Preview: Collins International Primary English as a Second Language Teacher Guide 6

A S A S EC O N D LANGUAGE

13756_P001_107.indd 1

Teacher’s Guide 6

16/08/2017 10:24

CONTENTS Introduction

4

Topic 1

Who are we?

9

Topic 2

Storytelling

18

Topic 3

Careers

27

Topic 4

Big cities

36

Topic 5

Home sweet home

46

Topic 6

Living in other countries

55

Topic 7

Daring designs

66

Topic 8

Going green

76

Topic 9

Fashion, fame and fortune

87

Audio scripts

99

Photocopiable masters (PCM)

108

Formal assessment

169

13756_P001_107.indd 3

16/08/2017 10:24

Topic 1 Who are we?

Topic 1 Who are we?

Overview Unit A is about identity, and learners learning more about their own identity and the identity of others.

The unit covers Who am I? and how we define ourselves, looking more deeply into the characteristics of a person that we consider more important and those we consider less important. The unit looks at how we feel about ourselves, how we portray ourselves to others, and whether we are happy with who we are.

Learners use adjectives to describe themselves and others.

Unit B covers adjectives, but focuses on the order of adjectives in a sentence. Learners will learn to order adjectives, describing people in a particular order. This unit also looks at the similarities and differences between people, focusing in this case mainly on learners in the class. Learners will have the opportunity to describe their classmate using the adjectives learned in this unit, and interview other learners to find out their differences and similarities. There is also a section covering empathy and tolerance.

Unit C is mainly about bullying. Learners will read about and listen to information and stories about bullying and bullies. They will learn some vocabulary related to bullying. This unit also reviews adjectives and the use of adjectives in the correct order, and there is an additional section on the difference between –ed and –ing adjectives. Learners learn to identify pronouns and use them in their own sentences.

At Stage 6, the teacher should encourage and support learners’ independent reading. Set aside a short amount of time each week to talk as a class about the different books learners are reading and whether they would recommend them to others. It is also a good idea for learners to have their readers with them at all times so that they can read them at suitable times during lessons, for example, when they have finished an activity before other learners.

There are opportunities to link learning in this topic to mathematics (graph work and working out percentages).

Unit in this topic: Unit A: Who am I? Unit B: Who are you?

Unit C: Bullies

Teaching focus • 6Rd2 Understand independently specific information and detail in short, simple texts on a range of general and curricular topics • 6Rd3 Use independently familiar paper and digital reference resources to check meaning and extend understanding • 6Rf1 Read and follow independently familiar instructions for classroom activities • 6Rg1 Recognise, identify and sound independently a wide range of language at text level • 6Rg2 Read independently a range of short, simple fiction and non-fiction texts with confidence and enjoyment • 6Rg3 Recognise the attitude or opinion of the writer in short texts on a wide range of general and curricular topics • 6Rm1 Understand the main points of a wide range of short, simple texts on general and curricular topics by using contextual clues • 6Wa1 Plan, write, edit and proofread work at text level, with some support, on a range of general and curricular topics • 6Wc2 Write, with some support, about personal feelings and opinions on a limited range of general and curricular topics • 6Wo1 Link sentences into coherent text using a variety of basic connectors on a range of general and curricular topics when writing independently • 6Wo2 Punctuate, with some accuracy, written work at text level for a range of general and curricular topics when writing independently • 6Ug2 Use a growing range of participle adjectives and a growing range of adjectives in the correct order in front of nouns on a range of general and curricular topics • 6Ug5 Begin to use dependant prepositions following adjectives on a range of general and curricular topics

© HarperCollinsPublishers Ltd. 2017

13756_P001_107.indd 9

9

16/08/2017 10:24

Topic 1 Who are we?

