How to teach remotely with
Here are some suggestions for how you could use the units in the Global English Learner’s Books and materials to support your online classes. The link below takes you to the Global English webpage. From here you can download the audio files for each of the Learner’s Books: Cambridge Global English Stages 1-6
Cambridge Global English Stages 7-9
click here
click here
The suggestions below are based on a combination of: > live lessons online > individual self-access study.
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Useful tools in live classes: SCREEN-SHARING: Share PDFs of your Learner’s Book, image files, audio files and short video files (bandwidth permitting).
G R E AT F O R :
C H AT B O X : Use this for short answers and brainstorming. It allows all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: 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 :
> giving instructions
> warmers
> collaborative tasks
> setting up tasks
> checking concepts
> group or pair discussion.
> presenting grammar or vocabulary
> checking answers > giving and getting feedback.
> checking answers to exercises > stimulating discussions.
However, although you can enter the breakout rooms one-by-one to monitor the groups, you cannot monitor all the groups all the time. If you feel that your students wouldn’t be safe in an unmoderated online space, you can use alternative approaches (we include these in the notes below). Short breakout room tasks every now and then can add variety and allow for more interaction between the students. 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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Some useful techniques Students can get easily distracted in online classrooms. Variety in tasks and student responses can help to keep students’ attention focused on the lesson. Here are some ideas for activity types that can be used for a variety of different purposes. They are divided into two groups: the first where all the students respond at once, and the second where students speak to the whole class.
1 Whole-class activities with text and physical response Using the chat box Short chat box exercises where the students write two- or threeword answers, or short sentences, are great for making sure everyone is on track and paying attention. These can be used for a number of different tasks, e.g. reviewing language from a previous lesson, activating vocabulary for the current lesson, controlled practice of grammar structures, quick-fire answers for discussion questions and so on. However, some students, especially if they are working on mobile phones, might not be able to use the chat box. Using the camera can be a good substitute in this case.
Using the camera It’s sometimes difficult to persuade students to keep their cameras on so it’s a good idea to use activities every now and then that involve the students showing objects or short messages to the camera. For example, at the beginning of the class, make sure everyone has writing materials by asking them to show their pen or pencil to the camera. You can turn this into an observation game by asking them to count, e.g. how many pencils they see, or how many yellow/green/blue etc pens or pencils there are. It’s useful for students to have notebooks to hand during the lesson for individual work and taking notes. They can also be useful as an alternative to using the chat box (see above). Students can write short answers in their notebooks (maximum of three words, single-word answers are better) and show them to the camera.
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For example, if you want the students to decide if a statement is true or false, ask them to write T or F in their notebook and show it to the camera. Nominate students to count the answers (how many Fs, how many Ts) and report back to the whole class.
Including movement Learning and teaching from home means that we are all spending long stretches of time sitting in front of our screens. Add to that the limited mobility created by the lockdown situations around the world, and students’ lives have become much more sedentary. To inject more energy and variety into the class it’s important to ask students to get up and move at least once or twice during each class. For example, you could ask them to look for an object in their home and bring it back to their desks where they can show it to the camera e.g. a shoe, a favourite t-shirt, something round, something green etc. (make sure it’s something all the students are going to be able to find!). Or you can set them a simple task, e.g. walk to the nearest door, count the number of steps it takes, come back and tell us. You can then find out who took the most and least steps. Movement can also be included through games like Simon Says or by doing simple exercises together, e.g. stretching, touching toes etc. You can also ask students to respond to simple questions with physical movement rather than words, e.g. if your answer is yes, touch your shoulder, but if your answer is no, touch your ear.
2 Whole-class speaking activities One of the main reasons for holding live online classes is to allow students the opportunity to practise speaking and listening to each other. This can be done in small groups (see breakout rooms above) but it can also be done as a whole class. Here are three simple ways to manage speaking in class.
