How to teach remotely with
This guide provides teaching suggestions for using Ventures coursebooks and other supplementary materials to support your online classes. The recommendations follow the lesson outline for Levels 1 through 4 and can be easily adapted for Basic and Transitions. The links throughout this guide take you to the teaching resources. You can download and share these links with your students. They include access to all the audio and video files in the coursebook lessons: These suggestions are based on a mixed model of remote teaching using: > live online lessons > collaborative group tasks without the teacher > individual self study Use live lessons to give students the chance to speak and clarify and doubts. Students can then complete other tasks such as reading, listening and controlled practice exercises on their own and use the class time to check answers.
2
Tools you can use in live classes: SCREEN-SHARING:
C H AT B O X :
BREAKOUT ROOMS:
can be used to share Presentation Plus, images, short videos as well as playing audio.
allows for all students to participate actively at the same time, best used for short answers and brainstorming.
are virtual rooms for small groups. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
G R E AT F O R :
G R E AT F O R :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking comprehension
> short discussions.
> presenting grammar or vocabulary
> getting feedback
> projects
> closing the lesson.
> speaking tasks in pairs or small groups.
> sharing visuals > stimulating discussions > grammar presentations > audio.
click here
Two or three short breakout room tasks each lesson help to add variety. To find out more about how to set up and manage breakout rooms and other functions in your online class, read Using a video conference platform for teaching online.
Tools your students can use for tasks outside the classroom: DISCUSSION FORUMS: 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).
C O L L A B O R AT I V E W R I T I N G T O O L S : Students can work together online to write and edit a document using e.g. Google docs.
3
VIDEO OR AUDIO RECORDINGS: Students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
QR CODES: Students can easily access and practice audio.
A quick overview of the coursebook unit structure. The activities you will want to prioritize for synchronous videoconferencing classes are shown in bold.
4
Lesson A
Listening
Lesson objective, Before you listen, Listen, After you listen
Lesson B and C
Grammar and Speaking
Lesson objective, Grammar focus, Practice, Communicate
Lesson D
Reading
Lesson objective, Before you read, Read, After you read, Picture Dictionary (Levels 1 and 2) / Build your vocabulary (Levels 3 and 4)
Lesson E
Writing
Lesson objective, Before you write, Write, After you write
Lesson F
Another View
Lesson objective, Life-skills reading, Grammar connections, Wrap up (self-assessment)
Review
(every 2 units)
Listening, Grammar, Pronunciation
A suggested structure for an online course in adult education following a mainly synchronous approach
click here
click here
5
The following sample lesson plan takes into consideration that adult students often have limited time to complete homework assignments, and gives suggestions on how to teach synchronously. However, there are some activities like Read and Write that are better suited to be completed prior to looking at them together during the live sessions. In addition, there are suggestions for using ancillary materials, such as the Online Workbook, Ventures Arcade, and worksheets downloaded from the Online Teacher’s Resource that lend themselves to self-study. Students can also access audio and grammar presentation videos using QR codes to review.
UNIT 9 DAILY LIVING
UNIT GOALS Identify and solve common household problems Write a complaint email about household problems Interpret information on a customer invoice
Lesson A Listening
2 Listen A Listen. Who is Stella talking to? Write the letter of the conversation.
1 Before you listen A Look at the picture. What do you see? B Point to: ■ a dishwasher ■ a leak ■ a light bulb ■ a lock ■ a dryer
CD2, Track 25
■ garbage ■ a sink ■ a washing machine
C Look at the woman. What’s she doing?
1.
2.
3.
B Listen again. Write T (true) or F (false).
Martin
Conversation A
T
1. Stella lives in Apartment 4B.
Marisol
CD2, Track 25
2. Stella is talking to a plumber. 3. Don Brown is a neighbor. Conversation B
Pablo
4. Stella wants to speak to her husband. 5. Don Brown will come in one hour. 6. Stella will unlock the door for the plumber. Conversation C 7. Russell wants Stella to call a neighbor. 8. Stella already called the plumber. 9. Stella is going to school. Stella
Listen again. Check your answers. Correct the false statements.