• 6Ug7 Spell most high-frequency words accurately for a range of familiar general and curricular topics when writing independently • 6Ut4 Use a range of pronouns including relative pronouns who, which, that, whom, whose, on a range of general and curricular topics • 6Ld1 Understand, with little or no support, specific information and detail in both short and extended talk on a range of general and curricular topics • 6Ld2 Deduce, with little or no support, meaning from context in both short and extended talk on a range of general and curricular topics • 6Ld3 Understand more complex unsupported questions which ask for personal information • 6Ld5 Understand, with little or no support, more complex questions on a range of general and curricular topics • 6Lg1 Understand, with little or no support, both short and extended narratives on a range of general and curricular topics • 6Lm1 Understand, with little or no support, the main points in both short and extended talk on a range of general and curricular topics • 6S1 Provide detailed information about themselves and others at discourse level on a wide range of general topics • 6S2 Ask questions to clarify meaning on a range of general and curricular topics • 6S3 Give an opinion at discourse level on a range of general and curricular topics • 6S4 Respond, with increasing flexibility, at both sentence and discourse level to unexpected comments on a range of general and curricular topics • 6S6 Link comments to what others say at sentence and discourse level in pair, group and wholeclass exchanges • 6S7 Keep interaction going in longer exchanges on a wide range of general and curricular topics

Language patterns Grammar summary for teachers: • Adjectives Adjectives are words that tell us more about a noun. For example: Kim’s special talent is her great skill at making colourful kites.

We use adjectives to tell us more information about something. They also make sentences more interesting. For example: The boy is running.

The fast, young, Malaysian boy is running.

When we use many adjectives to describe someone/something, it is important that we use them in the correct order. For example: number, opinion, size, age, shape, colour, origin, material.

– The three, kind, young kids are playing!

– My grandmother loves those two wonderful, big, old, black leather armchairs.

Adjectives that end in –ed (Group 1) describe how we feel about something.

Adjectives that end in –ing (Group 2) describe the thing/person/situation that causes us to feel this way. For example: I feel tired because my long flight was tiring.

I was excited because of the exciting adventure movie!

• Pronouns A pronoun is a word that can replace a noun (or noun phrase). For example: Nyala likes Nyala’s book because Nyala’s book is fun!

She likes her book because it is fun!

Examples of pronouns: he, she, his, her, they, them, their, we, it, I, me, us, our, mine, hers, theirs, my, ours

10

13756_P001_107.indd 10

© HarperCollinsPublishers Ltd. 2017

16/08/2017 10:24

Topic 1 Who are we?

Unit A Who am I? Resources and materials • • • • • • •

Student’s Book pp. 4–6 Workbook pp. 4–9 Photocopiable Master (PCMs): PCM 1; PCM 2 Ball/beanbag/scrunched-up piece of paper Small pieces of cardboard and straws Paper to make posters Copies for each learner of an appropriate online personality test • Paper and sticky tape • Dictionaries

Key vocabulary activities, adjective, describe, question, answer, noun, talent, skill, understand, goals, decisions, relationships, comfortable, opinion, define, characteristics, confident, intelligent, grumpy

Lead-in ideas (select as appropriate) • Class game Give learners a small piece of cardboard and a straw.

Explain to them that they are going to make a ‘yes/ no’ flag. On one side of the flag they should write ‘yes’ and on the other side of the flag they should write ‘no’. Learners stick the straw to one side of the cardboard so that they can hold it up like a flag.

How to play the ‘yes/no’ game: Give the class an adjective. Learners can decide if they think that adjective describes them or not. They should hold up the flag, showing ‘yes’ or ‘no’, depending on what they think. Examples of adjectives can be: tall, short, hard-working, lazy, energetic, active.

Ask learners to keep hold of their yes/no flags as these will be used again in later Topics.

• Class questions Ask a volunteer to stand at the front of the class. The other learners can ask the volunteer questions about themselves. Encourage learners to ask new and interesting questions. Questions can include: What is your name?

How old are you?

Where were you born?

What is your favourite subject at school?

Who is your favourite teacher?

• Group activity Play a game to revise nouns, as learners will need to be able to identify nouns when they do the activities on adjectives. You will need a ball, a beanbag or even a scrunched-up piece of paper for learners to throw around the group. Tell learners that the ball represents a noun. Ask volunteers to explain to the class what a noun is, and to give some examples. Then play the game to reinforce the concept.

