English as a Second Language Stage 8 Teacher Guide

Cambridge Lower Secondary

English as a Second Language Anna Osborn Series Editor: Nick Coates

STAGE 8: TEACHER’S GUIDE ESL 8 Lower Second Teachers guide Title page.indd 1 15453_P1.indd 1

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Commissioning editor: Lucy Cooper In-house editor: Lara McMurray Author: Anna Osborn Development editor: Alison Ramage Series Editor: Nick Coates Project Manager: Anna Stevenson Copyeditor: Sarah Dev-Sherman Answer checker: Sonya Newland Proofreader: Karen Williams Cover illustrator: Maria Herbert-Liew Typesetter: Jouve India Private Ltd Production controller: Rachel Weaver Printed and bound by: CPI

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Contents Student’s Book content map

4

Introduction for teachers

7

Teaching Notes Unit 1 Film and drama

9

Unit 2 Being a good sport

19

Review 1

29

Unit 3 School rules!

30

Unit 4 Bookworms

41

Review 2

51

Unit 5 Extreme weather

52

Unit 6 Extreme planet

62

Review 3

72

Unit 7 Back in time

74

Unit 8 Who am I?

84

Mid-year review

94

Unit 9 Power of music

98

Unit 10 City life

109

Review 4

119

Unit 11 A job for life

121

Unit 12 Helping hand

130

Review 5

140

Unit 13 The digital generation

142

Unit 14 Advertising

152

Review 6

162

Unit 15 Great inventors

164

Unit 16 Robots and the future

174

End-of-year review

185

Worksheets

189

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Contents map Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

1 Film and drama

• Descriptions of films and people’s film preferences

• A conversation about making plans for the cinema

• Discussion: films you like • Role play: making plans

• Two film reviews • A scene of a play

• Verbs + –ing forms • Future forms

• Discussion: what is a good sport?

• Discussion: an athlete you admire

• A fact file: an athlete you admire

• Comparing things • Past tenses • Reflexive pronouns

• Discussion: is school important?

• An opinion essay: is school important?

• Quantifiers • Present perfect (with ever, never, just, yet) • –ing form as a noun

• Discussion: books, reading and libraries • Dealing with words you don’t know • Discussion: e-readers

• A discussion essay: the advantages an disadvantage s of e-readers

• Questions with prepositions • Sentence adverbs • Conjunctions of contrast (although, though, while, whereas)

Project: writing a scene of a play Focus on Drama: acting a scene from a play • A • A 2 Being a questionnaire conversation good sport about being a about an good sport athlete

Project: a sports survey Focus on the World: origins of sports Review 1 • An article • 3 School about rules! unusual schools •

A conversation about unusual schools A podcast about unusual school journeys

Project: design your perfect school Focus on Social Studies: human rights • A radio 4 Bookworms • An article about an interview unusual about why library reading is good for us

Project: make a little free library Focus on Literature: what makes a good story? (Wisha Wozzariter by Payal Kapadia) Review 2 • A blog about • Weather • Discussion: • A descriptive 5 Extreme an extreme forecasts personal blog: an weather weather experiences extreme event of extreme weather event weather • Text messages about the weather Project: a case study of an extreme weather event Focus on Geography: floods • An article • A • Discussion: • An opinion 6 Extreme about presentation personal essay: what’s planet extreme about experiences the most places on important of extreme important Earth animals places species?

• Giving your opinion Project: plan a world tour Focus on the World: extreme tour of the world Review 3

4

• Present simple and past simple passive • Adjectives with –ing and –ed endings • this, that, these and those

• Talking about quantity (another, several, enough, most) • Adding information with relative clauses • Present continuous passive

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

7 Back in time

• Descriptions of unusual historical experiences

• Presentations from two historians about King Tutankhamun

• Discussion: your favourite time in history • Discussion: is history important?