Nominating The teacher nominates a student to answer a question (always remember to give some thinking time before nominating otherwise you are putting the student on the spot). Students can also nominate each other. Once they have answered a question, they nominate a classmate to answer the next question and so on (this is similar to circular activities below).
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Open pairs The teacher nominates two students to perform a task while their classmates listen, e.g. a role play or an interview. It’s good to set a task for the listeners, such as a simple question to answer as they listen that they can report back on afterwards. It’s a good idea to set this up initially with you and one of the more confident students. This will act as a model for the student pairs. You may not be able to ask all the students to complete all the tasks, but you can make sure that across the lesson all the students have been given a chance to speak.
Circular activities These activities involve the students nominating each other to continue a speaking activity until all the students in the class have spoken. The classic task is a circular story. The teacher starts the story with a simple sentence and then nominates a student to continue. That student continues and then nominates a classmate and so on until the story is finished. This can also work with interviews, with students taking it in turns to ask questions and answer them.
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A quick overview of the Global English Learner’s Book unit structure. The units follow the same basic structure. The first four lessons are focused on language input and practice with the emphasis on real life use of the language and engaging tasks. You will probably want to cover all of these lessons in your live online classes in one way or another. Lessons 5 and 6 have a different approach, with Lesson 5 emphasising literacy and Lesson 6 outlining the final productive task for the unit. Lesson 1
Opening: introduces the main topic, sets out the unit objectives, introduces new language, ends with a speaking activity
Lessons 2–4
Skills: explore the unit topic in different ways, using a variety of short texts, and focusing on spelling, pronunciation and use of English. They exploit all four skills.
Lesson 5
Literacy: uses a range of text, stories, poems, factual texts, which helps the students develop comprehension and writing skills
Lesson 6
Project: students are given a choice of projects to work on Reflection: students are encouraged to reflect on and assess their learning during the unit
You will not probably not want (or be able) to cover all the materials in the live classrooms and you will probably want to ask your students to look ahead and prepare some of the material on their own before you meet in class. You will also probably want to set some of the work for self-study outside the classroom time so that each student can go at their own pace. Your decisions as to what to focus on in class and what to set for self-study work will depend on your students and the focus of each unit, but will be informed by the following general principles.
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Using a flipped approach A flipped approach to online/remote teaching 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. It also means that allowing students time to familiarise themselves with the material before class will make it easier for them to take part in the productive group and whole-class activities.
Preparing for class At the beginning of each unit you will want to look at the main texts and language points and decide which you want to spend more time on according to your students’ needs. You will also want to make sure that the classes are as varied as possible. You will want to assign some texts and their accompanying exercises as self-study. It’s good to decide on this beforehand so that students have plenty to time to complete the tasks by the end of the unit. Some considerations: Speaking tasks (e.g. Talk about it sections): ask students to familiarise themselves with these and think about their answers. Go over these in class using any of the whole-class activities outline above (chat box, using the camera, nominating etc). Vary your approach and the students’ responses. You may want to choose two or three that might lend themselves to group work in breakout rooms. Writing tasks: you will probably prefer to use these as self-study tasks, or you could assign them as collaborative writing tasks in the breakout rooms depending on the level of maturity and autonomy of your students. Listening tasks: these can be assigned for class or as self-study. Using listening texts in class helps support those students who struggle as you are there to explain and repeat as necessary. Audio texts also help to break up the online class and provide a variety of focus. (In some cases, problems with connection and/or lag may make it difficult to use audio tracks in the live classroom). You can either play audio through your own computer, or if you’re experiencing problems with lag or sharing audio on your computer, you can share the link with the students who can then play it on their own devices.
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Reading tasks: longer texts are best set for self-study so that each student is able to read at their own speed. You may choose to read shorter texts to your students in class. Reading the texts aloud allows all students to follow at the same time and can boost processing as they hear the words as well as see them. Language study (Use of English): asking students to familiarise themselves with these sections before the class will mean that you will have more time to deal with queries and to practise the language productively. Pronunciation: choral drilling is possible, but probably best done with mic muted and then call on one or two students to offer a model. Choral drilling with all the mics on can be loud and chaotic! If you want to check the pronunciation of individual students, you can ask them to prepare audio recordings of short texts to share with you outside the classroom.
