How to teach remotely using Prepare

How to teach remotely with

Here are some suggestions for how you could use the units in the Prepare coursebooks and materials to support your online classes.

There is a Teachers Resource Pack available which includes all the audio and video files in the coursebook lessons and a bank of student worksheets with answers. If you do not have access to the Pack please contact your local Cambridge representative who will give you access.

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: share Presentation Plus (if you have it), images, audio files and short video files (bandwidth permitting).

G R E AT F O R :

C H AT B O X : use for short answers and brainstorming, allows for 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

> comparing answers after tasks

> setting up tasks

> checking concepts

> role-plays

> presenting grammar or vocabulary

> checking answers

> short discussions

> getting feedback.

> collaborative tasks.

> stimulating discussions.

Two or three short breakout room tasks each lesson add variety and allow for more interaction.

To find out more about how to use Zoom, a video conferencing tool, and 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

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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Teens This way of working may be a challenge for teens, who need encouragement and monitoring, but it is also an opportunity for them to develop skills of independent learning, self-control and routinebuilding. If you are able, try to send your students individualized messages of support and random chat, so they don’t lose a sense of connection with you. They will appreciate the personal touch, even if they don’t say so.

Creating a closed online chat group for the class will also be a good way to maintain the social aspect of lessons and get them to do more reading and writing in English!

And do suggest websites, online material, videos, songs etc. that link with lessons as well as topics you know they are interested in.

If students can and want to create study groups online and do their homework together, that is fine and can help support their mental health. Working too much alone can be unhealthy if they feel isolated and anxious.

If they haven’t done so already, suggest that students create a timetable for the week and try to follow it. Have a balance of work, play and exercise as well as sleep.

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A quick overview of the coursebook unit structure.

The units do not follow exactly the same pattern throughout Prepare, but this example is representative of the tasks students are required to engage in. The sections you will want to prioritize for synchronous video-conferencing classes are shown in bold.

Page 1

Vocabulary

Pictures, listening, vocabulary, discussion task

Page 2

Reading

Reading practice, exam practice, Talking points

Page 3

Grammar & Vocabulary

Grammar presentation and practice, vocabulary presentation and practice

Page 4

Listening & Speaking

Listening practice, speaking practice, exam practice

Page 4

Writing

Writing practice, exam practice

Pages 5 and 6

Culture / Life Skills

Reading practice, listening practice, project work

The other sections can be set for self-study or collaborative pair work 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.

click here

Post the answers to exercises you have asked students to complete on their own online between lessons, so they can check their answers.

Allow time in online lessons for students to ask questions about anything they were confused about. Giving them links to online grammar reference books and dictionaries will help develop their independent learning skills, e.g. https://dictionary.cambridge.org/ 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.

Be careful not to set too many tasks before the next lesson as teens will be studying a lot of other school subjects at home. Be realistic and selective. Break up the suggested lessons below and spend more time in the chat box or telling them about yourself or things you have read. They will still be practising English.

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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.

Here is an example plan for one unit from Prepare Second Edition Level 5 Student’s Book, which gives ideas on how to plan your own lessons.

The students will be sharing ideas, answers and questions in the chat box by typing in English. Tell them in advance that this space is for communication and not to worry about mistakes, as long as everybody gets the message. This is a good place to focus on fluency rather than accuracy. You may have managed to set up an online system that allows students to speak to the group using microphones. If so, call upon specific students to offer their ideas and make sure you ask everyone and not just the few who you think will have the answers quickly.

When referring to specific exercises / activities in the course book, share that on the screen, so all the students know what is being referred to.

Try to pay attention to who is NOT joining in the chat and encourage them to do by asking direct questions. Start with yes/no questions so they can build up their confidence by just writing a word or two to start with.

Writing tasks: You can still set individual writing tasks for homework and ask students to email them to you. Set short tasks rather than long compositions, so that students can build up their confidence and sustain motivation.

The Projects: are ideal for individual work that can be done in the student’s own time and then recorded on smartphones or laptops and shared with the class.