• A profile: an important person from history

• Past continuous passive • Compound nouns • Past perfect with ever, never, always and already

Project: make a time capsule Focus on History: archaeologists’ greatest finds • Chat room • A radio 8 Who am I? posts about interview with people’s twins about identity and identity character

• Discussion: • An email to a • Spelling patterns your identity new pen pal • Prepositions after and character telling them adjectives about yourself • Questions ending with • Checking what prepositions somebody • Reported speech said Project: make a display about your class – Who are we?

Focus on Literature: non fiction (I Will Always Write Back by Martin Ganda and Caitlin Alifirenka) Mid-year review • A blog about • Short • Discussion: • An opinion • Prepositions after 9 Power of the power of interviews can music blog: can verbs music music to with people change the music bring • Defining relative change the talking about world? people clauses world what music together?

• Dealing with • Reported questions means to words you them don’t know • Discussion: you and music Project: your song Focus on Music: instrument families in an orchestra • An article • A debate • Discussion: • A description • Reported commands 10 City life about what about city and city or country of your • have / get something makes a city country living living favourite city done great • Presentation: • to + verb after your favourite adjectives and verbs city • Noun phrases Project: design an ideal city Focus on the World: the best cities in the world Review 4 • An article • A podcast 11 A job for about the about what life happiest jobs jobs people in the world want to do

Project: a survey about jobs Focus on Maths: analysing data • An article 12 Helping about hand different charities you can support

• A podcast about helping people

• Discussion: your dream job • Explaining your opinion

• A description of your dream job

• Multi-word verbs with put • Polite questions • Modal verbs (might, might not, may, may not, should, shouldn’t, would, could)

• Presentation: talking about a charity • Discussion: choosing a charity to support

• A letter to your head teacher to persuade them to support your chosen charity

• Modal verbs (must, mustn’t, have to, don’t have to) • Indefinite pronouns (anywhere, someone, etc.)

• Adverbs

Project: the kindness project Focus on Literature: what’s the author’s message? (Wonder by RJ Palacio) Review 5

5

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

13 The digital generation

• A blog about phone addiction

• A conversation between a mother and son about phone addiction

• Discussion: you and technology • Checking what somebody said • Discussion: growing up in the digital age

• A discussion essay: the advantages and disadvantage s of growing up in the digital age

• If only / wish that / should have / shouldn’t have for regrets • Abstract nouns • Multi-word verbs with give

• A radio show about teenagers and advertising

• Discussion: how you shop • Discussion: advertising

• A product review

• Talking about quantity of uncountable nouns (loaf, slice, etc.)

• Conjunctions of purpose (so that, in order to, to) • Compound adjectives

• A story about an invention

• Prepositions in relative clauses • Verbs with –ing form and to + verb • Simple perfect passive

• An opinion essay: will robots control the world one day?

• Nouns and prepositions • Question tags • Abstract nouns • Multi-word verbs with cut • Future passive

Project: our digital footprint Focus on ICT: staying safe online • Shop signs 14 • A product Advertising review of a new phone

Project: make your own advertisement Focus on the World: publicity campaigns from around the world Review 6 • An article • A podcast • Discussion: 15 Great about about the best and inventors teenage inventions worst inventors inventions Project: make an inventions timeline Focus on Science: infectious diseases • An article • A 16 Robots about what conversation and the future robots will be about robot able to do in workers the future

• Discussion: robot workers • Discussion: robots with intelligence

Project: design a new robot Focus on Literature: creating excitement in a story (Frankenstein by Mary Shelley) End-of-year review

6

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Introduction for teachers The Collins Checkpoint English as a Second Language course consists of a Student’s Book, Workbook and a Teacher’s Guide for each of Stages 7, 8 and 9. The Student’s Books and Workbooks are closely integrated and should be used in conjunction for comprehensive language development.

The accompanying audio tracks are available online on the free resource tab at www.collins.co.uk/

Differentiation, flexibility and variety All countries and cultures are different, and within them all schools have a range of situations and circumstances. Most importantly, each individual student is unique. So one size doesn’t fit all for any set of learning materials. In light of this, a key element in the design of this course has been variety and flexibility so that you, the teacher, will be able to select activities appropriate to the interests and abilities of your students.

