Lesson objectives To understand a simple interview 2 Read and tick (✔). To review and extend vocabulary for places to stay/sleep • Tell the children to look at the table. Say Two rooms. Which To use the question forms Where is…? and Where are…? home has got two rooms? The windmill or the houseboat? correctly Point out the example tick. Say Look, it’s the houseboat. To write questions for an interview Ask the children to tell you where you can find this information in the text. Language • Let the children work in pairs to find the information in the text and put ticks in the table. Where are the (bedrooms)? They’re (upstairs). • Check the answers as a class. Ask Which home has got three Where is the (kitchen)? It’s (in the lounge). bedrooms / is big / is little / has got six rooms? New vocabulary: windmill, caravan, houseboat, bed, sofa Other vocabulary: room, bedroom, bathroom, lounge, Key kitchen, upstairs, downstairs, house, dining room, hall More words: cottage, shower, tent, hotel
Presentation and pre-reading (page 24)
• Review known vocabulary for rooms in a house. Ask two rooms ✔ the children to tell you what rooms are in their homes. three bedrooms ✔ Encourage them to use English where possible. When they say words in L1, say the words in English. Write the big ✔ words on the board. • Explain that you are going to talk about some unusual little ✔ homes. Ask the children to open their books at page 24. six rooms ✔ Explain the meaning of the unit title Holiday homes (places where families go to spend holiday time, perhaps for a 3 Write windmill or houseboat. few weeks, not where they normally live). • The children use the reading text to help them complete • Point to the pictures in the vocabulary panel at the top of the sentences. the page, and say the words. • The children work individually then check their answers in • Model the words again for the children and drill pairs. pronunciation. Then say the words in a different order and ask children to point at the right picture. • Check the answers as a class. • Ask the children to look at the photos in the reading text Key and say what kinds of homes they can see. 1 houseboat 2 windmill 3 windmill 4 houseboat 5 houseboat 6 houseboat Reading (page 24) 4 Read and write Yes, they are. or No, they aren’t. 1 Read and listen. $ 06 • Do this exercise orally, with pencils down. Read the first • Play the recording with books closed. Ask the children question and point out the example answer. Make sure to listen out for words for rooms. When the recording is the children understand the question, and how to find the finished, ask them which words they heard (bedroom, information in the text. bathroom, lounge, kitchen). Then ask them what kind of • Read the remaining questions one by one, and give the text they think it is (an interview). children some time to find the answer. • Play the recording again and let the children follow • The children work individually to write the answers. Then the texts in their books. Ask some questions to check tell them to check their answers in pairs. understanding, e.g. Does the girl live in a windmill? How Key many rooms has the windmill/houseboat got? Explain that 1 Yes, they are. 2 No, they aren’t. 3 No, they aren’t. these children are talking about their real homes, not 4 Yes, they are. holiday homes.
Vocabulary (page 26) Writing (page 27) • Hold up your book and point to the photo of a caravan. 5 Read and circle. Ask What’s this? Point out the caption and say Look, it’s • The children look at the pictures and circle the correct Billy’s caravan. word in each sentence. • Tell the children to look at the model text and explain that • Let the children complete the exercise individually then it is another interview. Ask How many questions has it got? check their answers in pairs. Check the answers as a class (four). by asking volunteers to read out the sentences. • Read the text while the children follow it in their books. Key Ask some questions to check understanding, e.g. How 1 bedroom 2 windmill 3 bathroom 4 houseboat many rooms has the caravan got? Has it got a dining room? 5 caravan How many beds has it got?
6 Complete the sentences. 8 Write Where is or Where are.
• Revise dining room, hall and stairs if necessary. • Look again at the third question in the model text: Where • Tell the children to look at the picture. Ask What’s number are the beds? Explain if necessary that we say Where is one? (the bedroom). Repeat with the other numbers in the when we are talking about one thing, and Where are when picture. we are talking about more than one thing. • The children write the words in the gaps to complete the • The children work individually to complete the questions, sentences. then check their answers in pairs. • Let the children check their answers in pairs, then check Key them as a class. Ask individual children to read out the 1 Where are 2 Where is 3 Where are 4 Where is sentences. 5 Where are 6 Where is Key 9 Write questions for an interview about Lisa’s 1 bedroom 2 bathroom 3 dining room 4 lounge holiday home. 5 hall 6 kitchen • Ask the children to practise reading the model text in 7 Look at Exercise 6. Ask and answer. pairs, with one child asking the questions and the other • Tell the children to look at the picture in Exercise 6. Ask saying the answers. Then swap roles. Where is the bed? (In the bedroom.) • Tell the children to cover the model text with a book. They • Ask the children to help you to make more questions then read the answers in the writing frame in Exercise 9 about the things in Exercise 6, i.e. Where’s the bathroom/ and write the appropriate questions. boy/sofa/kitchen? and Where are the stairs? Choose a child • When they have finished, tell them that the questions to answer each question. should be the same as in the model text, and let them • The children ask and answer in pairs. check their own work. • If you like, you could tell them to ask and answer in pairs Key about the location of some other things in the picture, e.g. What is your holiday home? bath, flowers, books, wardrobe. Is it big? How many rooms have you got? More words (page 46) Where are the beds? • In a stronger class, use the More words section to extend the children’s vocabulary. Writing (optional extension activity) • Ask the class to turn to page 46 and look at the pictures • Before the class, write the questions from the model text in the vocabulary panel. Model and drill the new words. and writing activity on a piece of paper. If you like, add Explain that a cottage is a small house, usually in the some more questions, e.g. How many bedrooms have you country. got? Has your holiday home got a garden? Photocopy the • Say the words in a different order, while the children point list of questions so that there is one for each child. at the pictures. • Ask the children to help you think of as many different types of holiday home as possible. Write a list on the Circle four words and write. board. Include ideas from this unit, and some more • Explain that the children have to find four words in each unusual ones, e.g. windmill, caravan, houseboat, tent, line and circle them, then write the words with spaces cottage, castle, treehouse. When the children make between them. Note that words from pages 24 to 26 suggestions in L1, say and write the words in English. are included. (Note: The children should be careful with • Tell the children to imagine that they own a holiday home, compound words like windmill, bedroom and upstairs – and to decide what type of holiday home it is. Choose a each of these words is written as a single word.) confident volunteer to come to the front of the class. Ask him/her the four questions from the photocopied sheet. Key Help him/her to answer the questions. The answers can 1 cottage hotel windmill caravan be much more simple than the ones in the book, e.g. 2 tent caravan hotel shower What is your holiday home? 3 windmill cottage bedroom upstairs A castle. 4 shower tent hotel caravan
Is it big? Yes. How many rooms have you got? Twenty! Where are the beds? In the bedrooms. How many bedrooms have you got? Ten. Has your holiday home got a garden? Yes. It’s got a big garden. • Repeat with another volunteer if necessary. Then let the children ask and answer in pairs. • Finally, hand out the photocopies and let the children write the answers to the questions. Then ask them to draw a picture of their imaginary holiday home.