3 After you listen Talk with a partner. Ask and answer the questions. 1. Who fixes things in your home? 2. Did you ever need to call a plumber or other repair person? 3. Who did you call? 4. What happened?
110
UNIT 9
Listen for and identify household problems and solutions
UNIT 9
111
Lesson A: Listening Review lesson outcome (bottom right of 2nd page of lesson) and look ahead to the tasks that you will be assigning for homework.
1
Before you listen
Main classroom
Ask students to look at the images on the opening page and brainstorm answers to the initial questions. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Screenshare
2
Listen
Main classroom
Share exercise 2A on your screen. Read the questions or have students volunteer to read them. Play the audio. Check comprehension by asking students to type the answers in the chat box.
Screenshare
Chat box
Chat box
Share exercise 2B on your screen. Read the directions. Check student understanding of the task. Play the audio. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
3
After you listen
Main classroom
Share exercise on your screen. Read the directions. Complete the exercise.
Screenshare
Play audio, if provided. Have students listen again to check their answers.
Breakout rooms
If possible, divide your class into groups and ask them to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task (7-8 minutes). Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Invite volunteers to read their answers.
6
UNIT 9
Lesson B Can you call a plumber, please?
B Talk with a partner. Change the bold words and make conversations.
1 Grammar focus: requests with Can, Could, Will, or Would Use can, could, will, or would before the base form of the verb to request help. Use short answers to say yes or no politely.
QUESTIONS
SHORT ANSWERS
Can
Sure. I’d be happy to.
Could
call a plumber, please?
you
Will Would
Yes, of course.
Watch
No, not now. Maybe later. Sorry, I can’t right now.
2 Practice A Write. Complete the conversations. Use What or Where and the simple past.
A Can you fix the window, please?
A Would you fix the stove, please?
B Yes, of course.
1. fix the dryer
2. unclog the sink
3. clean the carpet
4. repair the oven
5. fix the lock
6. fix the window
7. repair the dishwasher
8. change the light bulb
B Sorry, I can’t right now.
1. fix the window
6. fix the front burner
2. repair the refrigerator
7. fix the light
3. unclog the sink
8. repair the cabinet drawer
4. fix the toilet
9. repair the lock 10. fix the outlet
5. repair the oven
3 Communicate
1. A Could you fix the dryer, please ?
5. A Will
B Yes, of course.
Write. What are some problems in your home or in a friend’s home? Make a list of requests for the landlord.
?
6. A Could
B No, not now. Maybe later.
?
B Yes, of course.
3. A Would
?
7. A Would
B Sorry, I can’t right now. 4. A Will
CULTURE NOTE A tenant rents an apartment or house from the landlord. The landlord is the owner.
Requests for the landlord 1. fix the window
?
B No, not now. Maybe later.
2. A Can
?
B Sure. I’d be happy to. ?
8. A Can
B Sure. I’d be happy to.
?
B Sorry, I can’t right now.
Talk. Role-play with a partner. One person is the tenant. The other is the landlord. Tenant: Could you fix the window, please?
Listen and repeat. Then practice with a partner.
Landlord: Yes, of course. I’ll be there tomorrow. CD2, Track 26
112
UNIT 9
Use can, could, will, and would to make requests
B Talk with a partner. Change the bold words and make conversations.
WESTERLY Electric • $65 an hour • 24-Hour / 7-Day Emergency Service • Fully insured • Estimates are free • Owner-operated • 36 Grant Street
Use which to ask a question about a choice between two or more items.
ANSWERS
plumbing service
Which
do
you
does
he
do
recommend?
they
I
recommend
He
recommends Purdy’s Plumbing.
They
recommend
Fully licensed. Work is guaranteed. $55 an hour. Open Monday to Friday, 9:00 a.m. to 5:00 p.m. 50 Main Street 555-6535
555-9600 Watch
B I recommend Westerly Electric because it’s open 24 hours a day.