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In this Teacher’s Guide, before the teaching notes for each of the main activities you will find a Differentiated learning outcomes box. This suggests appropriate learning outcomes for students at three different levels, to assist you to set realistic and achievable objectives for your students.

Also in this Teacher’s Guide, many of the teaching notes for the activities in the Student’s Book and Workbook are followed by Support or Extension sections. These provide guidelines on how to adapt the activity for students who need more support, or on how to extend and challenge those students who find the activities easy or finish quickly.

The Workbook contains some activities designed either for support or for extension work. For example, to accompany the Student’s Book reading activities, the Workbook includes a Reading: comprehension activity and a Reading: thinking about the text activity. The Workbook comprehension activity is at a lower level, so could be used for extra support or even to replace the Student’s Book comprehension activity if you find it too demanding for your students. The Workbook thinking about the text activity focuses on higher level thinking skills such as implied meaning, critical analysis and application so can be used to challenge more-able students.

At the back of this Teacher’s Guide are 32 supplementary worksheets – two worksheets to accompany each unit. The notes at the end of each unit outline the purpose of each worksheet: remedial grammar, general support, additional practice or extension (usually reading or writing).

Each unit ends with a Project, which builds on the work in the unit. Projects are very valuable in increasing motivation and collaboration between students. They also integrate various skills and allow for more independent learning. Projects are suitable for students of all levels, as those with different abilities and interests can do different tasks as part of the whole project. However, projects can take up a lot of class-time, so you may have to be selective in which ones you use.

Each unit also includes a Focus section. These widen the range of topics and associated vocabulary covered within the units. There are three types of Focus section: o Focus on … [a curriculum subject] These sections typically have texts suitable for teaching other (non-language) curriculum subjects, with activities that focus on the vocabulary and features of those texts, to enable both content and language integrated learning (CLIL). o Focus on Literature. These sections introduce students to some elements of literature in the same way as might be experienced by students of English as a First Language. They also give some extensive reading practice of fiction. o Focus on the World. These sections use longer texts to explore interesting aspects of world culture. The aim is to broaden the horizons of learners and to encourage a love of reading and learning about the world.

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Course aims The course has been written for students following the Cambridge Secondary 1 English as a Second Language curriculum.

• •

• •

All the learning objectives specified in the curriculum are covered. The teaching notes for each activity specify the learning objective reference number.

The full three-year course is designed to take students to or beyond the required level for the Cambridge Secondary 1 English as a Second Language Examination. At the end of each level of the course, they will also be ready to take the Cambridge Secondary 1 Progression test for that stage. Some practice in the activity-types used in the Cambridge test and examination is provided as part of the course material.

The course aims to prepare students, by the end of the three years, to be ready to move on to the Cambridge IGCSE English as a Second Language course.

As a second language course, the focus is on language for communication – for study and for life outside of the classroom. Many of the topics covered have relevance to other school curriculum topics and introduce vocabulary relevant to those subjects (this is supported by the work on the Focus on … [a curriculum subject] – see above).

Methodology • •

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•

•

8

Each unit explores one topic through a range of communicative, skills-based activities.

The skills of critical-thinking and reflection are encouraged through the varied activities and questions. Students are challenged to think not only about what they have learnt but also about how they have learnt it. Questions are asked to encourage them to think about how to improve their writing, to help them learn lessons about project work for application in the next project, and at the end of each unit, there is a checklist of Can do … statements and questions in the Workbook for students to reflect on their progress. Reflection also plays a key part in the work of the Review sections (see below). The overall intention is to help students not only to learn more language but to become better language learners.

English grammar is taught using an inductive approach, often called Discovery Grammar. Rather than presenting grammar rules for students to learn and then practise, this approach presents examples of the grammar in use, and asks students questions to guide them to work out the rules for themselves. Having made this ‘discovery’, students are more likely to remember the grammar and be able to apply it. More traditional grammar practice is also provided in the Workbook (and also in some of the supplementary Worksheets) for follow-up work. There is also a Focus on Grammar reference section at the back of the Workbook, which summarises the main grammar points covered at each level.