An example of a unit of work This unit of work is based on Unit 3 in Stage 5 of Global English and offers one possible approach to the material. Before you start teaching the unit you will want to make the following decisions: 1 Read through lessons 4 and 5 and decide how much of the reading and writing work you want to assign as self-study and which aspects you might want to use in class. If you are assigning one, or both, lessons as mainly offline selfstudy work you will probably want to introduce the topics and go through the instructions in one of your live classrooms. 2 Look at the projects. Decide if you want to assign these at the beginning of the unit to be completed as you finish the unit, or assign them at the end of the unit to be completed as you work on the next unit. A note on offline/self-study assignments: It’s a good idea to give students plenty of advance notice of any offline assignments and a clear deadline with at least a week’s time to complete the assignment. We need to remember that the students are not only following our classes, but coping with all their other school subjects and other distractions. It’s also worth spending time in the live classroom setting up the assignment, clarifying the instructions and making sure the students are clear on where and how to submit their assignments as appropriate.
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Suggestions for how to structure live classes lesson by lesson
3
Where we live
5
Look at the Use of English box and answer the questions.
AB
1 What do we add to short adjectives to
make them a comparative b superlative adjectives? 2 How do we change a short adjective ending in y to
We’re going to: compare the city and the country read and learn about our carbon footprint listen to a presentation about a city
make it a comparative adjective? 3 How do we make a long adjective with two syllables or more a comparative b superlative?
talk about the past write a descriptive essay read a story
6 Talk
1 2
Talk about it
Cork is in the south-west of Ireland, it looks more ‌
Talk Look at the photos. Describe what you can see. Talk about the advantages and disadvantages of living in each place.
3
Describe the two pictures using adjectives from Activity 4.
Do you live in the city or the country? What do you like about it?
A
Use of English Comparatives and superlatives
The country is cleaner than the city The city is dirtier than the country. The country is more peaceful than the city. It is the biggest city in India. It has got the most spectacular mountains.
Word study Town and country Use the words from the box to ask questions about the photos.
1 Can you see a road? 2 Yes, here it is. road office buildings village vehicle path pavement lake forest mountains field
Cork B
14 4
Listen
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1 Which photo is each child describing, A or B? 2 Write a list of the adjectives they use to
Dublin is in the east of Ireland. It is ...
describe where they live. 3 Which adjective do they both use?
beautiful crowded peaceful spectacular noisy pretty popular small modern ancient
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Dublin Write
Describe and compare the places in the pictures. Use the map to write about each location. Use comparatives and superlatives in your description.
Listen to two children talking about where they live.
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Talk Discuss with your partner which place you would prefer to visit and why.
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Unit 3 Lesson 1 Vocabulary: town and country Use of English: comparatives and superlatives Listen: describing places Talk: comparing places Write: describing a location
Lesson 1 pages 36-37 BEFORE THE CLASS Students familiarise themselves with the images on pages 36-37 and read through and prepare answers for exercises 1, 2, 3 and 5.
DURING THE CLASS
NOTES
Exercise 1: Field short answers to the questions in exercise 1 in the chat box. Call on two or three students to expand on their answers.
Chat box/written notes
Exercise 2: Brainstorm words to describe the two photos in turn in the chat box.
Chat box/written notes
Exercise 3: Call out words from the vocabulary box and ask students to respond with A or B. You can use written notes or physical response.
Written notes/physical response
Exercise 4: Drill pronunciation of the adjectives before listening. Play audio once or twice as necessary. Check answer with the whole class and deal with any questions/doubts, inviting individual students to speak.