HARRISON’S
Plumbing Service 555-8000
MIDWAY ELECTRIC
A Which electric service do you recommend?
2 Practice
CULTURE NOTE Plumbers and electricians are usually licensed. You can ask to see their license.
BROWN’S Plumbing Service
Clean and Professional
• $100 an hour • Open 24 hours a day / 7 days a week • Fast • 30 years of experience
• Complete plumbing service • $50 an hour • Licensed • 15 years of experience • Insured
113
UNIT 9
Lesson C Which one do you recommend? 1 Grammar focus: Which questions and simple present QUESTIONS
UNIT 9
1. open 24 hours a day
5. on Main Street
2. fully licensed
6. fully insured
3. owner-operated
7. cheaper
4. open 7 days a week
8. less expensive per hour
CULTURE NOTE An owner-operated business is usually small and friendly.
3 Communicate
555-7407
For each place, write two or three names of businesses in your community. 1. supermarkets
A Write. Complete the conversations. Use Which and the simple present. 1. A (you / recommend) Which plumbing service do you recommend — Harrison’s or Brown’s?
2. restaurants 3. pharmacies
B (cheaper) I recommend Brown’s Plumbing Service because it’s cheaper.
4. gas stations
2. A (he / recommend)
5. banks
B (fast)
6. department stores 7. fast food restaurants
3. A (they / recommend)
8. coffee shops
B (licensed)
Talk with your classmates. Ask and answer questions about the places in your community.
4. A (she / recommend) B (insured)
Which supermarket do you like?
I like Acme Supermarket because it’s cheap.
5. A (they / recommend) B (experienced)
I prefer SaveMore Supermarket on Broadway because it’s clean.
6. A (he / recommend) B (open 24 hours a day) Listen and repeat. Then practice with a partner. 114
USEFUL LANGUAGE I recommend . . . I suggest . . . I like . . . I prefer . . .
CD2, Track 27
UNIT 9
Ask and answer which questions in the simple present UNIT 9
115
Lessons B and C: Grammar Intro: Review lesson outcome (bottom right of 2nd page of lesson) and look ahead to the tasks that you will be assigning for homework.
1
7
Grammar focus
Main classroom
Share exercise 1 on your screen. Play the animated grammar presentation video. Check comprehension by asking the questions in the video. Call on several individual students or direct students to type their answers in the chat box.
Screenshare Chat box
2
Practice
Main classroom
Share exercise 2A on your screen. Read the questions or have volunteers read them. Have students read and complete the exercise. Then play the audio for students to check their answers. Have students listen and repeat.
Screenshare Breakout rooms
Share exercise 2B on your screen. Read the directions. Check student understanding of the task. If possible, divide your class into pairs and ask them to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Check answers. If there is a 2C, share 2C on your screen. Read the directions and follow the same process as in previous exercises.
3
8
Communicate
Main classroom
Share exercise on your screen. Read the directions. Model the exercise.
Screenshare
If possible, divide your class into pairs or small groups and ask them to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their answers by calling on several individual students.
Breakout rooms
UNIT 9
Lesson D Reading
4 Picture dictionary Home problems
1 Before you read Look at the picture. Answer the questions. 1. Who is the woman? 2. What’s the problem?
2 Read Read Stella’s notice. Listen and read again.
broken
1.
Attention, tenants:
2.
3.
5.
6.
CD2, Track 28
Do you have problems in your apartment? Is anyone fixing them?
• Many tenants have broken windows. • Tenants on the third floor have no lights in the hall. • A tenant on the second floor has a leaking ceiling. • Tenants on the first floor smell garbage every day. I’m really upset! We need to get together and write a letter of complaint to the manager of the building.
Sometimes it is not necessary to know the exact meaning of a word. It is enough to know if the meaning is positive (good) or negative (not good).
Come to a meeting Friday night at 7:00 p.m. in Apartment 4B.
upset, complaint = negative
4.
