How to teach remotely with
Here are some suggestions for how you could use Complete to support your online classes. Downloadable Resource Pack includes: Student’s book Audio, Workbook Audio, Practice Tests, Speaking Test Videos and Photocopiable Worksheets. If you do not have the Resource Pack for your version of Complete please contact your local Cambridge representative for details on how to download it.
For Complete First and Complete Advanced, find two complete practice tests per level here: Complete First
Complete Advanced
click here
click here
For Complete IELTS, find extra worksheets for every unit for bands 4-5 or bands 5-6.5 HERE 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:
click here
Presentation Plus is our multimedia presentation tool for Complete. If you are teaching using a video conference platform, then you can use all the presentation elements with your students by sharing your screen. Check out our latest blog series on teaching online for hints and tips. www.cambridge.org/supportingeveryteacher
G R E AT F O R : > giving instructions
> presenting grammar or vocabulary
> setting up tasks
> stimulating discussions.
If you don’t have this, hold your book up to the camera and point at sections of the page you are focusing on.
C H AT B O X :
BREAKOUT ROOM:
use for short answers and brainstorming, allows for all students to participate actively at the same time.
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 :
G R E AT F O R :
> warmers
> comparing answers after tasks
> checking concepts
> role-plays
> checking answers
> short discussions
> getting feedback.
> collaborative tasks.
Two or three short breakout room tasks each lesson add variety and allow for more interaction. To find out more about 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
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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.
AN IMPORTANT NOTE: Using breakout rooms with young learners. Just as we would not leave young learners unsupervised in a physical classroom, we don’t want to leave our students unsupervised in breakout rooms either. If you plan to use breakout rooms with your teenage students, arrange for online teaching assistants to help monitor the breakout rooms. If this isn’t possible, here are some alternative approaches you can use: > Comparing answers to exercises: Show the answers on your screen, allow students a few minutes quiet time to check their answers (you can play music during this time if you want). Then invite students to ask questions. (A fun twist on this approach is to add a few “mistakes” in the answers and get students to spot the mistakes. This makes sure they’re paying attention). > Discussion tasks: Use the chat box for the initial stage of the discussion so that everyone can share answers and generate ideas, then call on individuals to ask and answer questions. You can ask each student to nominate a classmate to continue the discussion until everyone has spoken. Ask students to record their answers to the discussion questions after the class and send you the recording. > Role-plays: Act out the role-play with one or two of your stronger students first, then call on pairs to act out the roles in the main classroom. Ask students to write out the dialogue from the role play and share it with you after the class.
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A quick overview of the COMPLETE coursebook unit structure. The sections you will want to prioritize for synchronous videoconferencing classes are shown in bold. Lesson 1
2 pages
Starting off, reading, vocabulary, pairwork
Lesson 2
2 pages
Vocabulary, grammar, pairwork
Lesson 3
2 pages
Vocabulary, listening, groupwork
Lesson 4
2 pages
Speaking, writing
NOTE: The structure of Complete is not fixed across the various exam levels, but all units include all skills/exam papers, vocabulary, grammar and pronunciation. We suggest two pages is approx. 1 lesson, but this is not fixed. NOTE: We are using Complete Preliminary for Schools in this example, but the ideas detailed below apply to whichever level you are using. The other sections can be set for self-study or collaborative pairwork 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. 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.
