How to teach remotely with
Here are some suggestions for how you could use the units in the English Unlimited coursebooks and other supplementary materials to support your online classes. There are a range of support materials available for you, including Presentation Plus. Please contact your Cambridge representative for access. The suggestions are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > collaborative group tasks without the teacher > individual self-access study They are based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the classroom to check answers.
2
Tools you can use in live classes: SCREEN-SHARING: you can share Presentation Plus (if you have it), image files, audio files and short video files.
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: 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 :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> closing the lesson
> short discussions.
> getting feedback.
> stimulating discussions.
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, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here
Tools your students can use for tasks outside the classroom:
3
DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
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).
students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document using e.g. Google docs.
A quick overview of the coursebook unit structure. The sections you will want to prioritize for synchronous videoconferencing classes are shown in bold. Lesson 1
Build your language skills: speaking, listening, reading, writing, grammar, vocabulary and pronunciation (suggested lesson time 90 minutes)
Lesson 2
Build your language skills: speaking, listening, reading, writing, grammar, vocabulary and pronunciation (90 minutes)
Target Activity
Review language goals from lessons 1 and 2: listening or reading to model the task, vocabulary for the task, extended speaking or writing task (45 minutes)
Explore
Keyword practise the meaning and use of the most common English words Across cultures (in odd-numbered units) think and discuss cultures around the world and reflect on your own culture Get it right! (in even-numbered units) focuses on developing study skills (45 minutes)
Explore
Explore Speaking (in odd-numbered units) or Explore Writing (in even-numbered units) develop practical speaking and writing skills: listening or reading to model the task, useful expressions and language practice, speaking or writing task (45 minutes)
Look again
Short activities for reviewing and extending the language from the unit: vocabulary, grammar, spelling and sounds, further useful language, self-assessment (45 minutes)
The other sections can be set for self-study or collaborative asynchronous pairwork or groupwork. How much you can cover in your live classrooms depends on your schedule. You will probably want to plan your schedule unit by unit and use the first class of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks.
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A suggested structure for an online course following a mainly synchronous approach If you are following a flipped approach, you may want to ask the students to complete all the vocabulary and grammar presentation sections in lessons 1 and 2 at home previous to looking at them together in class. Students can use the relevant Grammar reference and practice and the Vocabulary reference pages at the end of the book or to study before the lessons. Then the time in class can be dedicated to clarifying doubts and practicing the language. The notes below are based on six live lessons per unit. But you can break these up in whatever way suits your timetable.
5
2
2.1
2.1 goals
Would you like …?
make and respond to requests make and respond to offers
Away from home LISTENING
1
VOCABULARY Offers and requests
Make short conversations from the offers, requests and answers. Which answers can you use with offers? Which answers can you use with requests? Offers
Requests
1 a Find these things in pictures A–D. sun
snow
rabbits
Can I Could I Can you Could you
food
b Read the quotes. Can you guess who misses each thing? Complete the sentences. A
B
Answers OK. All right. No, sorry. No, thanks. Yes, of course. Yes, please. No problem. No, I’m afraid not.
some magazines? anything from home?
Would you like
I miss my friends
C
D
Can I use your dictionary?
2
Offers some books a newspaper something to eat a drink Requests use your dictionary have your email address spell your name open the window
GRAMMAR a, an, some
a cup of coffee
1
bring my winter coat?
Make more offers and requests.
Yes, of course. Thanks.
I’m from Canada but I live and work in Japan. When I’m in Japan, away from home, I really miss the in winter and my brother, Scott. Carly, from Canada
use your old rucksack?
3 a Write a, an or some.
2
some books
3
glass of apple juice
4
apple
5
9
oranges
10
magazines
When I’m away from home, I really miss my mother and my sister. I also miss the . Sudanese food is really nice. Khalid, from Sudan
c
1.21
When I’m away from home, I really miss my family, my and the food. Angharad, from Switzerland
What do you miss when you’re away from home?
3
Read the email. Where’s Carly? Where’s Scott?