Shared audio Written notes /physical response Mics
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Exercise 5: Drill the example sentences in the Use of English box and check the answers to the questions. Ask for examples of each rule.
Silent drilling
Exercise 6: Give students a time limit to write three or more sentences comparing the two photos. Call on individual students to read one of their sentences. Students put their hands up if they have the same sentence. Ask a second student to read out a different sentence. Do this with five or six other students.
Pen and paper
Possible extension: name two towns or cities the students know well from your local area and repeat the exercise for these two places, calling on different students to read their sentences.
(Pen and paper)
Exercises 7 and 8: either set for self-study outside the classroom or set up groups to work on writing the text together in breakout rooms.
(Breakout rooms)
Chat box/written notes
Whole-class speaking
(Whole class speaking)
AFTER THE CLASS > Set any extra activities from the Activity Book as you would with a face-to-face class. > Prepare for the next lesson (see below).
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2
Our carbon footprint
1
Talk about it
3 Are the sentences true or false? 1 Our carbon footprint measures the carbon dioxide we produce each year.
Look at these pictures in the text. What do you
2 Gas and electricity make CO2.
3 If you cycle to school you can reduce your carbon footprint.
think they represent?
4 Trees produce carbon dioxide too.
What do you think our carbon footprint is? Why do you think you we need to reduce it?
Reading strategy: Scanning
4
Read a text or part of a text quickly in order to locate specific information.
Read
2
Scan the text to check if your ideas are correct.
Our carbon footprint Our carbon footprint is how much CO2 (Carbon Dioxide) one person makes each year.
What produces carbon dioxide? We use energy (gas or electricity) every day. Your journey to school, your computer, your mobile phone, the lights and heating in your house – all of these things produce CO2.
Why are CO2 emissions a problem?
There are many things we can do to reduce the energy we use. • Try walking to school or cycling instead of going by car. • Recycle materials such as cans, bottles, paper, glass and cartons. This means less energy is needed to make new things.
1
Do you walk to school?
Yes
No
2
Do you recycle materials?
Yes
No
3
Do you have a shower instead of bath?
Yes
No
4
Do you turn off lights?
Yes
No
5
Do you use a computer?
Yes
No
6
Do you eat food grown in your garden?
Yes
No
Conclusion: If you have answered ‘yes’ to most of these questions then you have a small carbon footprint. Well done! If you have answered yes to half of the questions then you have a mediumsized carbon footprint. If you have answered ‘no’ to most of these questions you have a very big carbon footprint. You need to do something about it!
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AB
Match the main clause to the correct subordinate clause.
1 I think
The problem is that we are all producing too much carbon dioxide and some scientists believe that this is making the Earth hotter. This means the ice at the poles is melting, which will cause sea levels to rise.
How can we reduce our carbon footprint?
Do the survey. Have you got a big or small carbon footprint? Talk about your answers in pairs.
2 I know
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a that trees absorb CO2.
b that we should all ride our bikes to school.
3 I hope
c that my generation will reduce global warming.
4 I believe
d that the glaciers don’t melt.
Use of English
Talk Discuss how energy is used at your school. Make a list: photocopiers, heating, etc ...
Subordinate clauses
Suggest ways in which your school can reduce its carbon footprint.
need to be connected to the main
We believe that ... We think that ...
• Don’t leave lights on in your house.
These are parts of sentences which part to make sense.
... scientists believe that this is responsible for rising temperatures on Earth.
• Eat food which is grown in your area, so planes and lorries aren’t needed to transport it from a different country. • Plant trees in your garden or school as they absorb CO2 and release oxygen.
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Unit 3 Lesson 2 Use of English: subordinate clauses Read: true or false Talk: discussion
Lesson 2 pages 38-39 BEFORE THE CLASS Students read the text on page 38, prepare answers for exercises 1-5 and familiarise themselves with exercise 6.
DURING THE CLASS
NOTES
Exercise 1: Field short answers to the questions in exercise 1 in the chat box.