Stella Taylor, Tenant 4B 3 After you read Write. Answer the questions about Stella’s notice. Write complete sentences.
7.
1. Which tenant has a leaking ceiling? A tenant on the second floor has a leaking ceiling.
A Write the words in the Picture dictionary. Then listen and repeat.
2. Which tenants have no lights in the hall? 3. In the notice, what is another word for unhappy? 4. Why did Stella write this notice? 5. Where is the meeting? 6. Does the building manager do a good job? Why or why not?
8.
bent broken
burned out cracked
dripping jammed
9.
scratched stained
torn
B Talk with a partner. Change the bold words and make conversations.
CD2, Track 29
A What’s the problem? B My window is broken. Could you fix it, please? A Sure. I’ll try. For college and career readiness practice, see pages 152–153.
116
UNIT 9
Identify the main idea and key details in a tenant notice: use vocabulary for home problems
UNIT 9
117
Lesson D: Reading Intro: Review lesson outcome (bottom right of 2nd page of lesson) and look ahead to the tasks that you will be assigning for homework.
1 2
9
Before you read
Main classroom
Share exercise 1 on your screen. Read the directions. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Screenshare
Read
Main classroom
Share exercise 2 on your screen. Read the directions. Allow sufficient time for students to read silently. Students use chat box to ask questions they have about content or vocabulary. Then play the audio.
Screenshare
Chat box
3
After you read
Main classroom
Share exercise 3A on your screen. Read the directions.
Screenshare
If possible, divide your class into pairs or small groups and ask them to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their answers by calling on several individual students.
Breakout rooms
Levels 1 and 2 - Picture Dictionary Share exercise 4A on your screen. Read the directions. Have students match the correct vocabulary words with the pictures in the picture dictionary. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box. Play the audio to check comprehension. Share exercise 4B on your screen. Read the directions. You may want to use breakout rooms again for this activity. Levels 3 and 4 - Build your vocabulary Share exercise 3C on your screen. Read the directions. Have students share their answers by calling on several individual students. Share exercise 3D on your screen. Read the directions. Divide your class into pairs or small groups and ask them to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their answers by calling on several individual students. Optional: College and Career Readiness Worksheets Additional activities using informative texts to help students develop further reading skills, expand vocabulary, and higher-order thinking skills.
10
UNIT 9
Lesson E Writing
D Write. Read the list of problems. Complete the sentences. broken clogged
cracked
jammed
leaking
stained
1 Before you write A Talk in a group. Ask and answer the questions.
Problems at 3914 Fifth Street
1. Did you ever have a problem in your apartment? 2. What was the problem? 3. Did you tell the landlord about the problem? 4. Did you write a letter or email to the landlord?
B Read the letter of complaint.
Emails usually have three parts: 1. the name of the person it is written to, 2. the subject of the email, and 3. the message. Some people will not open an email without a subject.
New Message to subject
To: Derek Betcher Subject: Apartment Problems From: Stella Taylor <staylor@micro.com> I am a tenant at 3914 Fifth Street. I am writing to you about the many problems in the apartment building.
message
My neighbors and I made a list of problems in our apartments. The list of problems is in the attachment. Many things are broken, leaking, clogged or jammed, and we are very upset. Could you please send a repair person to fix these things immediately?
Apartment 1F The carpet is
2.
3. .
3
Apartment 4B The living room window is
Apartment 6D The kitchen sink is
.
2
Apartment 3A The bedroom walls are
Apartment 5B The refrigerator is
1.
.
1
Apartment 2C The front door lock is
4. .
4
5. 5
. 6.
6
.
You can contact me at 713-555-1944 if you have additional questions. You can also come and talk to me. I live in Apartment 4B. Thank you for your attention to these apartment problems. Stella Taylor Chairperson, Tenants Committee
C Write. Answer the questions about Stella’s letter. 1. What is the subject of the email? Apartment Problems
Write a complaint email to your building manager or landlord. Use Exercises 1B and 1D to help you.
