How to teach remotely with
Here are some suggestions for how you could use the units in the UNCOVER coursebooks and materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio and video files in the coursebook lessons: https://www.cambridge.org/gb/cambridgeenglish/catalog/ secondary/uncover/resources 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
2
Useful tools in live classes: SCREEN-SHARING: share Presentation Plus if you have it, image files, 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 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
3
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 UNCOVER coursebook unit structure. The sections you will want to prioritize for live classes are shown in bold. Opening page
Unit aims, big picture discussion, vocabulary, Your Turn speaking
Lesson 1
Reading, Your Turn speaking, Grammar, Your Turn speaking, (Video in WB)
Lesson 2
Listening, vocabulary, Your Turn speaking, Grammar, Your Turn speaking
Lesson 3
Conversation (Useful language), Your Turn speaking, Reading, Writing
Lesson 4
Culture (Reading), Your Turn speaking, (Video in WB)
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.
5
A suggested structure for a flipped approach In a flipped approach, live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening, viewing videos and controlled practice exercises on their own and use the classroom to check answers. BEFORE THE CLASS
DURING THE CLASS
Opening page 1 Read the big picture discussion questions and prepare for discussion.
2 Complete the vocabulary exercises.
1 Students discuss the big picture
questions in groups. Follow-up discussion and feedback in the main classroom.
Breakout rooms Chat box
2 Teacher checks the vocabulary and
Chat box
3 Students complete the Your Turn
Breakout rooms
1 Reading: read text and complete
1 Students recall reading text and
Breakout rooms
2 Grammar: complete exercises.
2 Teacher checks answers.
Chat box
3 Students compare answers for
Breakout rooms
works on pronunciation.
discussion task in groups.
Lesson 1 exercises.
(after the lesson: set video viewing from WB as homework).
compare answers to exercises in groups.
Grammar exercises in groups.
4 Teacher checks concepts and answers to exercises.
5 Students complete the Your Turn
Chat box
6 Teacher gives feedback on the Your
Breakout rooms
task in groups.
Turn task and reviews lesson aims.
6
BEFORE THE CLASS
DURING THE CLASS
Lesson 2 * * You may want to cover this lesson in two separate classes: 1 focusing on vocabulary 2 focusing on grammar
1 Listening: listen to audio and
1 Students recall listening text and
Breakout rooms
2 Vocabulary: complete exercises.
2 Teacher checks answers.
Chat box
3 Grammar: complete exercises.
3 Students compare answers for
Breakout rooms
4 Teacher checks concepts, works in
Chat box
5 Students complete the Your Turn
Breakout rooms
6 Teacher checks concepts and
Chat box
7 Students complete the Your Turn
Breakout rooms
complete exercises.
compare answers to exercises in groups.
Vocabulary exercises in groups. pronunciation and checks answers to exercises.
task in groups. Feedback as a whole class. answers for Grammar section with the whole class. task in groups.
8 Teacher gives feedback on the Your Turn task and reviews lesson aims.
Lesson 3 1 Conversation: listen to audio or
1 Recall the audio/video as a whole
Chat box
2 Reading: read the text and
2 Students discuss the same question
Breakout rooms
3 Check the answers to the dialogue
Chat box
4 Students act out the dialogue
Breakout rooms
watch the video and complete the exercises. complete the exercises.
(after the lesson: Reading and Writing: work through the exercises and complete the writing task to hand in to the teacher).
class. Check answers.
in groups. gap-fill.
in pairs or groups. And practise changing it with the information given.
5 Teacher calls on pairs to repeat their dialogue to the whole class.
6 Teacher sets the Reading and Writing tasks for homework.
7 Teacher reviews the work from the current unit and prepares for the next one.
7
BEFORE THE CLASS
DURING THE CLASS
Lesson 4 1 Culture: Read the text and answer
1 Recall the reading text and video
Breakout rooms
2 Video viewing from WB (link on SB
2 Check answers with the whole class.
Breakout rooms
3 Students complete the Your Turn
Chat box
4 Review: set the Review sections as a
Breakout rooms
the questions.
page).
viewing in groups and compare answers.
task in groups.
breakout room task.