The teaching notes encourage you to use formative assessment. You are reminded to observe and assess groups and individuals as they work, so that you can give them regular feedback.

Feedback should indicate what is good about a piece of work as well as how it can be improved.

This assessment should help to inform what you teach next, and what individual students need to be focussed on.

Regular reviewing and recycling of material is essential to help students retain knowledge and to apply it effectively and confidently. In all levels of this course there are short Review sections after every two units, and two longer Mid-year and End-of-year reviews (with support in the Workbook).

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5

Extreme weather

Overview

Resources

This unit focuses on extreme weather. In the first part of the unit students listen to a series of weather forecasts and consider the features of this type of spoken language and the present simple passive and past simple passive.

Next, they read a descriptive blog about a thunderstorm and recognise inconsistencies within it. They focus on typical features of descriptive writing and write their own descriptive blog about an extreme weather event. They then read a series of text messages for implied meaning.

The Focus on Geography section (floods) and the Project is a case study of an extreme weather event.

• • • • •

Student’s Book: pp. 51–60 Workbook: pp. 25–29 Audio track: 5 Worksheets: 5A & 5B Paper for display & project

Unit outcomes By the end of this unit, students will be able to: • • • • • • • • • • • • •

talk about extreme weather understand and recognise typical features of a spoken weather forecast use the present simple passive and past simple passive read and understand the main points of a descriptive blog recognise inconsistencies in the blog use adjectives with –ing and –ed endings use demonstrative pronouns recognise typical features of descriptive writing write a descriptive blog understand the implied meaning in text messages recognise typical features of text messages read, understand and think about a geography text about floods put together a case study of an extreme weather event.

Looking forward Student’s Book p. 51 Introduce the title of the unit. Elicit or explain the meaning of extreme and some examples of extreme weather. Then look through the Looking forward page with the students to prepare them for what they are going to study. Ask them what they think the picture represents.

What is extreme weather?

Vocabulary: extreme weather

Student’s Book p. 52

a) Students work in pairs to match the descriptions to the photographs. b) Elicit and check answers.

Answers a a cold spell b heavy rainfall and floods c a hurricane d a heat wave e a drought f thick fog

52

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Vocabulary: extreme weather

Workbook p. 25

a) Students complete this vocabulary reinforcement activity in pairs or individually. b) Elicit and check answers.

Answers 1b 2e 3a 4c 5d 6f

Differentiated learning outcomes: speaking activity Lower: All students must be able to express a basic understanding of the effects of extreme weather.

Mid: Most students should be able to express opinions and experiences about extreme weather.

High: Some students could express set phrases that you might hear on weather forecasts to give advice during times of extreme weather.

Speaking: talking about extreme weather

[8S1]

Student’s Book p. 52

a) Students discuss in pairs or small groups. b) Lead a brief feedback session, eliciting different ideas.

Support: Write the words for basic extreme weather events on the board for students who need extra support, for example, thunderstorm, strong winds, snow, ice, mist.

Extension: Fast-finishers can write some pieces of advice that they might hear on a weather forecast and say them to each other.

Answers Possible answers: 1

safety, problems with transport, energy supply, damage to homes

3

radio, television, podcasts, online news sites

4

a warning issued when dangerous weather is predicted, so that people can prepare

5

advice about when to stay inside, road conditions, or vulnerable people

Remember to give feedback to the class and individual students on their progress with the speaking work.

Differentiated learning outcomes: listening activity Lower: All students must be able to understand some information and match the weather forecasts to the photographs.

Mid: Most students should be able to understand specific information in the weather forecasts.

High: Some students could understand all the advice that is given in the weather forecasts.

Listening: weather forecasts

[8Ld2]

Student’s Book p. 52

Activity 2 is an exam-style question (Checkpoint, Paper 3, Part 3).

Play audio track 5.

1. a) Students complete this matching activity in pairs or individually. b) Elicit and check answers.