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ANIMALS IN DANGER A

ABOUT YOU 07 Watch the video and then answer the questions.

How important are animals to you?

Do you have any favourite animals?

Which animals in your country are in danger? Why?

VOCABULARY 1

PREPARE FOR THE EXAM Reading Part 5

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Read the text about the Sumatran orangutan. For each question, choose the correct answer.

1 A injured 2 A limited 3 A leaving 4 A stay 5 A discover 6 A change

Nature and wildlife

Look at the photos. Why do you think each animal is in danger? Which do you think is most in danger? Give your reasons.

B cut B closed B decreasing B hold B realise B transfer

B 37

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3 EP

Listen to three teenagers talking about three of the animals. What problems does each person mention?

Complete the sentences with the words in the box.

Then listen again and check. creatures crops endangered environment habitat humans hunting jungle landscape population rainforest 1 This problem is as serious as saving the .

2 The of honey bees today is far lower than it used to be.

3 Bees and other insects help our to grow in the fields.

4 Some people say that the bluefin tuna is one of the tastiest living in the sea.

5 Well, this large fish is also , probably more so.

6 The balance of the ocean will be damaged forever.

7 This is all due to the actions of .

8 Besides , tigers are facing another challenge.

9 The where they live is changing, as more and more trees are cut down.

10 The areas of are getting smaller.

11 Their is decreasing all the time.

C

D

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Work in groups. Decide which animal in the photos is the most important to humans. Can you all agree?

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Discuss the questions.

1 How important is it to protect animals in the wild?

2 What could you do to help?

3 Is enough being done to save the rainforest in your opinion?

UNIT 10

Lesson 1: Vocabulary BEFORE THE CLASS

DURING THE CLASS

L O C AT I O N

1 At the start of the lesson check in with the class

Chat box

2 Review work done recently and give feedback on

Main room

1 Open the breakout rooms. Divide the class in

Breakout rooms

2 Make sure to change the grouping so students

Chat box

on a personal level. Let them say how they are feeling, coping with being at home. Tell them how you are managing at home anything they have sent in or on what you have observed while monitoring the breakout rooms like good ideas, collaboration, students helping each other – pick out positive things to focus on mostly and a few helpful things to correct (pronunciation, vocabulary, grammar)

Students look through and complete all exercises in Vocabulary sections (including the relevant reading or listening tasks).Listening recordings can either be streamed from Presentation Plus or ask your students to download the audio clips and listen to the relevant one during the lesson.

small groups and instruct them to discuss the pictures in groups using prompt questions ex 1 don’t always work in the same groups

Encourage them to ask each other questions and avoid single-word comments

3 Follow-up discussion and feedback in the main classroom

4 Teacher gives feedback on discussion she has

heard e.g. praise for good ideas, encouragement, pronunciation and vocabulary

5 Don’t be afraid to do drilling / repetition

correction for pronunciation – you say the word clearly/naturally 2 or 3 times and ask the students to repeat (they should be less inhibited to this alone)

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Main room

C damaged C stopped C removing C save C look C travel

D hurt D controlled D losing D keep D recognise D pass

BEFORE THE CLASS

DURING THE CLASS

L O C AT I O N

1 Ask students to predict what the video will be

Chat box

2 Students watch the video and check if they

Main room

1 Students listen to the audio and answer questions

Breakout rooms

about as the topic is animals in danger. Which animals do they think will be mentioned? predicted correctly in ex 2 & 3

2 Students check their answers in groups 3 Teacher confirms correct answers and takes any

Main room

1 Students discuss the questions in ex 4 & 5

Breakout rooms

2 Share ideas

Chat box

3 Teacher summarises what was said and makes any

Main room

Students research other animals and habitats that are in danger around the world to be shared next lesson

Breakout rooms

Show students on screen which parts of the book you want them to read / exercises to do before the next lesson

Main room

Check that they think it is feasible in the time frame, as they may be getting a lot of other work to do in all their other school subjects and be feeling overwhelmed

Chat box

questions

corrections necessary

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READING 1

The photo shows the Sumatran orangutan. Read the fact file and answer the questions.

