We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER'S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic. At the start of each section, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the section. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning
LEARNING PLAN Learning intentions
Success criteria
PL E
Learning objectives 6Rv.02, 6Rv.03, 6Rs.01, 6Rs.03, 6Ri.02, 6Ri.03,
• Explore how books start
• Read and explore a prologue
• Learners can talk about how books start
There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. Misconception
How to overcome
Discuss the prologue to East and ask how different it would have been in third-person narrative.
M
Prologues have to be written from the perspective of a character in the book.
How to identify
Use learners’ responses to stimulate a discussion on the benefits of third- and first-person narrators. Third-person narrative does not allow readers to get inside the head of a character in the same way as first-person. However, it can be seemingly
SA
For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.
Starter idea
Main teaching ideas
List words with prefixes (10 minutes)
1 Looking for clues in the prologue (25 minutes)
Resources: Dictionaries, online etymological dictionary
Description: In pairs, learners should list words with the given prefixes. Using the words as context, learners should discuss what the prefixes mean. Point out that using the root word can help decode the prefix when the whole meaning is considered. Learners can check using a dictionary.
Learning intention: To make inferences using evidence from more than one point in the text Resources: The prologue of East (Learner’s Book Session 1.1, Activity 2) Description: Before learners start the activity, review what they remember of the prologue and previous discussion. Encourage learners to work with a partner initially.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior 11to publication. ISBN_9781108771214. S6_TR6_prelims.indd 11
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