1.22
1.22
newspaper
b
Hi Carly, My flight arrives at Tokyo Narita airport at 9am on Friday. Would you like anything from Canada? Phone me! Scott
magazines two books
a camera a rucksack
boots
Listen again. What’s Scott happy to bring? What’s he not happy to bring?
c Read the script on p149 to check.
1.23
8
orange
clothes
Listen to check. Complete the rules in the box.
a, an and some a or an = 1. = 2, 3, 4, … before a vowel (a, e, i, o, u). before a consonant (b, c, d, …).
Use Use
Grammar Grammarreference reference and and practice, practice,p133 p133
PRONUNCIATION Word stress 1
4 a Look at the words in 3a. Which words have two syllables (coff-ee)?
SPEAKING
5 a Work in A/B pairs. Read the situations below.
Which have three syllables (news-pa-per)? Where’s the stress in each word? coff-ee, news-pa-per, …
b
Listen to Carly and Scott on the phone. Tick ( ) the things they talk about.
newspapers a winter coat
b
7
Listen to check.
2
4 a
sandwich
6
When I’m not at home, I really miss the , I miss my friends, and especially I miss my dog. Paula, from Argentina
When I’m away from home, I really miss the seafood.
1
1.24
Listen to check. Practise saying the words.
You’re friends. A, you live abroad. B, you live here. You visit A next week. B, ask A what he / she wants from here. A, tell B what you want.
2
You’re colleagues. It’s lunchtime. A, you go to a shop to get lunch. Ask B what he / she wants from the shop. B, tell A what you want from the shop.
b Have conversations in the two situations.
18
19
Lesson 1: Build your language skills: speaking, listening, reading, writing, grammar, vocabulary and pronunciation (90 minutes). Warm-up As students start joining the virtual classroom, ask them questions about their day and what they have done today, etc. Share the photos from Ex 1. Ask for volunteers to describe the photos in A-D.
Main classroom Screen share Chat box
Listening Ex 1 Share the photos and ask students to match them with the vocabulary. Show the quotes and give students 2-3 minutes to read them and complete the sentences. Play the audio. Students listen and complete the activity. Use annotations to check the answer as a class.
Main classroom Screen share
Listening Ex 2 Give learners time to read the email, or read it aloud. Use chat box to discuss the questions and answers.
Main classroom Chat box
Listening Ex 3 Read through the items and check that learners know what they mean. If necessary, show photos to illustrate the meaning. Learners listen and complete the activities. Use annotations to check the activity as a class.
6
Main classroom Screen share
Vocabulary Demonstrate the task. Display the vocabulary presentation boxes. Say the offers and requests from the boxes and ask learners to answer by using the target language in the answer boxes. Students then go to breakout rooms to practise their conversations in pairs. If possible, visit the rooms and give feedback.
Main classroom Screen share Breakout room
Grammar If students have read the Grammar reference page in preparation for the lesson, ask if they have any questions about the grammar point. In bigger classes, students can use chat boxes to write their questions. Encourage stronger students to explain the grammar to their peers. Display the activity and allow students to complete it alone before checking as a class.
Main classroom Chat box Screen share
Pronunciation Do the pronunciation activities as a class. Drill the word stress as a class.
Main classroom
Speaking Explain the role play and assign the roles. Students work in breakout rooms and prepare conversations for two situations. Students come back to the main classroom and present their conversation. Alternatively, students can use video or audio recording to record and submit their conversations.
Breakout room
Video or audio recording
Look ahead to the next lesson
7
Ask students to read the Grammar reference and practice for the next lesson. You may also want them to look at the grammar section in the next lesson. It depends whether you want to present the grammar yourself, or let the students explore it first so that you can dedicate more time to clarify concepts and practicing in the next lesson.
Self-study
Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
Self-study
2.2
2.2 goals
GRAMMAR Present simple: positive sentences
say what your interests are say what you want to do
4 a Complete the sentences in the table with these verbs. speak
Sofasurfing READING
b
1
When you travel, do you stay in hotels? with friends? on campsites? somewhere else?
2
Read the introduction to the website Sofasurfing.com. Is it for people who: 1 2 3
speaks
stay
stays
have
I, you, we, they 1 I speak English and French. in a small house. 3 I a nice living room. 5 We 7 Friends often with me.
