How do people around the world live? A virtual house tour.

Author names: Emma Hilari, Bet Passola, Carla Vergara and Alba Villar.

For Teachers (the information below is to provide guidelines on how to use your materials for another teacher to read). 

Target Group: 6th graders - A2 level.

Pre-Task. Vocabulary and structure review game. 

Students will be able to activate prior knowledge and house vocabulary at the same time as they learn the different descriptive structures (“There is…”, “There are…”) and adjectives (“big”, “small”...). The first activity is a memory game that will be done with Interacty (Annex 2), so students will match images of rooms and furniture with their corresponding names (for example: “kitchen” with the picture of a kitchen)

The second activity is a description quiz done with Kahoot (Annex 2) with questions in order to identify parts of the house, choosing the correct descriptive phrases and completing sentences (“There are _____ chairs”, etc). There will also be parts to practice description structures and adjectives to reinforce the description (“There is a large kitchen”...).

Main-Task. Virtual Reality exploration and preparation of the Script.

Students will be able to enter the space and move around to see everything there is in it, and collaboratively prepare the tour.

The groups are made of 6 people. They are joined by groups of 3 on one of the two house spaces. Like in the “group of experts” each pair will be gathering information for the house tour. Each group of 3 prepares the house tour, focusing on the different features that represent their assigned house (for example: considering the elevated floors in Thai houses, the distribution of the Japanese houses…). 

The teacher provides scaffolding material for them:

• Vocabulary: list with vocabulary from the parts of the house and different useful adjectives. (Annex 6)

• Descriptive phrases: sentences to take inspiration from (“There is a large balcony next to the living room”, etc.).  (Annexe 3)

• Table with the script structure. (Annex 4)

The students can write down a script of their presentation they will do to their partners. The teacher will provide a house tour template to ensure that the students understand everything.  

Final-Task. Virtual Tour.

Students will present their house tours to their classmates, record the activity and, finally, will provide feedback through co-assessment.

The different groups will take turns inviting the other group to their Virtual Reality house, then, they will present their house using the already done script. They will have to record the tour for the final assessment and reflection. Each group will assess the other group’s presentations with a co-assessment checklist taking into account different points provided by the teacher. Last but not least, the different groups will discuss what they have learned from their classmates' presentations and reflect on their own tour (what they liked the most, what they would improve, etc).

Main Learning Objectives: (maximum 2 - this is a SHORT lesson)

SWBAT (Students Will Be Able To)

To apply the house vocabulary and description structures in order to do a house tour about the different ways of living around the world.  

Materials Needed: 

(list the materials you need, but don't embed images or videos here--that should go in your Activity section)

• Spatial

• Computers/Tablets 

• House tour template (Annex 3)

• Vocabulary flashcards

• Description structure flashcards

• Review games.

• Kahoot

Interacty (Annex 5) (https://interacty.me/projects/e0ae59ff11c8be8d)

Activity Instructions

(this may include pre, during, and post instruction a teacher could use)

Before starting this session, students have already been working with Spatial, which means that they do not need to hear the instructions from scratch, although it is important to do a brief reminder of the basic rules and steps to follow to enter the application and know how to navigate in it. 

Task before the lesson:

Creation of the materials. Students will be organized in pairs or groups of three, which are the groups that will be joined to create the cooperative teams. Each of these small groups will complete one worksheet with the given information that will help them remember the different characteristics of the house they have been assigned (Japanese house or Traditional Thai house) and the structure of description. 

Note for the teachers: If any pair or group of three finds it too difficult to complete, they can always resort to the other pairs and groups in the class that have the same country as them. This can serve as a universal measure for those students who might need it: cooperative work. 

Example analysis. Once all the information about the different houses is complete, the whole class will analyse an example of a house tour done by the teacher in which they show the different parts of an Italian Equestrian Mountain retreat house. After watching this example, the entire class will comment on some aspects they have found relevant and that should appear in their creations of the house tour. To conclude this part, one person of each small group or pair will share three main aspects a house tour should have in Mentimeter (Annex 1). This way, everyone has clear which aspects can not go missing when creating and doing the house tour. 

For Students The materials below should be exactly what a student will  see (and need) to accomplish the activity you described above.  This will include the needed image(s) and video(s), instructions for students, worksheets (if any), etc.

FEEDBACK 

Positive aspects: 

• Well creared support materials useful for students. 

• Original and meaningful, a different way to learn about house vocabulary and description. 

Suggestions: 

• Can be too loud/chaotic to do the house tour all in one classroom. We could find an additional space. 

• Offer a checklist to help students structure the session or the task of the house tour.