3 After you write
2. Who is the email to?
A Read your email to a partner.
3. What is Stella’s title?
B Check your partner’s email.
4. What is in the email attachment? 5. In the email, what is a word that means quickly?
118
2 Write
UNIT 9
■ What are the problems? ■ Who is the email to? ■ Does the email have a subject?
Write an email to a landlord about apartment problems
UNIT 9
119
Lesson E: Writing Intro: Review lesson outcome (bottom right of 2nd page of lesson) and look ahead to the tasks that you will be assigning for homework.
1
Before you write:
Main classroom
Share exercise 1A on your screen. Read the directions. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Screenshare Chat box
Share exercise 1B on your screen. Read the directions. Ask a volunteer to read the model provided. Have students answer the questions on their own or in a group, depending on the activity. Share answers. Share exercise 1C on your screen. Read the directions. Ask questions to make sure students understand the exercise. Students complete the exercise individually and share their answers. Note: Many Before you write exercises ask students to work in pairs or small groups to complete the activity. If possible, divide your class into pairs or small groups and ask them to complete the exercise in the breakout rooms. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their responses by calling on several individual students.
2
Write
Main classroom
Share exercise on your screen. Read the directions. Students complete the exercise individually. Remind students to refer to the model in 1B for support.
Screenshare
To provide additional support, divide your students into small groups in breakout rooms. Students share their ideas and then individually or collectively complete the exercise. Students can work together online to write and edit the document using e.g. Google Docs. Note: If preferred, have students do exercise 2 Write on their own.
11
Breakout rooms
3
After you write
Main classroom
Levels 1 and 2
Screenshare
Share exercises 3A and 3B on your screen. Read the directions. Divide students into pairs in breakout rooms. Students share their writing.
Breakout rooms
Levels 3 and 4 Share exercises 3A on your screen. Read the directions. Students check their own writing. Share exercise 3B on your screen. Divide students into pairs in breakout rooms. Students share their writing.
12
UNIT 9
Lesson F Another view
2 Grammar connections: let’s and let’s not Use let’s + base form of verb form of let’s not + base form of verb to make suggestions.
1 Life-skills reading
Let’s buy a new refrigerator.
PLUMBING REPAIRS Montague, New Jersey 07827 (973) 555-2399 • 30-day guarantee on all repairs
Customer Invoice 102051
Victor Waters 1872 Valley Street Newton, New Jersey 07860 SERVICE TECHNICIAN Russ DATE March 17, 2018
DESCRIPTION
A Work with a group. Look at the kitchen and the list. You have $2,000. A Let’s buy a new refrigerator. B Great. Let’s do that. $55.00
SHOWER LEAKING
Watch
What do you want to buy, change, or fix? Make suggestions.
AMOUNT
SINK CLOGGED
let’s = let us
Let’s not fix the dishwasher.
CUSTOMER NAME
CUSTOMER ADDRESS
C No, let’s not get a new one. It’s too expensive. Let’s repair the old one.
$45.00
TOILET OVERFLOWED
$95.00 SUBTOTAL
2 cans of paint
$195.00
TAX
$13.65
TOTAL
$208.65
$65
New table New chairs
$150 $50 each
New refrigerator
A Read the questions. Look at the invoice. Fill in the answer. 1. What was leaking? A
the sink
B
the shower
C
the toilet
D
the dishwasher
2. Which repair was the most expensive?
3. How much is the subtotal?
$300 $599
A
$13.65
Stove repair
$200
B
$208.65
New dishwasher
$549
C
$195.00
Dishwasher repair
D
$95.00
New sink
the sink
A
invoice
B
the shower
B
guarantee
Light
C
technician
Light bulb
D
service
C
the toilet
D
the dishwasher
A+ Plumbing fixed Victor’s bathroom shower on March 17. On March 31, the same shower leaked again. What should Victor do? 2. Fix the shower himself.