5
1.25
Listen to check.
has
live
lives
he, she, it 2 Erkan speaks English, too. in the same street. 4 My mother lots of nice cafés and clubs. 6 It 8 He with me.
P
Read Fiona’s reply to an email from Melek. Complete the email with the verbs in brackets.
want to travel / stay at home? have / don’t have a lot of money? want to stay with old friends / make new friends?
http://www.sofasurfing.com/home
Sofasurfing.com
Home
My profile
Search
Sign up
Links
Would you like to meet people from different cultures? Do you want to see different parts of the world? On Sofasurfing.com you can read people’s profiles, email them and go and stay in their homes. You can stay on a sofa or spare bed for one or two nights or weeks and it’s free. Join Sofasurfing.com, make friends around the world and start your adventure today!
Hi Melek Thanks for your email. Here are the answers to your questions. Yes, Dublin 1 has (have) great museums and parks – a lot of tourists 2 (visit) the National Museum of Ireland on Kildare Street. The city also 3 (have) lots of good musicians and bands. Visitors really 4 (enjoy) the music here. My spare room’s small, but friends often 5 (stay) with me and they 6 (like) it. You say you want to go out of Dublin and see more of Ireland. Well, my sister Kathy 7 (live) and 8 (work) in Kildare, a city near Dublin. She 9 (say) you can stay with her for a few days. Anyway, see you soon, Fiona
6 a Write five sentences about you and your family, three true and two false. Use have, live, speak and stay.
Grammar Grammarreference reference and andpractice, practice,p134 p134
3 a Read the profiles of Melek and Fiona. What do they have in common? Think about work, languages, interests and travel plans.
Sofasurfing.com
Home
My profile
I live in a big house with my parents. My sister lives with her husband.
b Listen to each other’s sentences. Guess which are false.
I’m interested in …
http://www.sofasurfing.com/myprofile
Search
Sign up
Links
Melek
Fiona
Female, 31
Female, 21
I’m an architect. I’m from Turkey. I speak Turkish, English and a bit of German. I’m interested in music, football and cinema. I’d like to go to Cuba and Ireland. I want to learn languages. I live in a small house with my brother, Erkan. We have a nice living room with a big, comfortable sofa. My home town is Istanbul. It’s beautiful and it has lots of things to see and do. We live near the centre. My family is very friendly. Erkan speaks English, too. My mother lives in the same street. She cooks dinner for us at the weekend. No smokers, please. Email me.
I’m a music student. I’m from Ireland. I speak English and French. I’m interested in music, dance and meeting people from other cultures. I’d like to go to China, Sweden and the USA. I want to get a good job and learn salsa. I live in a flat on my own. It has a spare room with a spare bed, so friends often stay with me. My home town is Dublin. It’s a great place and it has lots of nice cafés and clubs. My family lives in Galway, but my father often comes here for work. He stays with me and takes me to nice restaurants. Phone or email first.
VOCABULARY Interests and wants
1 a What can you remember about Melek and Fiona? Cover their profiles and make sentences. Melek Fiona
is interested in
music
would like to go to
Cuba
wants to
learn salsa
cinema China
dance Sweden
football Ireland
get a good job
the USA
learn languages
b Look at the profiles again to check. WRITING
2 a Think about: 1 2
things you are interested in. things you want to do / would like to do.
b Write a profile like Melek’s or Fiona’s for the Sofasurfing website. 3 a Read other students’ profiles. Choose two people to talk about. b Tell a partner about the two people. Magda and Kuba are interested in languages and Kuba’s also interested in … .
b Compare your ideas with a partner. 21
20
Lesson 2: Build your language skills: speaking, listening, reading, writing, grammar, vocabulary and pronunciation (90 minutes). TIP: The structure of lessons 1 and 2 are very similar and require a similar approach. If you have set up a discussion forum in the previous lesson, you probably won’t want to create a second one for this lesson. One discussion forum per unit should be enough. Warm-up Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. You may want to show photos illustrating vocabulary from the previous lesson and ask students to write the words using the chat box. .
Main classroom Chat box
Reading Ex 1 Display the website from Ex 1. Ask learners what they think this website might be about, and who it might be for. Discuss as a class.