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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. In some cases you may still want to do some of these activities in the online classroom though, for example if you get a sense that students are struggling with a particular exercise type on their own. BEFORE THE CLASS
DURING THE CLASS
Unit 6, Lesson 1 1 Complete the vocabulary exercise
1 Check the vocabulary
Main classroom
2 Read text
2 Listen and check answers
Chat box
3 Elicit main points from text
Chat box
4 Students complete the pairwork
Breakout rooms
activity
Lesson 2 1 Vocabulary – sort the words into 3
Vocabulary:
2 Complete the vocabulary exercise
1 Teacher checks answers from
Main classroom
3 All grammar exercises p. 54
2 Teacher checks answers from
Main classroom
3 Students ask and answer questions
Breakout rooms
groups
students students
in groups
Grammar:
1 Teacher first checks students’ ideas,
Main classroom
and then students listen to and answer questions
2 Listen again and complete sentences
3 Ask and answer questions 4 Students complete rules and teacher checks answers
5 Students complete text together
and then check answers with whole class through teacher
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Breakout rooms Main classroom
BEFORE THE CLASS
DURING THE CLASS
Lesson 3 Exercises 1 and 2 of vocabulary section Listening
1 Elicit information from pictures and
Main classroom
texts.
2 Ask and answer the questions 3 Complete the listening task 4 Pairwork task to determine key
Breakout rooms
5 Complete listening task
Main classroom
6 Groupwork task
Breakout rooms
1 Elicit information from Speaking
Main classroom
2 Do the pairwork exercise
Breakout rooms
words
Lesson 4 Speaking exercises 1 -3
texts
Writing exercises 1 -3
3 Complete the advice and then listen to the candidates doing the task in the breakout rooms
4 Pairwork task for picture in writing
Breakout rooms
5 Elicit information they did before
Main classroom
6 Complete exercises
Chat box
7 Write article in groups or
Breakout rooms
section
class and check answers
individually
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More detailed notes on how to structure the live classes lesson by lesson.
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That’s entertainment!
the TV and Turn Off
GO OUT!
Reading Part 2 A
Tom and Ian are looking for something to do one afternoon. Read about what they like and dislike. Underline the key words.
1
B
Tom and Ian have a free afternoon but neither of them like crowds. They’re interested in theatre and exhibitions for young people, but they don’t have much money. Read the entertainment guide and decide which event is the most suitable for Tom and Ian. Underline where you find the information. Then answer the questions.
2
A Beautiful Sunset This band returns once again to play songs from their latest album. Expect an amazing performance from these musicians who have sold over 80 million records. Tickets are on sale for €60, the price includes a free souvenir T-shirt. Enjoy a meal in our restaurant after the show. Public transport nearby. The Sports Palace
B Our lives, their lives
1 Tom and Ian are interested in theatres and exhibitions. Why isn’t D suitable? 2 Neither of them like crowds. Why isn’t G suitable?
Now in its second year, this exhibition explores the lives of teenagers from all around the world through photographs and cartoons, music and interviews. Some of the interviews are with parents who are asked to compare their lives with those of their children. Free entry to this popular museum, which is rarely busy after 3 pm. Don’t miss the excellent gift shop. Jameson Museum
Read the guide again. Decide which event would be the most suitable for the people (2–5).
3
C
• Underline the key words in the descriptions of people. • Read A–H to find information that matches the key words in 1–5.
D
2
Alice’s parents want to take her to see something brand new and have a meal afterwards somewhere close by. They want to go by public transport but they don’t want to walk too far.
3
Jack is keen on cartoons. As he’ll be alone, he would like to go somewhere where he can get to know people with similar interests and also add to his collection of old books and magazines.
4
Two 14-year-old friends, Patricia and Stef would love to see a live performance in a foreign language. Whenever they go out together, they always buy something to eat during the interval.
Starting off
Television programmes 1
Match the photos with the types of TV from the box.
2
Listen to Clare asking Nick about TV. How much does Nick watch? What are his favourite types of programme?
advert cartoon chat show comedy series cooking show quiz show reality show sports the news wildlife documentary
27
3 27
52
Listen again and write down Clare’s six questions.Then work in groups. Ask and answer Clare’s questions.
5
Su’s mum has promised to take her to see a show with music for her birthday. Su would like to see something with an enjoyable story but her mum isn’t fond of rock or pop.