5 Check answers with the whole class and prepare for the next unit.
8
More detailed notes on how to structure the live classes lesson by lesson.
1 BACK! Welcome
Vocabulary: Classroom objects and colors 1. Match the words with the correct items.
1. k a backpack a
b
e
d f
BE
g
h
i
c k
Anuj’s First Day
1.02
j
2.
a board
3.
a book
4.
a bookshelf
5.
a chair
6.
a desk
7.
a dictionary
8.
a notebook
9.
a pencil
10.
a ruler
11.
an eraser
2. Listen, check, and repeat. 3. Look at the picture in Exercise 1. Write the colors of the classroom objects.
How do you spell your name?
1. How many people are in the photo?
2. Who are they? 1.03
Jin Yang: A Gymnast
3. Where are they?
black
chair
7. a
dictionary
2. a
bookshelf
8. a
board
NOTICE IT
3. a
desk
9. a
backpack
Use a before a word that starts with a consonant. Use an before a word that starts with a vowel or vowel sound. a chair an eraser a ruler an orange ruler
1. a
4. a
book
10. a
5. a
eraser
11. an
6. a
notebook
pencil ruler
4. Listen, check, and repeat.
Speaking: My classroom objects 5. Check (✓) the items that are in your desk or your backpack. Add another item. a laptop a book an eraser
6. YOUR TURN
a notebook
a ruler
a dictionary
Other:
a pencil
Work with a partner. Say the items in your desk or backpack and their colors. A yellow and gray book, an orange eraser, . . .
Workbook, p. 2
UNIT CONTENTS Vocabulary Classroom objects and colors; instructions Grammar Simple present of be and subject pronouns; imperatives Listening Important announcements
Reading It’s a New School Year; Computer Club Rules; Picture It! Conversation Learning a new language Writing A poster with classroom rules
2 | Unit 1
Unit 1 | 3
1. Opening live lesson: Unit aims, big picture discussion, vocabulary, Your Turn speaking. Lead-in: you may want to look at the aims for the unit and look ahead to the tasks which you will be setting for homework. You will probably want to set the writing task on the right hand page of lesson 3 as an individual writing task to be completed by the end of the unit.
1 2 3 9
Share the coursebook pages on your screen. Start with a short warmer in the chat box e.g. ask students to type words for things they can see in the photo. Feed in any new language they might need.
Main classroom
Share the vocabulary section on your screen. Check the answers to the matching exercise using the chat box or mics. Drill the pronunciation with a combination of choral and individual drilling. Check the other answers in the chat box. Share the correct answers on your screen. Encourage students to check their answers in their books.
Main classroom
Open the breakout rooms. Divide the class in small groups and instruct them to complete the Your Turn task in the breakout rooms. 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.
Breakout rooms
Screen-sharing Chat box
Screen-sharing Chat box
4 5
Bring the groups back into the main classroom. Ask students to write one or two sentences from their discussion in the chat box. Call on individual students to expand on their answers. 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.
Main classroom
Prepare for the next class. Share the next lesson on your screen and point out the tasks they need to complete (Reading, Grammar).
Main classroom
Optional: ask students to write out their answers from one of the breakout room tasks.
10
Chat box
Screen-sharing Homework
It’s a NEW
SCHOOL YEAR!
Grammar: Simple present of be and subject pronouns 5. Complete the chart. Use the simple present of be to identify people and give locations and dates. Subject pronouns can replace the names of the people or things that the sentences are about. Affirmative
MONDAY
WEDNESDAY
TUESDAY
FAMOUS INVENTORS:
WELCOME BACK
FOOTBALL
isn’t only for boys!
Thomas Edison, Marie Curie, and YOU!
to Clinton Middle School!
The first NexGen Inventors’ Club meeting is at 4:00 in Room 6.