How to play ‘Toss the noun’: Split the class into two or three groups. Each group stands in a circle. Start the game by calling out a noun and then tossing ‘the noun’ (ball) to a learner. The recipient calls out a noun and tosses the ball to another learner who calls out a different noun. Each throw must go to a different learner. Continue playing the game until each learner has had at least one turn.

Previous knowledge • In previous years learners have covered the themes about themselves, asking and answering questions, and learning more about other people. Learners have covered adjectives in previous years, so they should be comfortable when using adjectives in this unit. The theme about knowing themselves better on a deeper level may be new to most of learners. The concept of defining themselves and others will be new to most learners.

Possible areas of difficulty • Some learners may not feel comfortable speaking in front of a class or small group of learners.

Encourage them as much as possible but don’t force participation if learners are really struggling – rather work on a one-to-one basis with these learners to develop speaking skills.

• Some learners may struggle to describe and define themselves, particularly using positive adjectives, as they may feel that they sound arrogant. Encourage learners to look at themselves in a positive way.

• Some learners may not yet really know or understand themselves and, therefore, struggle to describe their own traits and characteristics. Assist learners to understand themselves better through class or individual discussions, where leading questions can be asked.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these with additional activities of your own and/or digital activities from the online resource.

Encourage and support learners to use a dictionary to look up any new or unfamiliar words.

1. Have learners ask and answer the questions in activity 1 in the Workbook with a partner.

Ask volunteers to share with the class what information they have found about their partner.

2. Tell learners to look at the diagram on page 5 in the Student’s Book. Explain to the class about the things we use to define ourselves, based on the diagram. Ask learners to tell the class what things they think are important when defining themselves.

3. Ask learners to make a mind map of words that describe themselves. Write some words on the

© HarperCollinsPublishers Ltd. 2017

13756_P001_107.indd 11

11

16/08/2017 10:24

Topic 1 Who are we? board for learners to use. Ask volunteers to share their mind maps with the class.

4. Explain to learners what a ‘word cloud’ is, using the example on page 5 in the Student’s Book.

Draw an example on the board, based on words describing you. Tell learners to write a list of adjectives that describe them in activity 10 in the Workbook. They should then split the words into groups based on how important the words are (they can do this by circling the words in different colours). Explain to learners that when they create their word cloud they can be as creative as possible, and they should make the more important words bigger and the less important words smaller. Ask volunteers to share their word clouds with the class.

5. Tell learners to make a picture of their name, using each letter to form an adjective that describes them. Ask volunteers to share their pictures with the class. Example: Ali – Awesome Loud Inquisitive.

6. Read through the text ‘Personality types’ on page 6 in the Student’s Book. Ask questions to check learners’ understanding, and ask them what personality type they think they fit into.

7. Have learners prepare and present a two-minute oral about themselves. They can include information such as: • Their name • Where they were born • If they have any pets • What food they like/dislike 8. Have learners do activity 2 in the Workbook.

Check answers as a class, and make sure learners understand the meanings of the adjectives.

9. Tell learners to work in pairs, and to make up three questions to ask Ali to learn more about him. Tell learners to write the questions in activity 3 in the Workbook, and to practise giving different answers to the questions.

10. Ask volunteers to present their questions and answers about Ali from Workbook activity 3 in the form of an interview, in front of the class.

11. Have learners do activity 4 in the Workbook.

Ask volunteers to read their paragraphs aloud to the class.

12. Have learners do activity 5 in the Workbook.

Encourage learners to ask interesting questions.

13. Introduce activity 6 in the Workbook by explaining what it means to ‘know yourself’. Learners then do the activity. Ask volunteers to share their answers with the class.

14. Have learners read the editor’s letter on page 4 in the Student’s Book and answer the questions in activity 7 in the Workbook. Ask volunteers to share their answers with the class.

12

13756_P001_107.indd 12

15. Have learners work in pairs and read the identity text on page 5 in the Student’s Book. Allow them time to read the instructions in activity 8 in the Workbook and then answer the questions individually or in pairs. Explain to learners that they may use a dictionary to help them find the meaning of the words. Ask volunteers to share their answers with the class.

16. Have learners compare their lists from activity 8 in the Workbook in groups. Ask volunteers to share their answers with the class. Do they all have the same answers or do they differ?