C Captain Rob’s Adventures in 4DX Not cheap but this animated version of a well-known film is an experience you definitely can’t get at home. The picture and sound quality is fantastic, and the 4D effects are amazing. Feel the wind and the waves, as you sail with Captain Rob. Choice of restaurants nearby. Public transport within easy walking distance. Filmworld 4DX
D The Music Teacher Based on a film, this musical is now showing on stage. An outof-work guitarist tells some lies and gets a job as a teacher. He persuades some of his students to create a rock group so that they can take part in the Battle of the Bands competition. Afternoon and evening performances from €50. Refreshments available. Queens Theatre
F Paris 1792 Paris during the French Revolution and Marco Morelli has fallen in love with a rich young woman. However, one of the family’s servants is also in love with her. This is a brandnew version of the Italian opera with amazing singing and real classical music! Audiences of all ages will be entertained. Food and drink not permitted in the theatre. Elizabeth Theatre
G Big sight Held over three days, this comic market celebrates Japanese animation. In this huge conference centre, fans can meet other fans, buy rare comics, dress up as their favourite characters and take selfies. No admission fee. Reasonably priced food, but expect long queues for everything, even the toilets! The Conference Centre
H Traditional Future
E Rubbish The Opera House has been turned into a big tent for Rubbish. Set on the streets in the 1940s, young artists do gymnastics, dance and theatre using rubbish like wheels, furniture and boxes. First performances this week! Under-15s must be accompanied by an adult but ask about family discounts at our restaurant. A two-minute walk from the underground. Opera House
For less than €8, watch Anuang’a Fernando from Kenya as he uses traditional words from his own country, modern music and movement to perform this work of art. Anuang’a Fernando has already performed this show in Paris and Italy. Book soon – the theatre only holds 200 people. Snacks will be available. Close to public transport. Drake Hall 4
Work in pairs. Which event would you like to attend? Why? That’s entertainment
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Lesson 1: Starting off, reading, vocabulary, pairwork.
1
Starting off:
Main classroom
1. Share the coursebook pages on your screen. As a warmer, zoom into the four pictures and ask students to tell you what they can see in the pictures. Feed in any new language and then ask them to match the words from the box to the correct pictures.
Screen-sharing Chat box
2. Ask students which their favourite type of TV show is. Ask them which types they don’t like and why.
2
9
Reading:
Main classroom
1. Ask for a volunteer to read out the introduction to Tom and Ian. Students listen and underline the key words. Check answers.
Screen-sharing
2. Students read text and match to the two men. Check answers. Then ask students to complete the two questions given and check with whole class.
Chat box
Microphone
3
3. Open the breakout rooms. Divide the class into small groups and instruct them to complete Exercise 3 in the breakout rooms. Check instructions before students disperse into groups. Visit each room and monitor the groups. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
4
Bring the groups back into the main classroom. Check that students have read and applied the Exam advice given. Check this by asking them to describe which key words they underlined for each of the given persons. Check ideas by asking the students to type in the chat box, then call on three or four students to expand their answers on their mics.
Breakout rooms Main classroom Screen-sharing Chat box
Main classroom Chat box
Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box.
5
4. Open the breakout rooms. Divide the class into small groups and instruct them to complete the pairwork task in small groups. Tell them that they will be randomly asked to share what they have found out about each other, so be prepared! Check instructions before students disperse into groups.
Main classroom Screen-sharing Breakout rooms Chat box
Visit each room and monitor the groups. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
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Bring the groups back into the main classroom. Check what students have found out about each other by asking the students to type in the chat box, then call on three or four students to expand their answers on their mics. Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box.
10
Main classroom Screen-sharing Chat box
6
6
1
6
Look at the words in the box. Are they used to talk about a film, a play or a concert? Complete the diagram.
2
Listen again and complete the sentences.
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1 Have you 2 I’ve already 3 I haven’t 4 I’ve just
3
How do we form the present perfect? When do we use this tense?