1 Where do Sumatran orangutans live and who with?

2 Do orangutans feed at the same time as each other?

3 Are the orangutans likely to become extinct in the future?

PREPARE FOR THE EXAM Reading Part 5

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Read the text about the Sumatran orangutan. For each question, choose the correct answer.

1 A injured 2 A limited 3 A leaving 4 A stay 5 A discover 6 A change

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B cut B closed B decreasing B hold B realise B transfer

C damaged C stopped C removing C save C look C travel

D hurt D controlled D losing D keep D recognise D pass

Match the highlighted words and phrases in the texts to the meanings.

1 the natural environment in which an animal usually lives 2 continue to live 3 for a long time 4 from or in the hottest parts of the world 5 a natural environment where there are no humans

FACT FILE

THE SUMATRAN ORANGUTAN Where do they live?

High up in the trees. Female orangutans and males almost never touch the ground, island of rarely do. They used to live on the from the Java, too, but have now disappeared on their area. Male orangutans usually live young. own, while females live with their What do they eat? diet, Sumatran orangutans have a healthy They consisting of fruit, leaves and insects. the main often eat together in groups where food sources are.

How many species are there? to survive in Nine, but only seven are likely have more the long term. Only three species than 1,000 orangutans left.

SAVE THE

SUMATRAN ORANGUTAN!

At one time, orangutans lived in tropical rainforests across the whole island of Sumatra.

Unfortunately, because humans have 1 much of this forest, the orangutan population is to the north of the island. Besides now 2 the fact that their habitat is disappearing, their too. Unless we do numbers are quickly 3 more to help them, the 7,000 which are left will disappear completely. orangutans People are not allowed to 4 as pets in Indonesia, and if wildlife experts ever 5 them in people’s homes, they take them to a rescue centre. When the animals are healthy them to a safe area enough, the experts 6 in a national park, and eventually put them back into the wild.

If we protect orangutans now, they will have a future. If we do nothing, they may not.

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TALKING POINTS What effect does our lifestyle have on animals in the wild?

Does it matter if certain animals disappear forever? Why? / Why not?

ANIMALS IN DANGER

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Lesson 2: Reading BEFORE THE CLASS

DURING THE CLASS

1 Ask students how they are getting on working on

L O C AT I O N Chat box

parts of the book individually at home

2 Allow students to share strategies they have found useful for working at home

3 Recommend other good strategies Students have researched other animals and habitats in danger

1 Students share what they learnt in their research

Breakout rooms

2 Discuss findings and offer opinions and feelings

Chat box

Students do the reading task on page 59

1 Students check through their answers together

Breakout rooms

2 Teacher gives answers and takes any questions /

Main room

about these situations

students mark their own work

3 Students discuss the talking point in groups

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4 Share ideas and opinions

Chat box

Students create a fact file similar to that on page 59, but they have to include one incorrect fact. They can write it in groups and then post it to the class, who read it and try to spot the ‘lie’

Homework or in breakout rooms / chat box

GRAMMAR 1

Conditional sentences

Look at the examples. Which tenses are used in each pair? Match each example to rule a or b.

a We use the zero conditional for events or situations that actually happen. We use: If / When + present simple + present simple. b We use the first conditional to imagine what is likely to happen. We use: If + present simple + will / won’t.

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Complete the second example in each pair of sentences so that it means the same as the first.

What do the examples tell you about the meaning of unless?

1 Unless we do more to help orangutans, they will disappear completely.

If we more to help orangutans, they will disappear completely.

2 Unless we protect the rainforests, many species will lose their habitat.

If we the rainforests, many species will lose their habitat.

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Complete the sentences with if or unless.

1 Polar bears won’t find enough to eat we do more to protect their environment.

2 we don’t protect these animals now, they will die out.

3 Many birds will suffer sea levels continue to rise.

4 we control whale fishing, there’ll be no whales left soon.

5 Elephant numbers will continue to fall governments do more to protect them.

at first at its best at long last at once at present at risk

GRAMMAR REFERENCE AND PRACTICE PAGE 156

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Choose the correct verb form to complete the sentences.