2. a) Students complete the activity in pairs or individually. b) Elicit and check answers.

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Answers

1 1c 2a 3d 4f 2 1 Sunday night

5e 6b 2 15 cm 3 elderly people 4 south-east 5 at the end of next week 6 30 mm

Support: Elicit and write on the board the sorts of words that students might hear in a weather forecast before you play the recording.

Activity 1: Pause the recording and elicit the answer after each weather forecast.

You could choose to cover Use of English: recognising features in a weather forecast before you do the listening activity.

Extension: Fast-finishers can make notes about the advice that is given in each weather forecast.

Audio track 5 Forecast 1 There’s a severe weather warning for the north of the country from 10 a.m. on Saturday. Hurricane Henry will bring extremely powerful winds of up to 120 kilometres per hour. People are advised to plan ahead and be prepared. The hurricane is expected to move away by Sunday night.

Forecast 2 A severe weather warning was given today for the south-west of the country. Temperatures are going to fall to –10 degrees Celsius and people are warned to expect up to 15 cm of snow in the next 48 hours.

Forecast 3 Some parts of the country will have a heat wave over the next two days. There’s a severe weather warning for temperatures of over 40 degrees Celsius or 100 degrees Fahrenheit. Elderly people were advised by health experts yesterday to take extra care.

Forecast 4 Thick fog is expected in many south-eastern parts of the country tomorrow morning. Drivers are advised to expect difficult driving conditions and allow extra time for journeys. The fog will clear by the end of the day and temperatures will remain above freezing at 3 or 4 degrees Celsius.

Forecast 5 The lack of rainfall in the last few weeks has led to drought conditions in the east of the country. National Water has asked people not to waste water but advises customers not to worry because they have plenty of water at the moment. Rain is expected at the end of next week.

Forecast 6 A severe weather warning was given yesterday for extremely heavy rainfall in some northern areas, with up to 30 mm forecast. After weeks of drought conditions, people are warned to expect floods. Drivers are warned of dangerous driving conditions and are advised only to travel if necessary.

Remember to give feedback to the class and individual students on their progress with their listening work.

Use of English: simple present passive and simple past passive [8Uf5]

Student’s Book p. 53

Check understanding of challenging vocabulary in example sentences: advise, warn, expect.

1, 2, 3 a) Students complete the activities and work out the grammar rules. b) Elicit and check answers. Elicit further examples if you think it would be helpful.

Answers

1 1 was given 54

2 are warned 3 were advised 4 is expected

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2 1 present simple passive

2 past simple passive 3 am / is / are + past participle 4 was / were + past

participle 5 by

3 1 active

2 passive 3 passive

Use of English: present simple passive and past simple passive [8Uf5] Workbook p. 25 Activity 2 is an exam-style question (Checkpoint, Paper 2, Part 1).

1, 2 a) Students complete the reinforcement activities. b) Elicit and check answers.

Answers

1 2 isn’t flooded

3 Are people advised wasn’t given 6 Were you woken (up)

2 2 isn’t expected

4 Elderly people were warned 5 A severe weather warning

3 were asked 4 wasn’t predicted 5 are advised

Support: Worksheet 5A provides extra support on this topic for these students.

Extension: Fast-finishers could write six sentences in the simple passive.

Listening: features of weather forecasts

[8Ut2]

Student’s Book p. 53

This activity highlights typical features of weather forecasts and gets students to listen out for examples in the recording. a) Direct students to the Listening tip and discuss as a class. Check understanding of compass points and weather conditions. Elicit examples of each of the items mentioned in the Listening tip. b) Students divide into pairs and decide who is Student A and who is Student B. Check understanding of the task and play audio track 5 again. c) Elicit and check answers.

Support: You could play the recording a few times or you could give students a transcript of the recording to read along as they listen.

Extension: These students could listen for three examples of each item.

Vocabulary: weather forecasts

[8Ut2]

Workbook p. 26

Activity 1 provides students with practice in the compass points covered at Stage 7. Activity 2 highlights common phrases from weather forecasts.