Main classroom Screen share
Reading Ex 2 Display the reading text and the photos. Ask learners What are the names of the girls in the photographs? Read the instructions and check understanding of have in common. Students go to breakout rooms and complete the activity in pairs or small groups. Visit the rooms and check students’ ideas. Check understanding of any new vocabulary from the reading text.
8
Main classroom Screen share Breakout room
Grammar If students have read the Grammar reference page in preparation for the lesson, ask if they have any questions about the grammar point. In bigger classes, students can use chat boxes to write their questions. Encourage stronger students to explain the grammar to their peers. Display activity 4 and 5 (page 21) and allow students to complete them alone before checking as a class. Use annotations to write the correct answers on the screen share. Use the discussion forum to model activity 6. Write two or three sentences about yourself or your family in the chat box. Ask learners if they think the sentences are true or false. Learners then use the discussion forum to write their own sentences and discuss if other students’ sentences are true or false.
Main classroom Chat box Screen share
Discussion forum
Vocabulary Display the vocabulary presentation box. Explain the meaning of the target vocabulary by giving and eliciting examples. Allow time for students to complete the activity alone. Then discuss together.
Main classroom Screen share
Writing
9
Explain the task by displaying the profiles and tell the students a few things you might say yourself. Students complete the profiles in breakout rooms or using collaborative writing tools, like a wiki, to do peer-editing.
Breakout room
Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
Self-study
Or Collaborative writing tools
2.3
Target activity
2.3 goals
Take care of a guest
make and respond to requests make and respond to offers say what your interests are say what you want to do
TASK READING AND LISTENING
1
Read the email and answer the questions. 1 2
Where do Erkan, Akira and Koji live? How do Erkan and Akira know each other? What about Koji and Akira? http://www.webmail.com/inbox
Erkan
From: Akira Subject: Hello
Hi Erkan Hope you’re OK. I’m fine but I miss Istanbul and everyone in the office. Tokyo is hot and the new job is hard work, but it’s interesting. One of my colleagues, Koji, is going to Istanbul next month. He doesn’t know anyone. Could you meet him and show him the city one day? He’s very nice!
Akira
Akira
2
1.26 Koji arrives at Erkan’s home in Istanbul. Listen and tick ( ) the things Erkan asks him about.
Koji
his family
a drink
food
things to do
TASK VOCABULARY Taking care of a guest
3 a Match the questions and answers.
TASK
4 a You have a guest in your home. Think about how to:
1 2 3 4 5 a b c d e
b
places to go
Yes, I am. I’m really interested in architecture. No, I’m fine, thank you. The hotel food is very good. Well, I’d like to eat some real Turkish food later. Oh yeah, please. I like boat trips. Er, just a glass of water, please. 1.27
1 2 3
sports
Would you like something to drink? Do you want something to eat? Are you interested in seeing some sights? And would you like to take a boat trip on the Bosphorus? What else would you like to do?
Listen to check.
P
offer your guest something to eat and drink. find out what your guest is interested in. find out what your guest would like to do and see.
b In pairs, take turns to be the guest. Have two conversations.
22
Target Activity: Reviews language goals from lessons 1 and 2: listening to model the speaking task or reading to model the writing task, vocabulary for the task, extended speaking or writing task (45 minutes). Warm-up Display the photos and elicit the names of the people in the photos. Ask students to make predictions about the people in the photos, where they are from, what they do, etc.
Main classroom Screen sharing
Reading and listening Allow time to read the email and answer the questions. Display the activity and use annotations to go over the answers. Students listen and complete activity 2. Go over the answers as a class and explain any new vocabulary.
Main classroom
Vocabulary Send students to breakout rooms to complete the activity in pairs or small groups. Students come back and listen to check their answers.
Breakout rooms Main classroom
Task Establish the situation and ask learners to suggest things they might say.
Main classroom
Elicit ideas that would fit the town where you are, or where learners come from. Use the chat box to build up a list of ideas. Send students to breakout rooms to role play two conversations. Alternatively, students can use video or audio recording here.