Meet new friends and see your old friends at an ice cream party. It’s in the cafeteria after lunch.
THURSDAY Yes, I am.
I
Simple present of be
you he she
it
we
are
is
are
is
they
Check your answers: Grammar reference, p. 106
is
1. The ruler
4. I
gray.
a football player.
photographers. 5. The band
2. Kyle and Leila
in my class.
6. The meetings
new. on Thursdays.
7. Make the sentences in Exercise 6 negative. Use contractions. 1. The ruler isn’t yellow. Are you and your friends in Contest is for musicians. a band? The Rock It’s in the gym at 6:00. Prize: Play after the first girls’ football game!
6.
2. Read and listen to the notices. Circle the best title.
8. Write yes/no questions with the simple present forms of be. 1. you / 12 years old Are you 12 years old?
a. People at Clinton Middle School! b. This Week at Clinton Middle School!
2. you / a teacher
c. Football Is Now for Boys and Girls!
3. your friends / in a band
3. Read the notices again. Complete the chart with the times and places.
Event
Time after lunch
3. 5.
1. Look at the pictures. What is the calendar about?
1. ice cream party
2. 4.
Reading: Notices on a bulletin board
1.04
Use the singular form of be for nouns that represent groups of people. The band is good. NOT: The band are good. The team is all girls. NOT: The team are all girls.
Short answers Yes, I . No, I’m not. Yes, she is. No, she isn’t. . No, they aren’t. Yes, they
6. Complete the sentences with the simple present forms of be.
3. You
Then take pictures for the school website. The first meeting is on Thursday at 4:30 in Room 12.
Get it RIGHT!
I am not a musician. She is not 13 years old. in the gym. They
Yes/No questions
Subject pronoun Ms. Barnes is the coach of new girls’ football team. the Tryouts are on Wednesday after school. Meet on the football field.
FRIDAY
ROCK OUT!
Are you a photographer?
Negative
I am a photographer. Laura 12 years old. Tryouts are on the football field. Are you a photographer? Laura 12 years old? Are tryouts on the football field?
Place
2. NexGen Inventors’ Club meeting 3. girls’ football team tryouts 4. school website meeting 5. rock band contest
The voice rises in yes/no questions. Listen and repeat the questions in Exercise 8.
9. YOUR TURN Write three false sentences about you or people in your school. 1. I’m 15 years old
Are you 12 years old? Ask and answer the questions in Exercise 8 with a partner. Make sure your voice rises when you ask the questions.
2. Mrs. King is an English teacher. 3. Tim is in a band. 10. Work with a partner. Share your sentences. Ask and answer questions to correct them.
BE
Find out about Anuj and his school. Why is it a special day? (Workbook p. 72)
OK. You aren’t 15 years old. Are you 12 years old?
4. YOUR TURN Work with a partner. Make a list of activities at your school. Then say your favorite activities.
Boys and girls soccer, a science club, a dance group, . . . 4 | Unit 1
Say it RIGHT!
1.05
4. your school / big
Speaking: It’s not true!
Are you 11?
No, I’m not. Yes, I am.
1.1 ANUJ’S FIRST DAY
Workbook, pp. 2–3
Unit 1 | 5
Lesson 1: Reading, Your Turn speaking, Grammar, Your Turn speaking (video link).
1
Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you can ask the students to type answers to simple questions in the chat box e.g. What did you have for breakfast today? Or what was the last movie you watched?
Main classroom
Check students have completed the reading tasks. Open the breakout rooms and ask students to check their answers to the exercises in the groups. Allow at least five minutes for this. You may want to enter the breakout rooms to monitor and offer support.
Breakout rooms
Call the students back into the main room. Use a combination of chat box and nominating individual students to check the answers and deal with any other language difficulties in the text. Share the correct answers on the screen so students can check their work.
Main classroom
4
Check instructions for the Your Turn speaking task. Open the breakout rooms again and ask the students to complete the task in groups. Allow at least five minutes.