17. Tell learners to read the text on page 5 in the Student’s Book and have learners take part in a class discussion, based on the following questions: Which three parts do psychologists divide us into?

What do you think the psychologists mean?

Do you agree or disagree with the psychologists’ opinion? Why? Encourage learners to be open and honest when answering the questions.

18. Have learners complete activity 11 in the Workbook. Ask volunteers to share their answers with the class.

19. Have learners read the text on page 6 in the Student’s Book and complete activity 12 in the Workbook. Go through the answers together.

20. Hand out copies of PCM 1 and ask learners to complete the puzzle. Encourage learners to be creative and to make their puzzle interesting.

Learners can then swap puzzles with a partner, and they can complete each other’s puzzles.

21. Have learners prepare and present a two-minute interview with their partner. Each learner should have a chance to ask and answer the questions in front of the class. Learners can choose what information to include in their interviews.

22. Ask learners to read the paragraphs they have written in activity 4 in the Workbook aloud in small groups. Explain that each learner in the group should have the opportunity to ask the speaker one question, in order to learn more about them.

23. Have learners complete activity 9 in the Workbook. Remind learners to create a title, have an introduction, a body and a conclusion, and to start each new idea in a new paragraph. They should plan and write in their paragraphs in their exercise books.

24. Give learners time to prepare a poster about themselves, based on what they wrote in activity 9 in the Workbook. Explain to learners that they can use a mind map, pictures, text or any other resources they would like to create their poster.

25. Give learners time to prepare a two to three minute oral about themselves, based on activity 9

© HarperCollinsPublishers Ltd. 2017

16/08/2017 10:24

Topic 1 Who are we? in the Workbook. Allow time at the end of each oral for questions.

26. Have learners complete activity 13 in the Workbook. Ask volunteers to share their answers with the class.

27. Look up an appropriate child-friendly online personality test and get learners to complete the questions. Ask volunteers to share their results with the class.

28. Tell learners that for activity 14 in the Workbook, they need to complete the sentences with the person’s personality type. Allow learners to share their answers with a partner.

29. Have learners complete PCM 2. Learners can practice their questions and answers with a partner. Ask volunteers to share their work with the class.

Wrap-up plenary • Class game Ask learners to give four adjectives. The adjectives should be based on adjectives that have been learned in this unit. Stick one word in each corner of the classroom. Count to three, and learners should run to the word that they think best describes themselves. Repeat the game, asking learners for four new words.

• Class activity Write ‘more’ and ‘less’ on the board, one word on each side. Give an example of an adjective, and learners should point to ‘more’ or ‘less’, depending on which one they think describes them better.

• Class activity Label each corner of the classroom with one of the four personality types (rays of sunshine, carers, thinkers, go-getters). Ask learners to go to the personality type they think best describes them.

Allow time for learners to talk together in their groups, and to find three words that describe all learners in the group. Call all learners back together, and ask a volunteer from each group to share with the class the three words that their group chose.

Quick check 1. Ask learners to share the characteristics about a person they consider important, and the characteristics they consider less important.

2. Ask learners to give two words they think describe themselves.

3. Read the Personality types text on page 6 in the Student’s Book again, and ask learners to give examples of characteristics of the different types of personalities.

Unit B Who are you?

Resources and materials • • • • • •

Student’s Book pp. 7–9 Workbook pp. 10–16 Audio files: Audio 1 Photocopiable Masters (PCMs) PCM 3; PCM 4 Ball/beanbag/scrunched-up piece of paper Paper and sticky tape

Key vocabulary order, origin, similar, similarities, differences, empathy, tolerance, interview, calculate, percentage

Lead-in ideas (select as appropriate) • Class game Play a game with the class to recap the topic of adjectives from the previous unit. Explain to learners how to play ‘Hangman’. Start by choosing a word (an adjective), and playing the first round, as a practice for learners. Then ask different learners to choose an adjective, and to lead the game.