Chat box Breakout rooms
If the main task is focused on writing, students can use a discussion forum or a collaborative writing tool to complete it and give each other peer-feedback. Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
10
Self-study
2 EXPLORE Keyword in 1 a Add these highlighted expressions with in to the table. 1 I’m from Canada but I live and work in Japan. Unit 2 2 I live in a small house with my brother, Erkan. Unit 3 My mother lives in the same street. Unit 2 4 We were neighbours in Melbourne. Unit 1 5 We were in the same office. Unit 1 6 When I was at university in 2007 ... Unit 1 7 Can you do these things in English? Intro unit
Places
Times
in Istanbul
2
Languages
in the morning
in Japanese
b Add these expressions to the table. in winter
in the afternoon
in German
in Germany
in March
in the evening
2 a Add in to these sentences. 1 2 3 4
in My birthday is October. I work a small shop. I was Athens in the summer of 2009. People often visit my country the winter.
5 6 7 8
I live a flat with my wife and children. My friend and I were in Spain together 1989. I can say ‘I love you’ Korean. I work the morning.
b Change the sentences so they’re true for you. My birthday is in October March.
c Compare your sentences.
Independent learning Finding information 1
Do the quiz in groups.
Your coursebook
?
Where in this book can you find: 1 a plan of the book? pages 3 to 5 2 listening scripts? pages
to
3 a chart of English sounds? page 4 grammar reference and practice? pages
to
5 a list of irregular verbs? page 6 vocabulary reference? pages
2 a Look at words 1–5. They describe
different kinds of word. Find two more pronouns, verbs, prepositions, nouns and adjectives in the paragraph from Fiona’s profile.
b Check your answers in a dictionary or
1 2 pronoun verb
3
preposition
to 4
noun
5
adjective
I live in a flat on my own, in Dublin. It’s a great place and it has lots of nice cafés and clubs. My family lives in Galway, but my father often comes here for work. He stays with me and takes me to nice restaurants.
with your teacher.
23
Explore: Keyword practice the meaning and use of the most common English words. Across cultures (in odd-numbered units) think and discuss cultures around the world and reflect on your own culture. Independent Learning helps students develop learning to learn skills (45 minutes). Keyword Display the table To show what to do, highlight sentence 1. Ask where in Japan should go in the table. Either allow time to complete alone and then write the answers as a class, or go over the expressions one by one and complete the table together. Send students to breakout rooms to complete the rest of the activities in pairs. Monitor the breakout rooms and check students’ answers. Ask students to write their original sentences from 2b in chat box and ask them to correct any mistakes.
Main classroom Screen sharing Breakout rooms Chat box
Independent Learning Display the activity and explain that there are a number of strategies that students can use when studying outside the class that can help them learn effectively. Students can do the book search activity on their own. Check students’ answers. Check the vocabulary with them. You may want to talk about the importance of using these words to better understand how English grammar works and have a common terms of reference to use in class.
Main classroom
Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
Self-study
11
Screen share
2 EXPLOREWriting 1
Goal write a letter or email requesting something
Read the emails and circle the correct answer. 1 2 3
Ju-Yung is in Istanbul / Korea / Lebanon . He wants to stay with Erkan in Turkey / return to Korea / meet Erkan in Lebanon. He offers Erkan information about museums / a gift from Lebanon / some food.
Dear Erkan, My name’s Kim Ju-Yung and I’m from Korea. You can check my profile on Sofasurfing.com. I’m in Lebanon now and would like to come to Istanbul. Could I stay with you on August 1 and 2? A couple of questions: if I stay, can I use your kitchen? Also, could you tell me about museums in Istanbul? Thanks and bye, Ju-Yung
http://www.webmail.com/newmessage
Ju-Yung Visit
Hi Ju-Yung, August 1–2 is no problem for my sister and me. Of course you can use our kitchen. I have lots of information about museums. You can read it when you’re here. Looking forward to meeting you. Best wishes, Erkan
2
Look at the highlighted expressions in the emails. Which are greetings? Which are goodbyes?
3
Add these words to 1, 2 or 3.