Breakout rooms
5
Grammar Use the grammar chart to review the grammar presentation and the chat box for students to answer concept checking questions. Students may also want to ask you questions.
Main classroom
2 3
11
Chat box
Screen-sharing Chat box
Screen-sharing Chat box
6
Grammar practice: Check answers with the whole class using the chat box for support and sharing the correct answers on the screen. Encourage students to ask questions and clarify any doubts.
Main classroom
7
Your Turn: students complete the speaking task in the breakout room. When they’ve finished, they write a short summary in the chat box. Call on a three or four students to expand on their summaries.
Breakout room
Look ahead to the next lesson. Share the next lesson on your screen. Show them the sections you want them to complete (Listening, Vocabulary, Grammar). Make sure students know how to access the audio files (you may need to share a link with them). Set the video viewing task in the WB as homework.
Main classroom
8
Optional: additional practice materials is available in the Workbook
12
Screen-sharing Chat box
Chat box Main classroom
Screen-sharing Self-study
Let’s Go Welcome to my blog about movies. I sometimes go to the movies three times a week! How often do you go to the movies? My favorite types of films are horror, action, and fantasy movies. What types of movies do you like? I also love the “bad guys” in movies. Here are my top three villains.
to the
Movies!
Grammar: Simple Simple present present review review Grammar: 5. Complete Complete the the chart. chart. 5. Use the the simple simple present present to to talk talk about about routines, routines, habits, habits, and and facts. facts. Use Wh-- questions questions Affirmative answers answers Wh Affirmative What movies movies What ??
Cinema’s Best Villains by Erica Thompson
Negative answers answers Negative don’t like like musicals. musicals. II don’t
like horror horror movies. movies. II like
you you
How often often does does Erica Erica go go to to the the How movies? movies? Yes/No questions questions Yes/No
to the the movies movies She to She three times times aa week. week. three
Do you you like like horror horror movies? movies? Do Erica Erica movies? movies?
Yes, II Yes, Yes, she she does. does. Yes,
to the the to
She She Sundays. Sundays. Short answers answers Short No, II don’t. don’t. No,
..
to the the movies movies on on to
..
No, she she No,
does not not == does
Contractions do do not not == Contractions Checkyour youranswers: answers:Grammar Grammarreference, reference,p. p. 107 107 Check
6. Circle Circle the the correct correct words. words. Then Then answer answer the the questions questions with with information information about about you. you. 6.
Cruella De Vil Movie: 101 Dalmatians Actor: Betty Lou Gerson (voice) Famous phrase: “You beasts!” I don’t like this movie very much, but Cruella is a great villain. She loves puppies and especially Dalmatians – because she wants to wear them!
Darth Vader Movie: Star Wars V: The Empire Strikes Back Actor: David Prowse Famous phrase: “You don’t know the power of the dark side!” This is my favorite movie, and Darth Vader is the perfect villain because he never shows his face. He also speaks with a strange voice.
1. Do Do // Does Does you you go go // goes goes to to the the movies movies on on the the weekends? weekends? 1. What types types of of movies movies do do // does does you you see see // sees? sees? What Yes, II do. do. II see see action action movies movies and and comedies. comedies. Yes,
The Penguin Movie: Batman Returns Actor: Danny DeVito Famous phrase: “Nyuk, nyuk, nyuk.” The Penguin is a villain in some of the Batman movies, TV shows, and comic books. His real name is Oswold Cobblepot. Sometimes he’s funny, and sometimes he’s scary, but he’s always dangerous. I like him best in Batman Returns.
Who is your favorite movie villain?
DID YOU KNOW . . .?
7. Rewrite the sentences. Put the adverbs of frequency in the correct places.
1. Jamie watches movies with his friends. (usually) Jamie usually watches movies with his friends.
1. Look at the photos of the three movie characters. What types of movies do you think they are from?
2. Amy buys popcorn at the movies. (always)
2. Read and listen to the blog post. Which of the movies that Erica writes about does she like?
3. Carol reads movie reviews online. (sometimes)
always
1. What types of movies does Erica like? 2. Why does Cruella De Vil like puppies?
Speaking: Movie-watching habits 8.