Chat box/written notes
Exercise 2: Read the text aloud to the class. Students follow the text in their books (or on the screen). Encourage students to read along, either mouthing or speaking out loud. Ask students to underline any words they find difficult to pronounce. (TIP: keep mics muted for this.)
Whole class listening/ reading along
After reading, ask the students to type the difficult words in the chat box, and work with the pronunciation of any difficult words. Call out individuals to repeat with mics on if appropriate.
Chat box/written notes
Exercise 3: Check the answers using polls or physical responses (e.g. hands up/stand up/hand on your head for True).
Polls/physical response
Ask students to correct the false sentences in the chat box or nominate individuals to answer on their mics.
Chat box/mics
Exercise 4: Go through the questions in the quiz and count the yes/ no answers for the class as a whole (so as not to single out individual students). You can nominate one or more students to be your “counters” and you can ask the students to answer with a physical response which is different from the one you used for exercise 3. The counters can report back on the class’ answers as a whole.
Physical response
The students read the results for the class and comment as appropriate.
Chat box/mics
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Silent drilling (mics)
Exercise 5: Check answers quickly on the cameras with written notes (a, b, c or d) or in chat box. Read through the Use of English box.
Silent drilling
Give students three minutes to write examples of opinions using the four sentence openers (I think that, I know that ‌ etc).
Pen and paper
Nominate students to read out one sentence each. Classmates listen and give thumbs up or thumbs down to the camera if they agree or disagree. Call on individuals to explain why they agree/disagree and then to read out another example.
Whole-class speaking
Exercise 6: You can choose to run this as a whole-class discussion task or use it for group work in breakout rooms.
Whole class speaking (OR Breakout rooms)
Chat box/written notes
Whole class: first brainstorm appliances and systems that use energy in your school in the chat room. Then call on students to share their suggestions for ways to save energy. You could do this as a circular activity (see notes above).
Chat box
Make sure you and the students keep a note of all the suggestions. Then ask students to choose which they think is the best suggestion. Ask volunteers to explain their choices.
Whole class speaking
Then hold a class vote.
(Breakout rooms)
(Breakout rooms: Give the groups five minutes to brainstorm as many suggestions as they can and then decide on the one suggestion they think is best. Explain that they will need to share their list and their choice with the rest of the class when they come back into the main classroom. Back in the main classroom ask a representative from each group to report back and then vote on the best suggestion.)
AFTER THE CLASS > (optional) ask students to write a summary of the discussion in exercise 6. > Set any extra activities from the Activity Book as you would with a face to face class. > Prepare for the next lesson (see below).
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3 1
Past and present Talk about it
Talk
5
Which home appliances did people use in 1910? How long have you lived in your town, city or village?
People cooked on a stove. (positive) They didn’t cook on a stove. (negative)
Check your answers.
When you listen to find out the speaker’s opinion, listen for words like:
17 7
I think … I (definitely) prefer … I really like … In my opinion …
A
Regular verbs:
16 6 Listen to the rest of Mia’s presentation.
Listening strategy: Identifying opinions
B
AB
Use of English Past simple regular and irregular verbs
I think that ... I’m sure that ...
How has it changed? Look at the two photos of London below. What is different?
Pronunciation -ed
Listen to the pronunciation of the regular verbs.
Irregular verbs:
Note them in the correct column in your book.
We don’t add -ed to positive irregular verbs like these in the past simple. have: had Be: was/were go: went drive: drove ride: rode My Dad rode his bike. (positive) My Dad didn’t ride his bike (negative)
/id/
/t/
/d/
cooked
Speaking tip Sequencing words Use words and phrases to show your listeners where you are in your presentation. This will help you to order your ideas as you present them.
15 2 Listen to the two parts of Mia’s presentation about her city past and
present. Which does she prefer, her city in the past or the present? 15 3 Listen again. What vehicles and places are different? Use the words below.