4
Complete the rules with already, just or yet.
acting admission audience book early interval live music perform refreshments reviews screen stage subtitles ticket
PLAYS
FILMS
screen
CONCERTS
The Lion King yet? it. the new Robin Hood film yet. how to play one of the songs.
7
3
Work in groups. Ask and answer the questions from Exercise 2. Remember to say why or why not.
Present perfect Page 128 Grammar reference Present perfect 1
to say something has happened, often sooner than expected.
2 Use
reviews
Grammar
28
1 Use to talk about things that happened a short time ago.
Complete the questions with words from Exercise 1.
Listen to Eliza and Bella planning a night out together in Madrid. What do they decide to do?
8
5
present perfect
Present perfect or past simple?
saw
6
Read about Martin Garrix. What is he famous for? Martijn Gerard Garritsen or Mar+in Garri× is a Dutch DJ who was born in Amsterdam in 1996.
Hi Jodie,
Work in pairs. You are going to interview another student in the class. Look at the example below and write questions on the topics in the box. a best friend a favourite sport a free-time activity a foreign language a pet a phone
Have you got a mobile phone? Where did you get it? How long have you had it?
When he was only 17, his single Animals became famous.
Sorry I haven’t written to you for so long but I’ve had a lot of exams. I’ve got so much to tell you. (1) My sister and her boyfriend / just / get married. (2) My dad / not find / a new job / yet. (3) But he / start / a course in computing. (4) My mum / just / win / a prize in a photography competition. (5) you / see / the new Star Wars film yet? (6) I / already / see / it / three times. It’s great! What about you? (7) You / finish / your exams yet?
He’s been a DJ for over ten years and he’s toured with his music many times.
7
Work in different pairs. Take turns to ask and answer your questions from Exercise 6. Add more questions. Have you got a phone? Yes, I have.
Please write soon,
How long have you had it?
Harry.
1 My sister and her boyfriend have just got married. 54
in 1996
Underline the time expressions in the sentences. Then complete the sentences with the present perfect or past simple form of the verbs in brackets. (see) that show three months ago. 1 I 2 you (read) this month’s Surf magazine yet? 3 I (not do) my homework today. 4 Our football team are playing better now. We only (win) twice last year. 5 You look tired. What time you (go) to bed last night? 6 How many exams you (take) since the beginning of this year? 7 Let’s go to the beach! I (not go) for ages!
Work in different pairs. Ask and answer your questions in Exercise 8.
Page 129 Grammar reference The present perfect or the past simple? 1
past simple
for ten years
5
1 How long have you lived here? 9
in questions and negative sentences when we expect something to happen. It means ‘until now’. This word normally goes at the end of the sentence.
Harry has not been in contact with Jodie for a long time and decides to send an email. Complete Harry’s email using the words given in the present perfect.
already at 8 o’clock in the morning for ten years in 1996 last year since 2010 this week today two months ago yesterday yet
Work in pairs. Use how long to write questions about the sentences from Exercise 7.
These two words normally go in the middle of the sentence, between have and the past participle. 3 Use
We use some time expressions with the present perfect and others with the past simple. Complete the table with time expressions from the box.
Complete the sentences with since or for. I was born. 1 I’ve lived here 2 I’ve been at my school three years. 3 I’ve had these shoes five months. 4 My grandparents have been married a very long time. 5 I’ve known my classmates last year.
interval
before you see 1 Do you read a film? 2 Do you ever watch films in English with ? 3 Think of the last time you went to see a film, play or concert. Did you have to or could you buy tickets on the door? 4 How often do you buy like popcorn at the cinema? 5 Do you prefer to listen to music at home or to go out to see ? 6 Can young people afford to go to the cinema in your town? How much is the ? 7 Would you rather see your favourite actor on the screen or on ? 8 Some people are fantastic actors. Are you good at ?
