choice individually and then check in pairs. ‘© They can check in their Students’ Books before you check as a class. Answers: 1a 2c 3b 4b Sc 6a 7b 8a