3. Why does Erica think Darth Vader is a perfect villain? 4. What is the Penguin’s real name? 5. Which movie doesn’t Erica like? Which one is her favorite? 4.
YOUR TURN Work with a partner. Do you agree with Erica’s best villains? Who are your top three favorite movie villains? Why?
One of my favorite villains is . . . because . . .
Adverbs of frequency
4. I’m at the movie theater early. (often)
3. Read the blog post again. Answer the questions.
David Prowse was Darth Vader, but he didn’t talk in the movie. Another actor, James Earl Jones, was Darth Vader’s voice.
he/she/it goes studies teaches
3. How / When late do / does the movie theaters stay / stays open in your city?
Reading: A blog about movie villains
2.03
Spell it RIGHT! I/you/we/they go study teach
2. What / Where types of movies do / does your friends like / likes? Do / Does you like / likes the same types of movies?
YOUR TURN
Work with a partner. Ask and answer questions about where and how often you watch movies.
usually
often
sometimes never
Adverbs of frequency usually come after the verb be, but before other verbs. I’m never late. They never learn. Usually and sometimes may come before the subject. Sam usually goes to the movies three times a week. Usually, Sam goes to the movies three times a week.
Where do you watch movies?
I usually watch movies at the movie theater.
BE
Find out about a musical on Broadway. Who is involved in Annie? (Workbook, p. 74)
I never watch movies at home. 2.1 A LIFE ON BROADWAY
Workbook, p. 9
14 | Unit 2
Unit 2 | 15
Lesson 2: Listening, vocabulary, Your Turn speaking, Language Focus, Your Turn speaking. TIP: You may want to break this spread down into two lessons: 1. Focusing on the vocabulary 2. Focusing on the grammar. The break is shown below in italics.
1 2 3 4
Review the grammar presentation from the previous lesson. You can do this by showing sentences with errors that the students have to spot and correct, or by repeating one of the practice activities from the previous lesson.
Main classroom
Listening and Vocabulary: Check whether the students have read/listened to the Language in Context text and completed the vocabulary exercises. Send students to breakout rooms to check their answers. Allow at least five minutes for this.
Breakout rooms
Call the students back into the main room and use a combination of chat box and calling out individual students to check the answers. Or you can share the correct answers on the screen and the students can check their own work. Drill the pronunciation and check the instructions for the Your Turn task.
Main classroom
Open the breakout rooms and ask students to complete the Your Turn task in groups. Allow plenty of time and enter each of the rooms to check on the groups.
Breakout rooms
Chat box
Chat box
(You may choose to end the first class here, in which case you will want to set homework and make sure students prepare the Grammar section for the next class)
13
5 6
Grammar: Share the Grammar section on your screen and review the grammar. Allow plenty of time for questions and clarification. You can ask students to answer concept check questions in the chat box.
Main classroom
Grammar practice: If you are doing this in the same class, check the answers as a whole class. If you are starting a new class with the Grammar section, use breakout rooms for students to check their answers. Then call them back into the main classroom to check answers and clarify doubts.
Main classroom
Chat box
Chat box OR Breakout rooms
7 8 9
Your Turn task: Set up the Your Turn task to complete in the breakout rooms. Allow plenty of time for the students to complete the task. Enter each breakout room to check progress.
Breakout rooms
Call the students back to the main room, ask a representative from each group to write a short summary in the chat box. Call on other group members to expand on the summary.
Chat box
Look ahead to the next lesson. Share the next lesson on your screen. Show them the sections you want them to complete (Conversation). Make sure students know how to access the audio or video file (you may need to share a link with them).
Main classroom
Optional: additional practice materials is available in the Workbook/Practice Extra
14
Main classroom
Screen-sharing Self-study
REAL TALK
Ready to
3.2 HAVE YOU EVER BEEN TO A CONCERT?
ROCK?