Exam candidates often make mistakes with since and for. Look at the sentence from Eliza and Bella’s conversation and answer the questions. We’ve been good friends for three years but we haven’t been to a show together since last summer. 1 Which word do we use to talk about the beginning of a period of time? 2 Which word do we use to talk about the whole period of time?
Rules
2
4
Page 128 Grammar reference since and for
Vocabulary
Going out
I’ve had it for six months. 2
Read about Martin Garrix again. Underline the verbs in the present perfect and circle the verbs in the past simple.
3
Do we normally use the time expressions in bold in Exercise 1 with the present perfect or the past simple?
Where did you get it? My mum bought it online. Do you like it? That’s entertainment
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Lesson 2: Vocabulary, grammar, pairwork.
1
Vocabulary:
Main classroom
1. Start with a quick warmer to allow time for everyone to enter the class. For example, you can type a question from Exercise two into the chat box and ask them to finish the question with no more than two words: e.g. Do you ever watch films in English with ………………… ?. Tell the students we will check the actual answer a bit later. (Answer= subtitles, given in next exercise.)
Chat box
Show the VENN diagram and the words in the box on your screen. Ask students to first think about which words belong in which category. Then read out each word in turn and ask students to type the category into the chat box, or the two categories if the word fits more than one.
2
2. Show students all the questions and ask them to complete the questions. Check answers with whole class using the chat box.
3
3. Open the breakout rooms. Divide the class into small groups and instruct them to ask and answer the questions in small groups. Tell them that they will be randomly asked to share what they have found out about each other, so be prepared! Check instructions before students disperse into groups.
Screen-sharing Chat box
Visit each room and monitor the groups. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
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Main classroom
Main classroom Screen-sharing Chat box Breakout rooms
4
Bring the groups back into the main classroom. Check the answers students talked about by asking the students to type in the chat box, then call on three or four students to expand their answers on their microphones. Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box.
5
Main classroom Screen-sharing Chat box
Grammar:
Main classroom
1. Use zoom tool to display the picture of Madrid. Ask students to say what they know about Madrid using no more than 3 words at a time, in the chat box.
Screen-sharing
Now ask them to listen and answer the question. Check answers. 2. Play a second time to check answer and also complete the four lines from the recording.
Chat box Self-study
3. Ask students to explain when we might use this tense. You can do this by asking for volunteers to speak on their mic. Keep this brief. 4. Students complete the rules. Check answers with class. 5-7. Students complete and check answers with class.
6
8. Open the breakout rooms. Divide the class into small groups and instruct them to write the questions in small groups. Check instructions before students disperse into groups. Visit each room and monitor the groups. You can send a text message to all the groups when it’s time to finish the task and call them back into the main classroom. Now, mix the students into new groups and the students have to ask and answer their questions. Tell them that they will be randomly asked to share what they have found out about each other, so be prepared! Check instructions before students disperse into groups.
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Main classroom Breakout room
7
Bring the groups back into the main classroom. Check what the students found out about each other by asking the students to type in the chat box, then call on three or four students to expand their answers on their mics. Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box.
8
Chat box Screen-sharing Main classroom
Grammar:
Main classroom
1-5. Students complete one-by-one and check answers with class.
Self-study
6. Open the breakout rooms. Divide the class into small groups and instruct them to brainstorm and write the questions in small groups. Check instructions before students disperse into groups.
Screen-sharing
Visit each room and monitor the groups. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
Chat box Breakout rooms
7. Now, mix the students into new groups and the students have to ask and answer their questions. Tell them that they will be randomly asked to share what they have found out about each other, so be prepared! Check instructions before students disperse into groups.
9
Bring the groups back into the main classroom. Check what the students found out about each other by asking the students to type in the chat box, then call on three or four students to expand their answers on their microphones.
Main classroom Chat box
Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box. Optional: additional practice materials is available in the Workbook/Practice Extra
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Self-study
6
6 1 What would the girl like to try on?