1. a) Students complete the activity individually or in pairs. b) Elicit and check answers.

2. a) Students complete the activity in pairs or small groups. b) Elicit and check answers.

Answers

1 1 north 2 north-east 3 east 4 south-east 5 south 6 south-west 7 west 8 north-west 2 1 / 2 A severe weather warning was given …, The storm/fog is expected to clear by … 3 / 4 People are warned to expect ..., People are advised to ... time for journeys and only travel if necessary.

5 / 6 difficult/dangerous driving conditions, Allow extra

Talking about extreme weather Differentiated learning outcomes: reading activity Lower: All students must be able to understand the main points of the blog.

Mid: Most students should be able to recognise inconsistencies in the blog.

High: Some students could write a summary of the blog.

55

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Reading: a weather blog

[Rm1, 8Rd5]

Student’s Book pp. 54–55

1. a) Students read the blog and identify the correct photograph. b) Elicit and check answer.

2. This activity focuses on recognising inconsistencies in texts. a) Direct students’ attention to the Reading tip and read as a class. Ask students what sort of texts might have this sort of problem (blogs, informal websites) and what sort of texts are likely not to (official websites, weather forecasts, published materials). b) Ask if students spotted anything that didn’t make sense in the text. c) Students work in pairs to find the other two things that don’t make sense.

Support: This is a challenging activity, so you could help students by giving them the line numbers.

Answers

1a 2 1 In line 1, the blogger says it was just before midnight, then in line 17 he says that the Sun was coming up.

2 In line 3 the blogger says bedroom window and in line 21 he says bathroom window.

3 In line 2 the blogger says he was alone in the house and in line 20 he says Everyone else in the house.

Reading: comprehension

[8Rm1, 8Wo2]

Workbook p. 27

Activity 1 is for students who need support and Activity 2 is for students who need extension.

1. [SUPPORT] a) Students complete the activity individually, then check answers with a partner. b) Elicit and check answers.

2. [EXTENSION] a) Students complete the activity individually. b) Provide feedback on written work.

Answers

1 1 F (He was woken up just before midnight.) down his neck.) 5 T

2 F (He watched from his window.) 3 T 4 F (Rain went 6 F (no one else was woken up by the storm)

2 Possible answer: It was about a person who was woken up by a thunderstorm. He watched the storm from his window and was amazed by what he saw.

Use of English: adjectives with –ing and –ed endings [8Ug4]

Student’s Book p. 55

1, 2, 3 a) Students complete the activity in pairs. b) Elicit and check answers.

Answers

1 1 –ing: terrifying, amazing, shocking, disappointing, exhausting; –ed: terrified, shocked, amazed, disappointed, exhausted

2 1 –ed

2 –ing

Use of English: adjectives with –ing and –ed endings [8Ug4]

Workbook p. 27

a) Students complete the crossword individually or in pairs. b) Elicit and check answers.

Extension: Worksheet 5B presents and practises more adjectives with -ing and -ed endings.

Answers Across: 2 shocked 5 exhausting 6 disappointed 7 terrified 8 terrifying 9 shocking Down: 1 amazing 3 exhausted 4 disappointing 56

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Use of English: this, that, these and those

[8Ut6]

Student’s Book p. 55

a) Direct students’ attention to the Language tip and read as a class. Model and elicit some examples with each type of demonstrative pronoun. b) Students complete the activity in pairs. c) Elicit and check answers.

Answers

1 those in line 8 refers to the lines of lightning that in line 10 refers to the sound of the thunder these in line 15 refers to the raindrops down Bruno’s neck

Use of English: this, that, these and those

[8Ut6]

Workbook p. 28

a) Students complete this consolidation activity in pairs. b) Elicit and check answers.

Answers 1 those 2 This 3 These 4 that

Speaking: talking about blogs

Student’s Book p. 55

Discuss the questions / talking points as a class.