First I’m going to show you photos of ... Then I’m going to compare ... Next, I’m going to talk about ... Finally, I’m going to ...
traffic lights cars buses underground horse-drawn carriages
There were no traffic lights in 1910.
Present it!
3 8
Word study Home appliances
4
6
Point to the things you can see in the picture.
washing machine microwave dishwasher mobile phone television iron cooker fridge
1
My town
2
7
5 4
• Research interesting facts about your town. How has it changed over the last hundred years? Use the Internet or the library. Ask your family. • Find out how homes have changed in your area and the appliances used in them. • Divide your presentation into sections as Mia did in her presentation.
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• Use photos to compare the past and present. Talk about how life in the home has changed. Give your opinion. Which do you prefer? • Remember to use comparatives to compare, and the past simple. • Practise your presentation with a partner. • Perform your presentation in front of the class.
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Unit 3 Lesson 3 Vocabulary: home appliances Use of English: past simple Listen: identifying opinions Pronunciation: -ed endings Talk: your town
Lesson 3 pages 40-41 BEFORE THE CLASS Students look at the photos on page 40, study the vocabulary in exercise 4, prepare to discuss exercises 1 and 5 and do research on the first two points of the presentation.
DURING THE CLASS
NOTES
Exercise 1: Field short answers to the questions in exercise 1 in the chat box. Ask students to list both similarities and differences to activate as much vocabulary as possible, including the words in the box in exercise 3.
Chat box/written notes
Exercise 2: Play the audio once or twice as necessary. Check the answer to the question with a physical response (e.g. hands up).
Shared audio
Exercise 3: Give students two or three minutes to write sentences with each of the words in the vocabulary box. Nominate individual students to read out one of their sentences. Ask their classmates to raise their hands if they have the same sentence.
Paper and pen
Exercise 4: Drill the pronunciation of the vocabulary items in the box.
Silent drilling
Check the meaning of the vocabulary by giving a definition of an appliance, e.g. we use it to wash clothes, and asking students to type the number in the chat box or hold up the correct number of fingers.
Chat box/physical response
Give students two or three minutes to write three definitions.
Pen and paper
Call on individual students to repeat the exercise in open pairs. The first student gives a definition and the second student gives the name of the appliance. The second student then nominates a second pair to repeat the exercise and so on around the class.
Whole-class speaking
Exercise 5: Call on individual students to answer the question about each of the appliances. Encourage them to use the sentence frames in the box. The other students use thumbs up /thumbs down responses to show if they think the answer is correct.
Whole-class speaking
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Physical response
Whole-class speaking Physical response
Physical response
Exercise 6: Play the audio once to check the answers to exercise 5. Call out the names of each of the appliances and ask students to type yes or no in the chat box or put hands up for yes.
Shared audio
Use of English: Play the audio again and ask students to write down any past verbs they hear in their notebooks, dividing them into two columns (regular and irregular verbs).
Shared audio
Ask students to call out the verbs on their mics or type them in the chat box. Collect the verbs on a slide or whiteboard on your screen. Go over the notes in the Use of English box and clarify any doubts.
Chat box/mics
Go over the notes in the Use of English box and clarify any doubts. Give the students two or three minutes to write two sentences in the past that are true for them, one affirmative and one negative.
Pen and paper
Nominate individual students to read out their sentences and ask the other students to raise their hands if the sentence is also true for them. Repeat with four or five other students. Make a point of focusing on any pronunciation difficulties with -ed endings.
Whole-class speaking
Exercise 7: Before you play the audio, make sure the students are clear on the sounds they’re listening for. Give a few examples that are not included in the audio, e.g. decided, talked, listened. Students listen and make a note of the answers.
Shared audio
Check answers by choral drilling the verbs in each column. Elicit a rule for the three different -ed endings.