Vocabulary
6 What’s the latest time visitors can buy a ticket today?
been/gone, meet, get to know, know and find out 1
Read the example sentences and answer the questions. Paul isn’t at home, he’s gone to a friend’s home. His sister Sophia has just got home. She’s been to the cinema. 1 Where’s Paul now? 2 Where’s Sophia now? 3 Been and gone are both forms of go. Which one means ‘go and come back’? Which one means ‘hasn’t come back yet’?
A
C
B
A
2 Where has the boy left his keys?
C
B
7 What sorts of TV programmes does the girl like watching?
Lucas has known his best friend Nick for years. They first met when they were at primary school. They got to know each other and they became good friends. Lucas often meets Nick on Saturday afternoons. Lucas sometimes stays at Nick’s house when his parents are away. 4 When and how did Lucas and Nick become friends? 5 Do they still see each other? When? 6 When does Lucas sleep at Nick’s house?
A
7 Did Scarlett tell her parents about the party? 8 Who told Scarlett’s parents that she was having a party?
Choose the correct option in italics. Use the examples in Exercise 1 to help you. 1 Have you ever been / gone abroad? Where? 2 Imagine all your friends have been / gone on holiday and you are on your own. What do you do? 3 Have you got a best friend? How long have you known / met them? How did you first meet / know each other? 4 Do you usually meet / stay with your friends at the weekend? What do you do? 5 Do you enjoy knowing / getting to know new people? Why (not)? 6 How often do you use the internet to find out / know information? Have you used it this week? What for?
• The speakers might mention all the things in the pictures, but only one answer is correct.
A
C
B
3
3
Work in groups. Ask and answer the questions from Exercise 2.
29
Listening Part 1
4 1
In Listening Part 1, you may hear someone describing clothes. Look at the pictures on page 57 and find examples of the things below. Write the picture number. 1 2 3 4 5 6
2
a plain jumper a pocket a round neck a striped jumper a skirt a V-neck
1A
A
C
B
6
Work in pairs. Read the questions carefully and underline the key words. Then decide what each picture shows and the difference between each one. B
C
Listen. For each question, choose the correct answer. Then listen again and check. Contrastive stress Read the boy’s reply to the girl from question 7. Which words do you think he stresses? Boy: Oh? I didn’t think you liked those sorts or programmes.
5 30
5 Where did Dave get his trainers?
A
56
C
B
• The pictures can tell you a lot about what you will hear. Study them carefully before you listen.
4 Which one is Sarah’s cousin? 2
A
C
B
3 What did Karen buy last weekend?
Scarlett’s parents were away and they didn’t know about the party. The neighbours phoned Scarlett’s parents because of the noise. When they found out about it, they were very angry.
Now listen to the boy saying his line in three different ways. What makes the meaning of the sentence change? Work in groups. Ask and answer questions about the clothes you usually wear for these occasions. Stress the words you think are important! • • • •
a school trip to the countryside family celebrations hanging out with friends relaxing at home
That’s entertainment 57 57
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Lesson 3: Vocabulary, listening, groupwork.
1 2
Vocabulary:
Main classroom
Start with a quick warmer to allow time for everyone to enter the class. For example, use the three pictures and ask the students to write all the vocabulary items they can spot. Or, you could type some anagrams of the items in the chat box and ask students to work them out.
Screen-sharing
Speaking:
Main classroom
2. Skip ahead to Exercise 2. Ask the students to choose or predict the answers first. Ask for a few answers through the chat box, but don’t correct yet.
Screen-sharing
Chat box
Chat box
1 Now ask students to read the texts in Exercise 1 and answer the questions. Check all the answers and get students to modify their answers to Exercise 2 as necessary.
3
3. Open the breakout rooms. Divide the class into small groups and instruct them to ask and answer the questions in small groups. Tell them that they will be randomly asked to share what they have found out. Visit each room and monitor the groups. Check how they are using the target vocabulary in the questions – this will help you clarify understanding later. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
14
Breakout room
4
Once you pull students back to the main classroom, check what the students found out about each other by asking the students to type in the chat box, then call on three or four students to expand their answers on their microphones.