1 If you’ll go / you go on holiday with your parents, it’ll be fun!

2 If I were you, I will / would go with my friends.

3 If you would go / you went to the beach with your parents, you’d be bored.

4 If you’ll agree / you agree, we can visit you on Monday.

5 If I had to move, I will / would move to the USA. 6 If I have / I’ll have enough money, I’ll go shopping with you.

7 I think that if we meet / we’ll meet at 8 pm there’s enough time before the film starts.

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1

1 If I had the chance to see any animal in the wild, …

2 When I read about animals in danger, I …

3 If I saw an injured animal on the road, I …

Phrases with at

Read the examples and match the phrases to the meanings.

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2

1 At least 95% of wild tigers have disappeared.

2 Things are happening at long last to protect tigers.

3 At first, I thought she wasn’t friendly, but actually she’s just shy.

4 I loved this trip because we saw nature at its best.

5 Many wild animals are at risk of extinction.

6 The animals appeared at once.

7 At present, she’s working as a wildlife reporter overseas. a finally b not less than c now d in danger

e as good as it can be f in the beginning g immediately

UNIT 10

1

at least

Work in pairs. Turn to page 135.

LISTENING 39

Complete the sentences so they are true for you.

VOCABULARY 1

3

SPEAKING

Complete the sentences with the phrases in the box.

1 The amazing filming of wildlife in the Pantanal Wetlands is documentarymaking .

2 When the horse suddenly stopped, I knew that something was wrong.

3 It’s very dry here , but rain is forecast for next week.

4 I didn’t recognise her because she looked so different.

5 70% of the Earth’s surface is covered with water.

6 Zoos often breed animals that are in the wild.

7 , the wild giant panda population is starting to grow.

We use the second conditional to talk about something that is unlikely to happen or is imaginary. We use: If + past simple + would.

1 If there is better protection for tigers, 2 When people clear an area of jungle, 3 If the area of Arctic ice gets smaller, 4 If an animal has a bad injury, 5 When there is more tourism in an area,

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EP

Read the examples and the rule. Which example uses the second conditional?

1 If bees disappear completely, we will all suffer.

2 If bees disappeared completely, we would all suffer.

Match the sentence halves. Which sentences use the first conditional?

a they often use the land for farming. b it has many benefits for local people. c their numbers will probably increase. d there won’t be many polar bears left. e it isn’t able to hunt for food.

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Second conditional

1 If wildlife experts ever discover them in people’s homes, they take them to a rescue centre.

2 When the animals are healthy enough, the experts transfer them to a safe area in a national park.

3 If we protect orangutans now, they will have a future.

4 They won’t have a future if we do nothing.

You will hear a video call between two teenagers, Lola and Pete. What do they have to do for their homework?

Listen again and answer the questions.

1 Why is the first animal they talk about endangered?

2 Why doesn’t Lola think they should include tigers in their presentation?

3 What are marine animals? Why does Pete think they should talk about them?

4 What do they decide to do at the beginning of their presentation?

5 What three animals do they decide to include in their presentation?

Discussing a topic (1)

Read the advice for taking part in discussions. Choose the five pieces of advice which are true. Can you add more advice?

1 Don’t be afraid to ask what something means.

2 Say as much as possible, even if the other person wants to speak.

3 Try to develop your ideas.

4 Make sure you give the other person enough opportunities to join in.

5 Apologise if you interrupt someone, and allow them time to speak.

6 Make links to what you or the other person has said.

7 Talk loudly if another person is trying to speak.

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2

Read the Prepare to speak box. Listen to the conversation again to hear some of the phrases in the box. Match the phrases in the box to the functions below. Some phrases match the same function.

PREPARE TO SPEAK Taking part in a discussion 1 2 3 4 5 6 7

I missed that. Can you repeat that, please?

Sorry, I don’t understand.

Going back to …

Sorry, what were you going to say?

Do you mean … ?