Silent drilling
Present It!: You can either choose to assign the presentation as an out-ofclass assignment, or set up groups to work on the presentation together in breakout rooms. In either case, go through the instructions together as a class and modify as necessary, e.g. if it’s an individual assignment decide if it should be written or recorded, if it’s a group assignment, decide what form it should take. Will students prepare a slide show or an oral presentation?
Self-study
Physical response
Pen and paper
Pen and paper
Chat box/mics OR Breakout room
AFTER THE CLASS > Complete the presentation assignment / write a summary of the presentation they prepared in class. > Set any extra activities from the Activity Book as you would with a face-to-face class. > Prepare for the next lesson (this will depend on how you have decided to exploit the tasks in lessons 4 and 5).
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4 1
5
Favourite fictional places Talk about it
Think of a book or story you
Talk about it
2
Look at the pictures of a journey. Who are the travellers? How do they get there? Why do you think they go on this journey?
Talk
18 3 Listen and read
Look at the photos below and answer the questions.
Listen and read to check your answers to Activity 2.
1 Have you seen the film or read the books about
these places? 2 Which are your favourite places? Why?
The Lost City
Hogwart’s castle
1 Yong-Hu and Ho-Shing walked through the valley.
3 Think of adjectives to describe these places. 3
“I’m getting tired,” Yong-Hu complained, “where are we going anyway?”
Word study Descriptive adjectives Use the adjectives to describe the places in the pictures. Use your dictionary to check words you don’t know.
magical scary-looking huge enchanting mysterious colourful exciting exotic 4
“We are going to find a city, a lost city. There are wondrous surprises that await the ones who find the ancient city.” “Does anyone live there?” Yong-Hu asked. “Not anymore. At one time it was the busiest city in all of China.”
Pandora
“Why not?”
Use the adjectives in Activity 3 to complete the descriptions. 1 Hogwart’s is an enormous,
“Because it is too far out of the way for the trade routes.”
castle.
“What kind of surprises are there? Good surprises?” Yong-Hu asked.
2 Pandora is an Earth-like moon in the film Avatar.
“Magical surprises,” Ho-Shing smiled. “Come.”
place with plants and animals. It is a 3 Neverland is an place because there are battles with pirates. 5
Talk
“Is there bamboo in the lost city?” Yong-Hu asked. “Much.” “Good. Let’s hurry up then. I’m starving.”
Neverland
Ask your partner which is their favourite fictional place and why? Try to use the adjectives above. Take turns.
4 Read the first part again. Then read the rest of the text and choose the correct answer after each section.
A: Which is your favourite fictional place?
1 The lost city is a in a remote location b easy to find c on a trade route.
B: My favourite place is ... because ...
42
Have you been on a journey?
Tell your partner where you went, how you got there and what you did.
Was it set in a fantasy world or somewhere unusual? Why was it special or unusual? 2
Literature: The Lost City
1
have read recently.
Unit 3 Lesson 4 Vocabulary: descriptive adjectives Read: a descriptive essay Talk: a favourite fictional place Write: a descriptive essay
2 The city a is not a safe place b has many surprises c is very busy.
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Unit 3 Lesson 5 Literature: The Lost City
Lessons 4, 5 and 6: integrated skills, literacy and final project You will have decided earlier what your approach will be to these two lessons and whether you want to cover them in class or ask the students to cover them outside the class. Here are suggestions for how to introduce the two tasks.
Introducing the tasks for lessons 4 and 5 L E S S O N 4 : reading about a fictional place in preparation for writing their own text. Use exercises 1-3 to engage the students in the topic and set up the reading and writing tasks on page 43. You may want to do this much earlier in the sequence of activities so that students can be working on the writing as you work through the unit. Or you may want to set it up at the end of the unit, allowing plenty of time for students to complete and submit the writing task. Exercise 1: Ask students to type the names of books, series or films they have read or seen recently (or are currently reading/watching) which are set in an unusual place. Nominate individuals to talk about their choices.
Chat box
Exercises 2 and 3: Check that students are familiar with the three stories. Call on volunteers to give a quick description of each.