Main classroom Screen-sharing Chat box
Give feedback on their performance in the breakout rooms and work on error correction if appropriate e.g. show errors on your screen and ask students to correct them in the chat box. Ask students to think up new questions using the same vocabulary. Students post the questions in the chat box and encourage answers and follow up questions.
5
Listening:
Main classroom
1. Ask students to find the items in the pictures, as instructed. Check all answers.
Screen-sharing
2. Open the breakout rooms. Divide the class into small groups and instruct them to read each question carefully and decide on the key words and underline them.
Breakout room
Chat box
Visit each room and monitor the groups. Check they are on task. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
6
3. Ask students to read the Exam advice box. Ask a few questions to check they have thought about the advice: e.g. Can you describe what programmes are playing on the TVs? Now, ask students to listen to the questions. Check answers. Listen again and check all answers. 4-5. Complete the exercises using students on microphone as volunteers. 6. Ask students to share questions via the chat box. Next, ask a student volunteer to ask one of the questions directly to one of the other students. The other student has to answer and then ask another, and so on.
15
Main classroom Screen-sharing Chat box
6
6 Speaking Part 3
Writing Part 2 (An article) • Keep the conversation going, for example by saying Shall we talk about the ... ?.
Page 159 Speaking bank 1
Work in pairs. Read the Speaking Part 3 task below. What do you need to talk about? A school would like to celebrate its 50th anniversary with a special event.
2
6
Work in pairs. Do the Speaking Part 3 task below.
Here are some events the school could organise for students.
A town would like to celebrate its anniversary with a festival.
Talk together about the different events the school could organise. Say which would be most popular with students.
Talk together about the different activities the festival could include, and say which would be most popular with young people.
2
3
You
4 31
5
Listen carefully to the examiner’s instructions.
2
Discuss your ideas with your partner and the examiner.
3
Make suggestions and reply to suggestions.
4
Take turns to speak.
5
Talk about one picture only.
6
Agree as quickly as you can.
7
Speak for at least two minutes.
Read this Writing Part 2 task and underline the important words.
My favourite celebration in my country is the Venice Carnival in February. The celebrations last for two weeks. There are dances, concerts and performances, but I love the masks and costumes best.
Let’s celebrate! Tell us about a celebration in your country. What do people usually wear? What do people do? Why is it special?
My favourite mask is made of leather, it’s painted by hand and it has a very long nose. We all wear traditional costumes so Venice looks like an 18th-century city.
Write an article answering these questions and we will publish the most interesting articles in our magazine.
Noa & Greta
We go for walks in our special clothes, we watch actors perform in the street and we go to dances called balls. It’s a very special celebration because there is nothing like it anywhere else in the world.
Write your article.
✓ 4
Work in pairs. Read the first paragraph of two articles. Which is better? Why?
The story began on Chinese New Year. People were wearing amazing costumes and they were dancing in the street. We left our fl at and we walked to my aunt’s house. She was preparing a special meal for us.
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Answer the questions. 1 Is it an article and not a story? 2 Is the first paragraph interesting? Does it make you want to keep reading? 3 Does the article include all the information? 4 Is it about 100 words?
Listen to Noa and Greta doing the task. Which things from Exercise 3 do they do? Put a tick (✓) or a cross (✗) in the Noa & Greta column.
• If you decide to write an article, write an article and not a story.
Underline two expressions Greta uses to move on to a new picture. Greta: Perhaps you’re right. Shall we talk about the fashion show? Noa: OK. I think it’s a great idea. The students could all put on their favourite clothes and there could be prizes. Greta: Um … I’m not very interested in fashion, I’m afraid. We haven’t talked about the picnic yet. Do you think it’s a good idea?
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Discuss the questions.