FANTASTIC FREE CONCERT I just came back from a fantastic free concert. It was in a park about three kilometers from my house, and there was a great atmosphere. There were hundreds of young people there, dancing and enjoying themselves. There were about five bands, but the best one was Hurricane. They’re from Cleveland, Ohio, and they play a mixture of lots of different styles, from folk and rock to reggae and blues. I loved listening to the singer (Layla Smith). She has a really amazing voice, and the guitarists and drummer played together really well. They just recorded a CD, and I want to get it! Seeing them play live was great. If you get the chance to see them, go for it! –Alba
Conversation: Have you ever been to a concert? 3.06
1. REAL TALK
Watch or listen to the teenagers. Check (✓) the sentences you hear.
I’ve played in some.
I’ve been to seven or eight concerts.
I prefer going to the cinema (movies).
I love listening to music with a lot of people around.
Concert tickets are cheaper than movie tickets.
2.
3.07
Live music is the best!
YOUR TURN Have you ever been to a concert? Who did you see? What were the good things and the bad things about the concert?
3. Listen to Mia and Austin talking about a concert. Complete the conversation. USEFUL LANGUAGE: Inviting a friend and arranging to meet ✓How about going . . . ?
Should I ask . . . to take us?
What time should we meet?
Sounds good.
Mia:
That’s a good idea.
Hey Austin! 1 How about going to a concert tomorrow?
Austin: Yeah, why not? Who’s playing? Mia:
A pop rock band called The Sweets. They’re a new band. I got free tickets.
Austin: Sure. Mia: Mia:
PLAN
Focus on CONTENT
Plan a blog post about a concert you’ve been to. Use the list in the Focus on Content box and make notes.
When you write about a concert, you can include this information: - Where it was - The audience - Who played - The styles of music - Information about the band(s) - Why you liked or didn’t like the music
WRITE Write your blog post. Use your notes from Exercise 7 to help you. Write about 120 words.
CHECK
7. Read Alba’s blog again. Make notes on the items in the Focus on Content box.
4
Yeah! 5 could pick us up when it’s finished.
Writing: A blog post about a concert
6. Look at the picture and read Alba’s blog about a concert. Did she enjoy it?
Where are they playing?
3
It starts at 8:30. I think we should go together. How about meeting at my house at 7:30?
Austin: OK. Mia:
2
The Apollo Club, on Washington Street.
Austin: OK.
Reading to write: A blog post about a concert
Then maybe my mom
Can you say “yes” to these questions? • Is the information from the Focus on Content box in your writing?
Focus on LANGUAGE
Singular and plural forms of be There was a great atmosphere. The best band was Hurricane. They (the band members) are from Cleveland, Ohio.
• Did you get all the verbs in the correct singular or plural forms?
Austin: OK. See you tomorrow, then. 4. Practice the conversation with a partner. 5.
YOUR TURN
Work with a partner. Take turns inviting your friend and arranging to meet. Use the ideas below or your own ideas. Use the conversation in Exercise 3 as a model. Concert 1 The Roots Boyz (reggae) The Hacienda Club 1315 Second Avenue Doors open: 8:00 p.m. Concert 2 Live concert with Don’t Be Shy (pop rock) The Black Bee Soul Club 2580 Lake Street Doors open: 8:30 p.m.
28 | Unit 3
8. Find more examples of singular and plural forms of be in the blog post. 9. Complete the sentences with the present or past form of the verb be. are the best rock band on the planet! 1. In my opinion, they
2. There
a lot of people at the concert last night, from age 15 to 50.
3. Most of the people here at the concert tonight group, singing every song! 4. The audience at last night’s show good atmosphere. 5. The band 6. All the musicians very exciting.
obviously big fans of the
tiny, so there
(not) a very
(not) famous right now, but I think they will be soon. very professional, but the music
(not) usually
Unit 3 | 29
Workbook, pp. 20–21
Lesson 3: Conversation, Your Turn speaking, Reading, Writing. You can cover the conversation section in class and ask the students to complete the reading and writing sections on their own at home (or as a collaborative group task) and send you the final text.