How to play ‘Hangman’: A learner chooses an adjective. They draw lines on the board to match the number of letters in the word. As the other learners guess letters, the letters either go on the lines positioned correctly to make the adjective, or if the

letter is not found in the word, it is written on the side of the board, where the “hangman” is drawn. Play the game a few times to allow different learners to have a turn.

• Class game Play a game where learners will use some of the adjectives that they learned in Unit A. Put learners into two or three groups, and get them to stand in a circle. Give each group a ball. Remind learners to throw the ball to a different learner each time, and to not repeat adjectives.

How to play the game: Learner 1 starts, saying two adjectives they think describe themselves. They throw the ball to a different learner. The recipient of the ball says two adjectives that describe themselves.

They throw the ball to the next learner. Continue the game until every learner in the group has had at least one turn.

• Class game Choose an action word (verb) to start the game.

Explain to learners that they are going to play an acting game called ‘Charades’. The more dramatically they act, the more fun the game is. Ask volunteers to come to the front of the class and do the acting.

How to play ‘Charades’: A learner chooses an action/ doing word (for example: run, sing, sleep). The learner acts out the word, without speaking or pointing to

© HarperCollinsPublishers Ltd. 2017

13756_P001_107.indd 13

13

16/08/2017 10:24

Topic 1 Who are we? another object. The other learners must try to guess what the word is by watching the actions performed.

Once learners have guessed the word, the learner who was acting can sit down and another learner can have a turn to act in front of the class.

Previous knowledge • The previous unit looked at identity of learners.

Learners should have a better idea of their own identity and how to describe themselves. Some areas that may be new for learners are looking at their similarities and differences in relation to other people.

Learners will know what adjectives are by now, but the correct ordering of adjectives will be new for most learners.

Possible areas of difficulty • Some learners may not feel comfortable speaking in front of a class or small group of learners.

Encourage them as much as possible but don’t force participation if learners are really struggling – rather work on a one-to-one basis with these learners to develop speaking skills.

• Some learners may struggle to order adjectives correctly, as it is quite an abstract concept. Help learners who struggle with this concept by working individually or in small groups with them, giving them more examples to work with so the concept becomes easier for them.

• Some learners may not have the vocabulary to explain the similarities and differences between others and themselves. Ask leading questions to help learners develop their vocabulary in this regard.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these with additional activities of your own and/or digital activities from the online resource.

Encourage and support learners to use a dictionary to look up any new or unfamiliar words.

1. Revise adjectives with learners. Read the incomplete sentences in activity 4 in the Workbook together, and ask learners to give some different examples of adjectives. Allow learners time to complete the activity.

2. Write a noun on the board. Ask learners what adjectives they can put before that word. Write the different adjectives on the board before the noun. Example: cat – small/fluffy/young/ playful cat.

3. Write a sentence on the board, including a few different adjectives before the noun. Tell the class about the correct order of adjectives. Together, work out which order would be correct for the list of adjectives in the sentence.

4. Ask learners to complete activity 1 in the Workbook. Remind them to finish the sentence

14

13756_P001_107.indd 14

with their own action. They could draw a picture related to their sentence. Ask volunteers to read their sentences to the class.

5. Tell learners to read the box on page 10 of the Workbook which explains the correct order of adjectives. Discuss the example sentence then make up some more of your own. Have learners complete activities 2 and 3 in the Workbook. Go through the answers as a class.

6. Explain to learners that they are going to complete activity 5 in the Workbook by writing each adjective under its correct heading. Check the answers together as a class.

7. Have learners do activity 7 in the Workbook.

Encourage learners to be creative when writing their sentences.

8. Explain to learners that they are going to write a sentence about each of their family members, using at least two adjectives in each sentence.

Start by writing an example sentence on the board for learners to see. Ask volunteers to read their sentences to the class.

9. Read We are all different on page 7 in the Student’s Book and tell learners to follow in their Student’s Books. Ask verbal questions to check their understanding. For example: Is life more interesting because we are all similar or different?

What is the word that means we put ourselves in someone else’s shoes?

What does tolerance mean?

Ask learners to focus on the picture on page 7 in the Student’s Book and describe how the children differ. Have learners take turns to describe a person from the picture to their partner. Their partner should listen to the description and then point to the person.