$150
New window
A
B Solve the problem. Which solution is best? Circle your opinion.
$200 $400
Sink repair
4. What is another word on the form for bill?
1. Call a new plumber. A+ did a bad job.
$950
Refrigerator repair New stove
$350 $45 each $5 each
B Work with your group. Think of ways to improve your classroom. A Let’s bring more books in English for people to read. B Let’s get some free magazines.
3. Call the same plumber. The work is guaranteed. 4. Other:
120
UNIT 9
Scan an invoice for key details: use let’s and let’s not to make suggestions
UNIT 9
121
Lesson F: Another View Review lesson outcome (bottom right of 2nd page of lesson) and look ahead to the tasks that you will be assigning for homework.
1
Life-skills reading
Main classroom
Share the life-skills reading on your screen. Orient students to the organization of the reading.
Screenshare
Share exercise 1A on your screen. Read the directions Have students complete the exercise. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Chat box Breakout rooms
Share exercise 1B on your screen. Read the directions for solve the problem. Divide your class into pairs or small groups and ask students to complete the exercise in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their answers by calling on several individual students.
2
Grammar connections
Main classroom
Share exercise 2 on your screen, Play grammar connections presentation video. Check comprehension by asking student questions or direct students to type their answers in the chat box.
Screenshare
Share exercise 2A on your screen. Read the directions. Model the exercise. If possible, divide your class into pairs or small groups as indicated in the directions. Ask students to complete the exercise in the breakout rooms. Allow at least 7 to 8 minutes for the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. 2B Bring the students back into the main classroom. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box. Have students complete 3 Wrap up (self-assessment) on their own. 13
Chat box Breakout rooms
UNIT REVIEW 9 & 10
REVIEW 3 Pronunciation: the -s ending in the simple present
1 Listening
A Listen to the -s ending in these simple present verbs.
Read the questions. Then listen and circle the answers. 1. Why is Ramona going to have a party?
/s/
4. How many good painters does Fabio know? a. one
a. to celebrate her birthday
b. two
b. to celebrate her new apartment
CD2, Track 35
a. next month
a. Fabio
b. next week
b. Walter 6. Which painter does Fabio recommend?
3. What does Ramona want to do? a. get her apartment ready
a. the first one
b. fix the windows
b. the second one
Talk with a partner. Ask and answer the questions. Use complete sentences.
Saba, could you
help 1. help / helping
Yes, she
3. like / likes
/s/
/z /
/ɪz /
wants
prefers
relaxes
suggests
recommends
teaches
unlocks
does
scratches
Verb
4. will / would
2. to / for
her. What should I get?
some flowers?
CD2, Track 36
CD2, Track 37
5. Which / Where 6. like / likes
/s/
/ɪz /
/z/
Verb
/s/
/z/
/ɪz /
5. takes
2. gets
6. wishes
3. goes
7. sleeps
4. uses
8. needs
CD2, Track 38
. She loves flowers. Where can I buy them?
D Write six more verbs with -s endings in the simple present. Check ( ✓)
Saba: There’s a small flower shop downtown, and a bigger one near the school.
Saba: I
fixes
1. drives
me with something? My teacher is going to retire
tomorrow, and I want to buy a gift Saba: Would she
Rita:
watches
has
C Listen and check ( ✓) the correct column.
A Write. Complete the conversation.
Rita:
is
makes
B Listen and repeat.
2 Grammar
Rita:
/ɪz /
/z /
talks
5. What is the name of the first painter?
2. When is Ramona’s party?
the correct column for the pronunciation of the -s ending.
shop do you recommend?
Verb
the one near the school. It’s cheaper.
B Write. Look at the answers. Write the questions. 1. A What does Rita want to buy for her teacher
?
/s/
/z/
/ɪz /
Verb
1.
4.
2.
5.
3.
6.
/s/
/z/
/ɪz /
B Rita wants to buy her teacher a gift. 2. A What
?
Talk with a partner. Make a sentence with each word. Take turns.