1
Review the work done in the previous lesson. You can do this by showing sentences with errors that the students spot and correct, or by repeating one of the practice activities from the previous lesson.
Main classroom
2
Real talk: Recall the audio/video as a whole class. Check answers in the chat box. Then send students to breakout rooms to discuss the same question/s.
Main classroom
3
Bring the students back to the main classroom. Ask them to feedback on their discussions. Then check the answers to the listening task and the dialogue gap-fill task. Share the answers on your screen.
Main classroom
4
Practising the dialogue: Set up the task and send the students to the breakout rooms. Allow plenty of time. Enter the rooms to monitor their progress.
Breakout rooms
5
Call the students back into the main classroom. Ask pairs to act out their dialogues to the whole class. Give feedback and praise.
Main classroom
15
Chat box
Breakout rooms
Chat box Screen-sharing
6 7
Share the reading and writing sections on your screen. Go through the instructions and make sure the students understand what they need to do and how to send you their completed writing task. Look ahead to the next lesson. Share the next lesson on your screen. Show them the sections you want them to complete (Culture, reading text and exercise, video link from WB). Make sure students know how to access the video file (you may need to share a link with them).
Optional: additional practice materials is available in the Workbook/Practice Extra
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Main classroom Screen-sharing Self-study
DAngeRoUs
Foods?
grammar: First conditional review; zero conditional (a/w 04.15R)
5. Complete the chart.
Food For ThoughT
Use the first conditional to show results or possible results of future actions. Use if, when, or unless and the simple present in the main clause. Use will (not) and the base form of a verb in the result clause. If your skin smells like garlic, a mosquito probably won’t bite you! You’ll have to go to a restaurant with a fugu-trained chef, unless you it to be your last meal!
What do you want to know about food? Ask our experts. (a/w 04.15a)
Why does chopping onions make you cry? Are they dangerous? A poisonous gas comes out of an onion when you cut or fry it. If the gas gets into your eyes, your body makes tears to wash it out. So, the next time you chop an onion, do it under running water. When you cut an onion under running water, the gas won’t get into your eyes.
I heard fugu is poisonous. Can people eat it?
(a/w 04.15b)
Use the zero conditional to show a result of an action that is always true. Use if, when, or unless and the simple present in the main clause and the simple present in the result clause.
Fugu is the world’s most poisonous fish, but you can eat it! It’s a very expensive fish, and it’s popular in Japan. The fish has some very poisonous parts, but you can eat the rest of it. Specially trained fugu chefs learn how to slice the fish very carefully to get rid of the poisonous parts of the fish. If you are ever in Japan and want to try fugu fish, you’ll have to be very careful. You’ll have to go to a restaurant with a fugu-trained chef, unless you want it to be your last meal!
A poisonous gas comes out of an onion when you If the gas gets into your eyes, your body
or fry it. tears to wash it out.
Check your answers: Grammar reference, p. 109
6. Circle the correct answers.
1. I never eat fish because when I eat / will eat it, I get / will get really sick.
Can garlic get rid of evil?
Why are so many people allergic to peanuts?
2. I hope we don’t get grasshoppers this year. If grasshoppers attack / will attack our crops, they destroyed / will destroy the food.
According to legend, garlic can protect people from vampires. Of course, (a/w 04.15d) vampires are only in the movies, but garlic can protect us from other things. For example, mosquitos find their victims by smell. And they don’t like the smell of garlic! When you eat garlic, the smell comes through your skin. If your skin smells like garlic, a mosquito probably won’t bite you!
Peanut oil contains a chemical (a/w 04.15c) called glycerol, which can be used to make dynamite. Many people are allergic to glycerol. They get sick, have trouble breathing, or get a rash after eating food with glycerol in it. Many dogs are allergic to peanuts, too! Even the smallest piece of peanut can cause serious problems for people or animals with peanut allergies. You’ll need to get to a hospital immediately if you have an allergic reaction to a peanut.