10. Have learners complete activity 10 in the Workbook. Encourage them to ask creative and interesting questions. Allow learners time to ask their classmates the questions.

11. Tell learners to do activity 11 in the Workbook by writing one interesting fact for each question they asked in activity 10. Ask volunteers to share their facts with the class.

12. Explain to learners that they are going to work in pairs, and find three things that are similar between them, and three things that are different.

13. Read pages 8–9 in the Student’s Book and ask learners to follow the text. Have a class discussion about what makes a fantastic party.

Write the following ideas on the board: Super snacks Cool costumes Fun friends Brilliant board games

© HarperCollinsPublishers Ltd. 2017

16/08/2017 10:24

Topic 1 Who are we?

Ask learners to take a vote about how they would order the ideas from 1–4 with 1 being the most important and 4 being the least important.

14. Explain to learners that they are going to complete PCM 3 by walking around the class and and asking each other questions. Learners should read the sentences in the boxes and change them into questions, then ask the questions to different classmates until they find a person who can answer ‘yes’. They should then write that person’s name in that box. The first learner to have a different name in each block calls out BINGO! 15. Have learners complete activity 6 in the Workbook. Ask volunteers to share their answers with the class.

16. Tell the class that they are going to work in pairs and complete activity 8 in the Workbook. They should write a sentence about three of their classmates, trying to use at least three adjectives per sentence. Remind learners to be sensitive to others’ feelings. Ask volunteers to read some of their sentences to the class.

17. Have learners read We are all different on page 7 in the Student’s Book and complete activity 9 in the Workbook. Ask learners to share their answers together as a class.

18. Write the following questions on the board and have learners discuss them with a partner. Ask learners to share their discussions with the class.

Do you think the world would be interesting if there were … … only one kind of food? … only one kind of car? … only one kind of sport? … only one kind of TV programme?

Do you think the world would be interesting if everyone was exactly the same as you?

Think about three people who are very different from you. Why do you like them?

19. Explain to learners that they are going to complete activity 12 in the Workbook by creating a pie chart about their classmates, using the information they learned from their interviews.

20. Tell learners that their homework assignment is to interview one of their parents/guardians.

They should find at least three similarities and three differences between their interviewee and themselves. Learners present their findings to the class in the form of a short oral.

21. Read pages 8–9 in the Student’s Book again.

Have learners work in pairs. They are going to plan a party. Have them make a list of all the things they need to buy for the party to be fabulous. Ask learners to share their lists with the class.

22. Have learners listen to Audio 1, Being fabulous, and complete activity 13 in the Workbook.

23. Have learners complete activity 14 in the Workbook in pairs. They can share their answers with the class.

24. Explain to learners what is important to include in an invitation. Ask learners to discuss the reasons why certain information must be added in an invitation. Have learners complete activity 15 in the Workbook individually. Once they have completed their work, they can share it with a partner.

25. Hand out a copy of PCM 4 to each learner and explain the activity to the class. If time is limited, have learners complete the work for homework.

Explain what a ‘frame’ is if learners do not know.

Allow learners to display their work in class for their classmates to view.

Wrap-up plenary • Question and answer activity Tell learners that they are going to walk around the class and ask their classmates questions. Explain to learners that the idea is to find who in the class is very similar to them and who is very different from them. Ask volunteers to share their findings.

• Class game Tell learners that they are going to play a game to find out the similarities and differences between them and the other learners in the class. Put words on the walls of the class, one word on the left wall and one on the right wall. Count to three, and learners run to the side that describes them best. For example: girl – boy likes chocolate – likes chips sporty – not sporty • Small group activity Explain to learners that they are going to work in small groups of three to four. Each group should try to find two similarities that they all have and two differences. Ask groups to share their similarities and differences with the class.

Quick check 1. Ask learners to give examples of sentences using adjectives in the correct order. Encourage learners to use three or more adjectives in their sentences.

2. Say a word or phrase to the class, and if the word applies to learners they are to stand. If the word does not apply to them, they should stay seated.

All learners sit down again, and a new word is given. For example: Likes hockey. / Boy. / Has tasted coffee.