Writing: descriptions

[8Ut1]

Student’s Book p. 56

1. a) Direct students’ attention to the Writing tip and read as a class. b) Students complete the activity in pairs. c) Elicit and check answers.

2. a) Students complete the activity in pairs. b) Elicit and check answers.

Support: Activity 1: Elicit and write on the board phrases that you might use to write about each of the senses, for example: I saw …, I heard …, the sound …, I smelled …, I felt …, I tasted ...

Extension: Fast-finishers can write their own versions of the similes. Write sentence stems on the board for students to complete: The lightning looked like …

The thunder sounded as loud as …

The rain was as cold as …

The raindrops felt like …

Answers

1 I saw some flashes of lightning... / I heard the shocking noise of thunder. / The raindrops that ran down my neck felt like little, frozen, icy rivers. / I could smell the fresh grass… / I could actually taste the new day.

2 A way of comparing two things using as … as or like a like b as … as c as … as d like 1 lightning and arms / thunder and a drum / rain and ice / raindrops down neck and an icy river 2 It makes descriptions more interesting and colourful.

Writing: descriptions

[8Ut1]

Workbook p. 28

1, 2 a) Students complete the activities individually. Encourage students to be as creative as possible. b) Lead a brief feedback session, eliciting ideas.

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Remember to give feedback to the class and individual students on their progress with the reading and Use of English work.

Differentiated learning outcomes: writing activity Lower: All students must write a short descriptive blog with some support.

Mid: Most students should write a descriptive blog with moderate grammatical accuracy and limited support.

High: Some students could write an extended descriptive blog with growing grammatical accuracy and minimal support.

Writing: a descriptive blog

[8Wa3, 8Wo2]

Student’s Book p. 56

a) Check students’ understanding of the task and the things that they need to include. Direct their attention back to the Punctuation tip on page 54 and remind them to use commas in lists of adjectives. b) Allow them time to write their blog. This would also work well as a homework activity. c) Provide feedback on written work.

Support: Brainstorm ideas for sensory descriptions and similes that could be used for each photograph and write them on the board.

Extension: Fast-finishers could write descriptive blogs about two or all three photographs.

Remember to give feedback to the class and individual students on their progress with the writing work.

Texting about the weather Reading: text messages

[Rg1, 8Ut1]

Student’s Book p. 57

1. This is an exam-style question (Checkpoint, Paper 1, Part 4). a) Direct students’ attention to the Reading tip and read it together as a class. b) Students complete the reading activity individually, then check answers with their partner. c) Elicit and check answers.

2. a) Students discuss in pairs. b) Lead a brief feedback session, eliciting different ideas. If appropriate for your classroom, you could ask your students to get out their phones and show what abbreviations they use in text messages.

Support: This is a challenging reading skill, so spend as long as necessary to ensure that your students have grasped the concept. You could work through the activities as a class.

Extension: Fast-finishers could also write a text message of their own with an implied meaning.

Answers

1 1c 2c 3b 2 3 Possible answers: They are usually less formal. They use abbreviations.

Use of English: text messages 1. a) Students complete the activity in pairs. b) Elicit and check answers.

2. a) Students complete the activity in pairs b) Elicit and check answers.

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[8Ut1]

Workbook p. 29

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c) Elicit some more text abbreviations and write them on the board for students to write in normal sentences.

Answers

1 1 informal 2 don’t follow 3 don’t have to 4 can 5 don’t have

2 1 See you tomorrow.

2 Look forward to it.

3 Speak later 4 How are you?

Focus on Geography Differentiated learning outcomes: focus on Geography activity Lower: All students must understand the basic causes and effects of floods.

Mid: Most students should be able to understand and discuss the main ideas and specific information in the text.

High: Some students could answer critical thinking questions associated with the text and topic.

Floods

[8Rd1, 8Rg3, 8Rm1, 8S7] 1. a) Students complete the vocabulary activity in pairs.

Student’s Book pp. 58–59

b) Elicit and check answers.