3. You get / will get a lot of mosquito bites unless you put / will put on some bug spray. 4. I don’t try / won’t try sushi when I go / will go to Japan next week.
Get it Right! When talking about the future, use the simple present in the main clause with if, when, and unless. Do not use will. If your skin smells like garlic, a mosquito won’t bite you. (NOT: If your skin will smell like garlic, a mosquito won’t bite you.)
5. My mom uses / will use a lot of garlic when she cooks / will cook pasta on Sundays. 6. Your breath smells / will smell if you eat / will eat that garlic bread. 7. Write zero or first conditional sentences.
1. if / Jackie / drink / coffee tonight ➔ not sleep well If Jackie drinks coffee tonight, she won’ t sleep well.
Reading: An article about dangerous foods 1. Look at the pictures. What foods do you see? 4.02
2. Read and listen to the article. What negative things are mentioned about the foods? What positive thing is mentioned about one of the foods?
DiD YoU KnoW . . .?
2. when / we / grill / steaks ➔ we usually / put / a lot of salt on the meat
Eating a lot of onions can make you sleepy. If you have problems sleeping, have some onion soup for dinner!
3. Johnny / not eat / those vegetables ➔ unless / you / put / butter on them 4. I always / get / a rash ➔ if / I / eat / strawberries 5. when / water / reach / 32° ➔ it / boil
3. Read the article again. What advice does the website give for . . .
1. chopping onions?
6. I / eat / chicken ➔ unless / it / be / fried
2. eating peanuts if you’re allergic? 3. eating fugu fish?
speaking: Party time!
4. avoiding mosquito bites? 4. YoUR tURn
8. YoUR tURn Work with a partner. Talk about what makes a party good and bad.
Work with a partner. Answer the questions.
Not me. It’s hard to talk when there’s music. I like parties with interesting food.
2. Would you try fugu fish? Why or why not? 3. What other dangerous foods do you know about?
Me, too. But only if the food isn’t spicy. If the food is too spicy, I don’t eat it.
34 | Unit 4
9781107493537_L4_U4.indd 34
Find out about argan oil. What is it used for? (Workbook, p. 00)
BE
I like parties with music!
1. Are you allergic to any foods? Which ones?
Workbook, pp. 00–00
1/24/15 9:43 AM
4.1 THE ORIGIN OF ARGAN OIL
overset
(a/w 04.16)
9781107493537_L4_U4.indd 35
Unit 4 | 35
1/24/15 9:44 AM
Lesson 4: Culture: reading and discussion, Video link. This is the last lesson of the unit. At the end you will want to look forward to the next unit and make sure the students prepare for the opening spread.
1
Review the work done in the previous lesson. You can do this by showing sentences with errors that the students spot and correct, or by repeating one of the practice activities from the previous lesson. Then ask them to report back on the video viewing exercises from the Workbook.
Main classroom
2
Culture: Send students to breakout rooms to discuss the reading text and compare answers to the exercises.
Breakout rooms
3
Bring the students back to the main classroom to check the answers of the reading exercises.
Main classroom
4
Your turn: Set up the task and send the students to the breakout rooms. Allow plenty of time. Enter the rooms to monitor their progress.
Breakout rooms
5
Call the students back into the main classroom. Ask pairs to to report back on their discussions.
Main classroom
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Chat box
Chat box
6 7 8
Review: Go through the instructions for the Review exercises. Send students to the breakout rooms in small groups to complete the exercises.
Breakout rooms
Bring the students back into the main classroom. Share the answers to the Review exercises on your screen. Allow time for the students to check their answers and ask questions if necessary. Ask students to look at the Progress Check box and write examples for each point in the chat box. Be ready to clarify any doubts and go over any problems from the unit.
Main classroom
You have completed the unit! Ask students to prepare for the next unit by looking at the big picture and vocabulary section on the opening spread.
Main classroom
Optional: additional practice materials is available in the Workbook/Practice Extra
18
Main classroom
Screen-sharing Chat box
Self study