3. Ask learners to share an interesting fact that they found out about a different learner in the class. It can be a difference or similarity between them, or another interesting fact.

© HarperCollinsPublishers Ltd. 2017

13756_P001_107.indd 15

15

16/08/2017 10:24

Topic 1 Who are we?

Unit C Bullies Resources and materials • • • • •

Student’s Book pp. 10–11 Workbook pp. 17–21 Photocopiable Masters (PCMs): PCM 5; PCM 6 A3 poster card or paper Small containers for comment strips (one for each learner)

Key vocabulary phrase, blond, skinny, adult, pronoun, bully, victim, pleased, confusing, fascinating, depressed, boring, bored, exciting, excited, British, Irish

Lead-in ideas (select as appropriate) • Class activity Tell learners to stand in a circle. Explain to learners how to do the activity. Take part as well, so learners can see what to do. Tell learners that they are going to say something they like about themselves.

Encourage learners to be honest. Remind them that they can only say positive things.

Move from one learner to the next in the circle, giving everyone a chance to say something they like about themselves. Every learner must get a chance to speak. If learners are enjoying the activity, continue around the circle again.

• Class activity Explain to learners that they are going to do an activity about positive comments. Each learner writes down the name of every learner in the class, except themselves. Next to each name, they should write something positive about that learner. They then cut their paper up into strips, each strip with a different learner’s name and positive comment on it. At the front of the class, place a container with each learner’s name on it. Learners then take their comment strips and put them into the correct containers. At the end of the activity, each learner gets a container full of positive comment strips about themselves.

• Group role plays Tell learners that they are going to do a role play about bullying. Talk together as a class about bullying. Explain to learners what bullying is, and ask learners if they have ever known someone who has been bullied, or who was a bully. Put learners into small groups. Each group should plan a short oneminute role play about a bullying situation. Explain to learners that it is not necessary to resolve the problem in the role play, rather that the problem is made clear to learners watching.

Previous knowledge • Learners should have talked about bullying in previous years, but they may not have learned about the different types of bullying in detail. Learners should be comfortable using adjectives. Some learners may not have learned about the difference 16

13756_P001_107.indd 16

between –ed and –ing adjectives. Learners have learned about pronouns in previous years, so they should be comfortable using pronouns.

Possible areas of difficulty • Some learners may not feel comfortable speaking in front of a class or small group of learners.

Encourage them as much as possible but don’t force participation if learners are really struggling – rather work on a one-to-one basis with these learners to develop speaking skills.

• Some learners may struggle to distinguish between the –ed and the –ing adjectives, and confuse them when speaking and writing. Allow learners time to work through more examples on an individual or small group basis, to ensure they grasp the concept.

• Some learners may struggle to talk about bullying if they are being bullied or have been bullied before.

Create a safe environment for learners to speak to you as the teacher or for learners to be able to write down their concerns about bullying or bullies and to then give the letter to you. Make sure the information remains confidential. This topic should be handled sensitively and taught at the teacher’s discretion, and only if you judge it an appropriate area of study for your learners.

Activities Select from these activities depending on the level of challenge needed for different learners, interest levels and what you have time to include. Supplement these with additional activities of your own and/or digital activities from the online resource.

Encourage and support learners to use a dictionary to look up any new or unfamiliar words.

1. Have learners read Focus on … bullies on page 10 in the Student’s Book. Explain to learners what a pronoun is. Tell learners to complete activity 1 in the Workbook. Check the answers together as a class.

2. Read the paragraph in activity 4 in the Workbook to the class, and have learners complete the activity. Check the answers together as a class.

3. Have learners read Focus on … bullies on page 10 in the Student’s Book. Ask them to find and list as many pronouns as they can in the text and then to compare their list with a partner’s list.

4. Ask verbal questions to check learners understanding of Focus on … bullies on page 10 in the Student’s Book. For example: Do bullies usually like who they are? Are bullies usually tolerant of people’s differences? What do bullies sometimes take from their classmates?