2. Students discuss the questions to get them thinking about the topic and to show you how much they know about it already. Reassure students that it doesn’t matter if they can’t answer questions 3 and 4 because they will be able to by the end of the lesson.

3. a) Students read and complete this reading for main idea activity individually. b) Elicit and check answers.

4. a) Students read again and complete this reading for specific information activity individually. b) Elicit and check answers.

5. a) Students revisit questions 3 and 4 from Activity 2 to see how much they have assimilated about the topic. If students are unable to answer the questions now, ask them to reread the text before moving on.

6. [EXTENSION] a) Students discuss these questions that promote critical thinking about the topic. b) Elicit and check answers.

Support: This section has been written with the Test-Teach-Test method in mind. This might not be appropriate for your students. If this is the case, then ask students to read the text before attempting Activity 2 and omit Activity 5.

Activity 6 is also challenging. You could discuss these questions together as a class.

Extension: Activity 6 is designed for these students. You could also ask fast-finishers to extend question 3 of this activity to find other methods that are used to help reduce floods.

Answers

1 1f 2e 3h 4b 5a 3 1 causes 2 effects

6c 7g 8d 3 immediate 4 long-term 59

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4 1 rain 2 dry 3 2000 4 45,000 5 214,000 6 450 million 6 1 urbanisation and deforestation; we can stop building towns and cities and we can stop cutting down

trees. 3 Making rivers hold more water will mean that they are less likely to flood. Trees can stop or slow flood water.

Project Differentiated learning outcomes: project Lower: All students must be able to write a few points of a case study with support.

Mid: Most students should be able to write a coherent case study and give a presentation with some support.

High: Some students could write a coherent case study and give a presentation with limited support.

Project: a case study of an extreme weather event [8Wa1, 8Wo1, 8S1, 8S6, 8S7]

Student’s Book p. 60

1. a) Direct students’ attention to the Language tip on page 59 and check their understanding of case study. b) Students choose their case study topic.

2. a) Direct students’ attention to the Project tip and highlight how important it is that they choose a good example of their type of weather event, so that there is plenty of information available about it. b) Students choose their case study example.

3. a) Students research their case studies. b) Monitor and support as necessary.

4. a) Students write their case studies. Ensure that they are using an appropriate layout. Although they don’t have to use the layout on page 59, it must be clear and easy to read. b) Monitor and support as necessary.

5. a) Alternatively, have students swap writing and highlight mistakes. Encourage partners to share suggestion to make the other’s writing better b) Monitor and support as necessary.

6. a) Students present their case studies. b) Provide feedback on the presentations.

7. Students listen to other case studies and ask questions.

Support: Use mixed-ability groups so that those students who need more support can get it from their peers. You could omit the presentation part of the project.

Extension: These students could write two case studies.

Check your progress

Workbook p. 29

Follow the usual procedure for these sections (see p. 18).

Worksheet 5

Extreme weather

5A: Present simple passive and past simple passive

[SUPPORT]

This worksheet provides extra practice in present simple and past simple passive. Activity 2 is an exam-style question (Checkpoint, Paper 1, Part 1).

Answers

1 2 His blog is read by over a million people.

3 The match wasn’t cancelled because of the rain.

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4 Were people warned about the hurricane?

2 1a 2b 3d 4c 5c 6d 3 2 Thunder (The thunder) was heard all over the city.

3 Was the hospital closed because of the floods?

4 Text messages weren’t sent to all parents.

5B: Vocabulary building – adjectives ending in –ed and –ing

[EXTENSION]

This worksheet extends the topic from the Student’s Book to present and practise another 10 adjectives ending in –ed and –ing: embarrassing, embarrassed, confusing, confused, depressing, depressed, relaxing, relaxed, amusing, amused.

Answers

1 1 embarrassed 2 confusing 3 depressed 4 relaxing 2 1 relaxed 2 relaxing 3 embarrassed 4 embarrassing

5 amused 5 confused 6 confusing 7 depressed 8

depressing 9 amused 10 amusing

3 1 depressed

2 amusing 3 embarrassed 4 confusing 5 relaxed

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