• Additional support and practice: To focus learners during group work, give them roles (or let them decide who does what). In this case, two learners could write the points and two could organise/draw the artwork and the layout of the poster. You could assign roles according to ability and interest, if appropriate. • Display the posters on the wall and have learners walk around and read each other’s, making a note of any different points that they didn’t mention on their own posters. Answers Learners’ own answers.
Wrap up • Ask for volunteers to report back to the class about the points they noted.
Activity Book • Learners read the biography about Helen Keller in the Learner’s Book on pages 14–16 again and decide if sentences about the text are true or false. They correct the false sentences. false. It was difficult because there were few opportunities. false. She was 18 months old. true false. Helen learned to speak when she was ten years old. true true false. People could read her first book in 50 languages. true
2 Read • Learners complete sentences about the text with a number from the box. They then order the sentences to reflect the order of events outlined in the text. Answers a 20,/(Order) 6 b 100/1 c 7/3 d 18/2 e 10/5 f 39/12/7 g 30/4
Learners’ own answers and following suggestions: Meanings: a blind person with stick; access and assistance available for blind people (this place is suitable for blind people to walk and travel). b ear symbol; equipment is available here to help/support people with hearing difficulties. c large print sign: copies of these books/leaflets are available in bigger writing. d two signing hands symbol: there is someone here who can communicate in sign language. e guide dogs allowed sign: you can bring your guide dog into this place / guide dogs are allowed here. f braille sign: copies of these books are available in braille.
Lesson 6: Choose a project Learner’s Book page: 18
Talk: Deliver a presentation; conduct a survey; revise unit themes; discuss Unit 1 Big question. Write: Organise and prepare notes for a presentation; record survey responses and write a mini-report; revise unit themes. Critical thinking: Apply new skills and language acquired in Unit 1 to project work and revision activities. Language focus: Recycling language points from Unit 1, i.e. question forms; present perfect; sequencing words. Vocabulary: Recycling of new and reviewed vocabulary from Unit 1, i.e. free-time activities; phrases describing preferences; words about music; noun and adjective forms Materials: paper; poster paper or IWB slides.
Learner’s Book Warm up
3 Vocabulary • Learners complete sentences using the target verb/noun phrases from the box, using the correct form of the verb. Answers
36
Answers
Lesson objectives
Answers
1 gives a speech 2 go to university 3 received an award
• Learners look at a range of signs found in public places and indicating support for blind and deaf people. They write down their ideas about what the signs mean and where they might see them.
Places: You might see these signs in public places, such as schools, community centres, libraries, hospitals, shops and museums.
1 Read
1 2 3 4 5 6 7 8
4 Challenge
4 raised money 5 wrote an article 6 doing research
Cambridge Global English Stage 6 Teacher’s Resource
• Put learners in small teams and play the Stop the bus! game to revise language and themes from Unit 1. Let learners choose a name for their team (e.g. a colour or animal). Give each team a piece of paper and ask them to nominate one member to be the writer. All other team members must contribute ideas which the writer records.