5. Tell learners to read Focus on … bullies and Why do people bully? on page 10 in the Student’s Book.

Start a class discussion about the articles, asking learners whether they agree or disagree with the

© HarperCollinsPublishers Ltd. 2017

16/08/2017 10:24

Topic 1 Who are we? articles, and what their opinions about the articles are. Some leading questions could include: Why do people bully? Are bullies usually happy people?

What are some ways that people can bully others?

6. Have learners read Focus on … bullies on page 10 in the Student’s Book. Ask: Which information do you agree or disagree with?

Learners discuss their opinions with their partner.

7. Have learners read Focus on … bullies and Why do people bully? on page 10 in the Student’s Book and answer the questions in activity 3 in the Workbook. Ask learners to share their answers with the class.

8. Have learners read the paragraph in activity 4 in the Workbook, and make sentences with the adjectives as explained in activities 5 and 6. Ask volunteers to read their sentences to the class.

9. Have learners complete activity 7 in the Workbook.

Ask learners to read their sentences to the class.

10. Have learners complete activity 9 in the Workbook. Ask one or two learners to share their paragraphs with the class.

11. Explain to learners that they should work in pairs to complete activity 10 in the Workbook. They should write their own answers in their exercise books and their partner’s answers in the Workbook.

12. Have learners complete PCM 5. Ask volunteers to read their diary entries for Mr. Sims and Elisa to the class.

13. Tell learners to complete activity 2 in the Workbook by creating their own sentences.

Encourage learners to be creative. Ask volunteers to share their sentences with the class.

14. Read Bullying on page 11 in the Student’s Book to the class while they follow in the Student’s Book. Learners then answer activity 8 in the Workbook individually, before sharing their answers with the class.

15. Allow learners time to prepare an interview/oral with their partners, based on the questions asked in activity 10 in the Workbook. Learners present their orals to the class.

16. Divide learners into small groups to talk about the following questions: • What are you proud of?

• What do you get sad about?

• What are you interested in?

They should all answer each question, and write the similarities and differences in their exercise book. Which members in the group have similar answers? Which have different answers?

17. Put learners into groups of four or five. Explain to learners that are going to create a ‘Diversity Factor Pop Group’. They should read and complete PCM 6 and follow all the instructions.

They will then make a poster and present it to the class. Tell learners that at the bottom of the PCM

is a voting slip. After all the presentations are complete, all learners in the class should vote for their favourite group.

Wrap-up plenary • Class activity Draw a mind map on a large piece of poster paper and stick it up on the board. Write ‘bully’ in the middle. Ask learners to come and write anything they know about bullies and bullying on the mind map. Use the mind map as a starting point for more discussions about bullying. Display the mind map in the classroom, where learners can see it easily.

• Class activity Explain to learners that as a class, you are going to make a poster of all the classroom rules. Use the board for planning and allow learners to suggest anything they would like to go on the poster.

Encourage learners to focus on the positive aspects, rather than on the negative ones. For example: We respect each other. (positive focus) Don’t be rude to each other. (negative focus) Once the planning is complete, allow learners to design and make a poster for the class. Display the poster in the classroom where everyone can see it.

• Group activity Have learners read Bullying on page 11 in the Student’s Book. Learners get into small groups of four to six. Explain to learners that each group is going to be given one of the types of bullying. They should research some information and create a poster/oral/ presentation on that type of bullying. By the end of all the group presentations, learners will have a better idea about each of the different types of bullying.

Quick check 1. Ask learners what they can remember about bullies. Ask leading questions to encourage learners to talk. For example: • Why do you think some people become bullies?

• How do you think bullies usually feel about themselves?

• What do you think are some good ideas on how to deal with bullies and bullying?

2. Give learners sentences and ask them to identify the pronouns. For example: • Zina loves watching movies with her friends.

• Solly wants to have his birthday party at home.

• The sisters swam in their swimming pool.

3. Give learners sentences and tell them to choose whether the sentence should use an –ed or –ing adjective. For example: • I felt so (bored/boring) today.

• The game we played at school was (excited/ exciting).

• I was (interested/interesting) in reading the book about space.

© HarperCollinsPublishers Ltd. 2017

13756_P001_107.indd 17

17

16/08/2017 10:24