B Her teacher would like some flowers. 3. A Which
?
B Saba recommends the flower shop near the school. Talk with a partner. Ask and answer the questions. 134
REVIEW: UNITS 9 & 10
REVIEW: UNITS 9 & 10
135
Review Lesson: One Review lesson (2 pages) every two units.
1
Listening
Main classroom
Share exercise on your screen. Read the directions. Play the audio. Then have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Screenshare
2
Grammar
Main classroom
Share exercise 2A on your screen. Read the directions. Allow sufficient time for students to complete the exercise. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
Screenshare
Chat box
Chat box
Share exercise 2B on your screen. Read the directions. Allow sufficient time for students to complete the exercise. Have students share their answers by calling on several individual students or by directing students to type their answers in the chat box.
3
Pronunciation
Main classroom
Share exercise 3A on your screen. Read the directions. Play the audio. Students repeat.
Screenshare
Share exercise 3B on your screen. Read the directions. Play the audio. Students repeat.
Chat box
Share exercises 3C and 3D on your screen. Read the directions. Check for comprehension of directions. Divide your class into pairs or small groups and ask students to complete the exercise 3C and 3D in the breakout rooms. Allow sufficient time for students to complete the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary. Bring the students back into the main classroom. Have students share their sentences by calling on individuals or by directing students to type their answers in the chat box.
14
Breakout rooms
We hope you find these guidelines helpful. If you would like to use additional resources with your learners in the synchronous class or as homework, here are some suggestions: > Online Workbook: Self-grading practice that gives learners instant feedback. Teachers can track time-on-task and check leaner progress.
click here
click here
click here
> Ventures Arcade: An online tool that allows extra practice for students to study independently. > Kahoots: Ready-made Kahoot quizzes based on listening and grammar from each unit to use for diagnostic assessment, practice, formative assessment and review. Host a live Kahoot quiz by sharing your screen or create a challenge your students can play on their own. > Multi-level worksheets: Three worksheets for each lesson - Below level, At level and Above level. Teachers can share the worksheets with students to complete for homework or use as small group activities in break out rooms during synchronous classes. > QR codes for audio: Students can review listening passages, practice activities, and the readings by accessing the audio using QR codes in the Studentâ&#x20AC;&#x2122;s Book. > QR codes for animated grammar presentation: Students can watch and hear grammar presentation and answer questions to check that they have understood the grammar point.
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> Projects: Collaborative activity for students to work together in groups over the phone, Skype, etc and submit their final project using shared document such as Google Doc or by email. > Conversation Cards: Activity that can be used in synchronous sessions. Show a question from a card using screen share and have students take turns answering the questions â&#x20AC;&#x201C; like a chain drill in a face-to-face setting (A asks B. Then B asks C, etc).
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Conversation Cards are available for: Unit 1 Basic
Unit 2
Lesson C
Level 1 Lesson C
Lesson F
Level 2 Lesson C
Unit 3
Unit 4
Lesson C
Lesson C
Lesson F
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Lesson C
Lesson C
Lesson C
Lesson C
Lesson C
Lesson C
Lesson B
Lesson C
Lesson F
Lesson F
Lesson B Lesson F
Lesson B
Lesson F
Lesson B
Lesson A
Lesson B
Lesson C
Lesson C
Lesson C
Level 3 Lesson C
Lesson B
Lesson C
Lesson C
Lesson C
Lesson B
Lesson B
Lesson C
Lesson B
Lesson C
Level 4 Lesson C
Lesson C
Lesson B
Lesson B
Lesson C
Lesson B
Lesson B
Lesson C
Lesson B
Lesson B
Looking for more digital resources to help with home learning? You might also like to consider:
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> Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for â&#x20AC;&#x2DC;Cambridge Dictionary Plusâ&#x20AC;&#x2122; for free to access quizzes and to create, share and download your own word lists. > World of Better Learning blog for teachers: To help support all teachers who now have to teach from home due to the Coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.