Like I said before, …

On a completely different subject …

a asking for further explanation if you don’t understand something b encouraging someone to continue after you have interrupted them c changing the topic d referring back to an earlier topic e asking someone to say something again if you didn’t hear it

PREPARE FOR THE EXAM Speaking Part 4

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Work in pairs. Discuss the questions, using phrases from the Prepare to speak box.

Do you learn about endangered species at school? Which?

Have you ever seen an endangered animal species? Which?

Would you like to work with animals? Why? / Why not?

Have you ever visited a wildlife park? What did you see?

How could you help to protect local wildlife species?

PREPARE FOR THE EXAM PAGE 134

ANIMALS IN DANGER

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Lesson 3: Grammar, Vocabulary, Listening, Speaking BEFORE THE CLASS

DURING THE CLASS

1 Share a document / slide with conditional

L O C AT I O N Chat box

sentences. Half correct and half with mistakes Show one at a time.

In the chat box students should race to say which is wrong and why.

Students work through grammar exercises

1 Students check through their answers together

Breakout rooms

2 Teacher gives answers and takes any questions /

Main room

3 Teacher answers any questions from students

Chat box / Main room

1 Students check through their answers together

Breakout rooms

2 Teacher gives answers and takes any questions /

Main room

3 Teacher answers any questions from students

Chat box / Main room

1 Students check through their answers together

Breakout rooms

2 Teacher gives answers and takes any questions /

Main room

3 Teacher answers any questions from students

Chat box / Main room

students mark their own work

Students work through vocabulary exercises

students mark their own work

Students work through listening exercises

students mark their own work

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BEFORE THE CLASS Students work through the speaking exercises

DURING THE CLASS

L O C AT I O N

1 Students work in groups discussing the advice on

Breakout rooms

2 Students match phrases they hear and check

Main room

running discussions answers together

3 Students run the discussion in their groups (not pairs)

4 Teacher monitors, then gives feedback using exam

Main room

5 Teacher gives general advice on the speaking

Chat box

1 Students record themselves giving a short

Homework

marking criteria

exam and takes ideas and questions from students presentation on endangered animals, which they have prepared in advance, checking grammar, vocabulary and pronunciation of words on their online dictionary

2 Students send these to the teacher for feedback

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CULTURE

A

3

ANIMALS AS NATIONAL SYMBOLS 1

Match the photos to the names of the animals. Which two aren’t real?

2

Read the article. Find the names of the animals from Exercise 1. In which countries are they important?

beaver bison dragon eagle emu horse kangaroo kiwi lion tuatara unicorn

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H

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C

B

E

F

Are the sentences true or false? Correct the false sentences.

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6

Listen again. Answer the questions.

7

Read the Useful language phrases. Complete them with the words in the box.

1 The bison is a typical symbol of independence.

2 Beavers and Canadian horses were useful in the past.

3 Canadian horses were strong but difficult to manage.

4 The national animals of Scotland and Wales aren’t real.

5 Emus are found in Australia and some other countries.

6 Tuataras live in most of the areas of New Zealand.

D

4

G

Match the highlighted words in the text to the meanings.

1 imaginary or not real 2 an animal’s coat of hair 3 small pieces of metal that we use as money 4 not able to fly 5 the quality of being strong 6 not afraid of anything

Animals and countries

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Some animals are well-known symbols that make people think of certain countries. They may be national animals that appear on flags, coins or stamps because they have a special meaning. They might also be animals that only live in that country or imaginary animals from traditional folk tales.

The United Kingdom hasn’t got a national animal, but its different countries have got traditional animal symbols. England is represented by the lion – a strong, brave animal that is often a symbol for kings. Scotland’s animal symbol is the unicorn – a mythical white horse with a long, magical horn on its head.

Similarly, Wales is represented by a red dragon with wings. This symbol appears on the Welsh national flag.

When people think of the United States, there’s one animal that comes to mind – the bald eagle.

It’s the national bird and has been a symbol of the USA for more than 200 years. It represents the qualities of independence and freedom.

Another symbol of the USA is the bison, which became the national mammal in 2016. The bison is the largest land animal in North America and it symbolises strength and power.