You see this announcement in an international Englishlanguage magazine for teenagers.
Look at the sentences and decide which you should or should not do in this part of the Speaking exam. Put a tick (✓) or a cross (✗) in each box in the You column.
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Read the complete article about the Venice Carnival. Do you think it is a good answer?
Work in pairs. Look at the photo. What can you see? What are the people doing and wearing?
1 What celebrations do you have in your country? 2 What’s your favourite celebration? Why? 3 What do people wear and do?
Here are some activities which the festival could include.
Work in pairs. Look at these possible events. Which ones do you think would be good ideas for a 50th anniversary celebration? concert disco photography exhibition fashion show picnic talent show
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Page 148 Writing bank An article 1
• Make sure your first paragraph is interesting to make the reader want to keep reading.
My favourite celebration in my country is the Venice Carnival in February. The celebrations last for two weeks. There are dances, concerts and performances, but I love the masks and costumes best.
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Use your answers from Exercise 2 to write your article in about 100 words.
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Use the questions from Exercise 6 to think about your work. If you can answer ‘yes’ to all the questions, then it is probably a good answer. That’s entertainment 59 59
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Lesson 4: Speaking, writing.
1
Speaking:
Main classroom
Start with a quick warmer to allow time for everyone to enter the class. For example, write the start of Exercise 1 in the chat box, with three gaps. Ask students to guess what the gaps could be:
Screen-sharing Chat box
A school would like to celebrate its 50th anniversary with a special event. Check through possible answers and then reveal the actual answer.
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1-2. Open the breakout rooms. Divide the class into small groups and instruct them to ask and answer the questions in small groups. Tell them that they will be randomly asked to share what they have found out.
Breakout rooms
Visit each room and monitor the groups. Check how they are using the target vocabulary in the questions – this will help you clarify understanding later. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
3
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Bring the groups back into the main classroom. Check the answers to Exercises 1 and 2 by asking the students to type in the chat box, then call on three or four students to expand their answers on their microphones.
Main classroom Screen-sharing Chat box
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3. Ask students to complete the speaking exam advice table. Check all answers with the class.
Main classroom
4. Now listen and answer the question. Play again if necessary.
Chat box
Screen-sharing
5. Ask students to identify the language used to move on to a new picture.
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Writing:
Main classroom
1. Zoom into the picture and display it for all the class to see. Ask students the questions given.
Screen-sharing
2. Open the breakout rooms. Divide the class into small groups and instruct them to ask and answer the questions in small groups. Tell them they will need to keep notes for later. Tell them that they will be randomly asked to share what they have found out.
Breakout room
Chat box
Visit each room and monitor the groups. Check how they are using the target vocabulary in the questions – this will help you clarify understanding later. You can send a message to all the groups when it’s time to finish the task and call them back into the main classroom.
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Check answers by calling on a few of the students to give their answers on the microphone.
Main classroom Screen-sharing Chat box
3. Ask students to complete the exercise and then check everyone’s ideas.
Main classroom
4. Now establish why one text is better than the other.
Screen-sharing
5. Students read and answer the question. Now, establish the number of paragraphs. Ask students to find words or phrases that link paragraph 2 with paragraph 1 (mask), and paragraph 3 with paragraph 2 (special clothes). Ask students how they could improve it. Elicit ideas, for example: more adjectives. Make sure students read the Exam advice box.
Chat box
6. Ask students to answer these questions using the chat box.
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7-8. Either ask students to do this individually as homework, or put students into very small groups in the breakout rooms to work on these collaboratively. Each text could be displayed for others to read, for example, emailed to the class or displayed in forums.
Optional: the Writing and Speaking banks at the end of book serve to further help students prepare for these parts of the exam.
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Self-study Breakout room
We hope you find these guidelines helpful. click here
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Don’t forget to check out practicemakesperfect.cambridge.org for lesson plans for each exam level. These can be easily adapted to teach online classes.