Whole-class speaking
Ask the students which place is the best match for each adjective, initially through a show of hands and then calling on individual students to defend their choice.
Physical response
Check and drill the pronunciation of each adjective as you deal with it.
Whole-class speaking
Whole-class speaking
Setting up the task: talk the students through the instructions for the tasks on page 43, remembering to clarify how, where and when they need to submit their final text.
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L E S S O N 5 : read and respond to a short story about a lost city. Use exercises 1 and 2 to engage the students in the topic and set up the reading tasks. You can do this at any point during the previous lessons (1-3), making sure you allow plenty of time for the students to complete the task and prepare to share their thoughts on the final discussion task in exercise 8 on page 47. Exercise 1: You may want to discuss these questions as a whole class, first eliciting short answers to the questions where, how and what in the chat box or asking students to write the answers in their notebooks.
Chat box/paper and pen
Nominate one of the students and ask the questions. Use this as a model for open pairs interviews. Call on pairs of students to ask and answer the questions. Alternatively, students work in small groups and discuss the questions in breakout rooms, then report back to the whole class.
Whole-class speaking
Exercises 2: Ask students to look at the illustrations and make guesses about the story they’re going to read.
Whole-class speaking
OR Breakout rooms
Setting up the task: talk the students through the tasks and ask them to prepare notes on the final discussion in exercise 8 on page 47. Set a clear deadline for when this discussion will take place.
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6
Choose a project
Reflect on your learning
1 Design a poster: Our environment
Where would be an ideal place to live and why?
You’re going to design a poster on looking after our environment. The key words are the three Rs:
Recycle Reuse
Reduce
1 Brainstorm ways in which we can reduce, recycle and reuse. Make notes. Look back over the unit for ideas.
1 Write down three adjectives to describe the city, and three to describe the country. 2 Use the comparatives of these adjectives to write four sentences comparing the city and the country. 3 Write true sentences about our carbon footprint using these sentences starters:
I know that ... I hope that ... I think that ...
2 On a large piece of card write the three R words. 3 Decorate your poster by drawing and writing about ways everyone can reduce, recycle and reuse. Use ideas from the unit. 4 Display your poster in the classroom.
2 A presentation: How to become an Eco-school You’re going to prepare a presentation on how your school can become an Eco-school. It can be a presentation for a school assembly or in class. 1 Look back at the notes you made for the discussion on how energy is used in your school on page 39. 2 Add to your list ways in which energy is used at your school. 3 Highlight areas where you think energy could be saved, e.g. lighting. 4 Organise and practise your presentation. Look at pages 24 and 41 again for hints on how to organise your presentation. 5 Give your presentation in front of your class or school. Use your poster or a classmate’s poster on looking after the environment for visual help.
4 What advice would you give to people who want to reduce their carbon footprint? 5 Tell your partner about your favourite fictional place. Use adjectives from the unit to describe it. 6 Write sentences about the home appliances people didn’t use in the early 1900s. 7 Write sentences using these verbs in the past simple.
arrive wash go look hear have
L
k what I can do! Write or show examples in your notebook.
1 I can compare the city and the country. 2 I can understand an article about our carbon footprint. 3 I can create a presentation about the place I live in. 4 I can talk about the place I live in and what it was like in the past. 5 I can write a descriptive essay. 6 I can understand and talk about the story The Lost City.
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Unit 3 Lesson 6 Choose a project: a poster; preparing a presentation Reflect on your learning
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Project and Review At some point during the series of live lessons for this unit, you will want to introduce your students to the two options for the final project and help them structure their work. You may also want to set time aside for the students to present their projects and discuss them with the whole class. You may also want to go over the Review section in the same lesson in order to bring the unit to a close. You may want the students to complete the Review section away from the classroom or work on it together as a whole class, or possibly vary your approach from unit to unit.
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We hope you find these guidelines helpful.
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