One of Australia’s national animals is the red kangaroo, which isn’t surprising. After all, kangaroos are unique to Australia. They don’t appear anywhere else in the world. The same is true for the emu, which is Australia’s enormous national bird. It can be up to two metres tall and weigh up to 60 kilograms.

Many places and companies in Australia are named after kangaroos and emus because they’re so typically Australian.

Canada has got two national animals – the beaver and the Canadian horse.

Both animals were important to the first Europeans who came to Canada. They hunted beavers and used their fur to make warm coats and hats. Beavers are also hardworking animals, which makes them a positive symbol. In a similar way, Canadian horses were very useful to early farmers because of their strength and I good nature.

The kiwi is a small, brown flightless bird that only lives in New Zealand. It’s such a famous national symbol that the word ‘kiwi’ has become a nickname for New Zealanders. Another unique animal from New Zealand is the tuatara.

It’s a reptile that looks like a lizard that only lives on 32 small islands. The tuatara’s closest relatives died about sixty million years ago, so many people call them ‘little dinosaurs’ or ‘living fossils’.

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1 When did the bald eagle become a national symbol?

2 Why does Sonia think the eagle is a symbol of freedom?

3 When was the bald eagle more common: now or in the eighteenth century?

4 What mistake can you find on some old ten-dollar coins?

5 Why didn’t Benjamin Franklin want the bald eagle as a national symbol?

6 How does Sonia feel about the bald eagle and what it symbolises?

appears represents

independence national symbol unusual

USEFUL LANGUAGE

Listen to Sonia giving a presentation to her class.

Tick (✓) the topics that she talks about.

1 when the eagle became a national symbol 2 where the bald eagle lives in winter 3 how Sonia feels about the bald eagle 4 why bald eagles became endangered 5 some other animals that people suggested 6 how a famous man felt about the bald eagle 7 how the bald eagle usually gets its food

Describing animals as national symbols animal.

1 It’s the country’s 2 It has been a of our country for 200 years.

3 It’s quite an animal.

4 It on coins and stamps. the quality of freedom.

5 It 6 It’s a symbol of .

PROJECT

K

A presentation about a national animal

Prepare a presentation about a country’s iconic animals. Use the following questions to help you.

1 Are the animals official national symbols?

2 What specific types of animal are they?

3 What is special about those animals?

4 Are they important to the country’s history?

5 Do the animals symbolise any qualities?

J

CULTURE

Give your presentation to the class.

08 NOW WATCH THE CULTURE VIDEO

ANIMALS AS NATIONAL SYMBOLS

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Lesson 4: Culture BEFORE THE CLASS

DURING THE CLASS

L O C AT I O N

To start the class, teacher asks students to share anything new they have learnt in this unit that they didn’t know before about endangered animals

Chat box

Teacher introduces the idea of national animals by asking students what the national animal of their country is.

Main room

*Show the following list of animals on screen: Magic horse Dodo Unicorn

Main room

Ask if students know what these are / they can check by writing them in L1 in the chat box

Chat box

Chat box

Ask them to guess which countries these are national animals for – get suggestions Add these countries on screen:

Main room

Scotland / North Korea / Cuba /Mauritius

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Can they match the animal to the country (there is one extra country)

Chat box

Reveal the answers: Magic horse – North Korea Dodo – Mauritius Unicorn – Scotland

Main room

Students suggest some unlikely national animals for different countries

Chat box

BEFORE THE CLASS Students read the text about animals and countries, do the reading and listening tasks

DURING THE CLASS

L O C AT I O N

1 Students check through their answers together

Breakout rooms

2 Teacher gives answers and takes any questions /

Main room

3 Teacher answers any questions from students

Chat box / Main room

Project: ask students to work individually on their project, prepare it carefully, record it and share with the class

Homework

students mark their own work

*If you can create fun warmers like this, you will help maintain interest and motivation (the students’ and yours).

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We hope you find this guide helpful.

In addition you may find the further resources at practicemakesperfect.cambridge.org click here

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