Hi again, you like something from Thanks very much, Erkan. Would Lebanon? See you soon. Ju-Yung
telephone on Saturday on 31 July shower restaurants next Thursday computer tomorrow concerts washing machine sports events 1 2 3
b Cover the emails and 4a. Add capital letters to these sentences. 1 2
Could I stay with you on August 1 and 2 / / / / ? Can I use your kitchen / telephone / / / ? Could you tell me about museums / / / in your city?
3 4 5 6
4 a Capital letters. Complete the rules with words
c Read the emails again to check.
from the emails.
Use capital letters (A, B, C) with:
countries and cities: Korea , Lebanon , people’s names: Erkan , nationalities and languages: Korean , English words at the start of sentences: My I: Could I ...? days and months: Monday, public holidays: Eid-al-Fitr , May Day
my name’s kim ju-yung and i’m from korea. i’m in lebanon now and would like to come to istanbul. could i stay with you on august 1 and 2? thanks very much, erkan. would you like something from lebanon? see you soon.
5
You decide to use Sofasurfing.com to find a place to stay in another country. Write an email to your host. 1 2 3
Give information about yourself. Ask two or three questions. Check your email. Are the capital letters correct?
6 a Read another student’s email and write a reply. b Read the reply to your email. Did the host answer all your questions?
24
Explore Writing (in even-numbered units) You can set the initial planning stages of the writing lessons as collaborative group work to be completed outside the live lessons. Students can use a collaborative writing tool to give each other peer-feedback. Alternatively, you may want students to complete the whole lesson in your virtual classroom and use breakout rooms to complete the preparation tasks (Exercises 1-4) in pairs or small groups. You can monitor by entering the breakout rooms and helping, answering questions and correcting the activities. You can use a collaborative writing tool for the final stages of the writing task (Exercises 5 and 6).
12
3 EXPLORESpeaking 1
Look at the pictures. Who’s calling? Who’s taking a message?
2 a
1.41 Listen to Rocio and Paul’s conversation. Complete Paul’s note.
Message for: From:
8bWa[
Goals take a phone message ask people to repeat and speak more slowly show you understand
$
HeY_e 1 *$'+
Day / time: Message:
Iehho" YWd½j Ze Z_dd[h jed_]^j$ 5 9Wd oek Yec[ ed 2 F^ed[0 &--. 3 $
Rocio
F$
0#
Message taken by:
b Read the conversation to check. 3 a Look at the highlighted expressions in the conversation. Which can you use: 1 2 3 4 5 6
b
when you want to talk to someone? when the person isn’t there? when you offer to take a message? when someone speaks too fast? when you want someone to repeat? to say you understand? (x3) 1.42
Listen to check.
P
4 a Complete the conversations. 1
SIMON
Sorry. I
.
MIKI
MIKI JOANNE
My name’s Miki Nakamura. Sorry, you that again, please? Miki Nakamura. N-A-K-A-M-U-R-A. OK, thanks.
3 IAN DEBRA IAN DEBRA
PAUL ROCIO PAUL ROCIO PAUL ROCIO
PAUL ROCIO
ROCIO PAUL ROCIO PAUL
2 JOANNE
PAUL ROCIO
PAUL
speak to Sara, please? isn’t . She’s in France.
SIMON JULIA
PAUL ROCIO
My address is 3b, 3064 Tenth Avenue. Sorry, you down, please? Oh, sorry ... 3b, 3064 Tenth Avenue. Right, thanks.
b Practise the conversations in pairs. c Look at 4a and change the names, places and
addresses. Then have new conversations in pairs.
ROCIO PAUL
Paul Hello? Hello, it’s Rocio. Can I talk to Blake, please? Sorry, he isn’t here at the moment. Oh, I see. Can I take a message? Oh, yes please. It’s Rocio Gilberto, and ... Sorry, can you say that again? Rocio Gilberto. G-I-L-B-E-R-T-O. G-I-L-B-E-R-T-O. OK. And what’s the message? Just to say I’m sorry but I’m really busy at work and I can’t do dinner tonight. Right. And can he come on Friday? OK, er, does Blake have your phone number? I’m not sure. It’s 0778 944 6532. Sorry, can you slow down a bit, please? Sorry, it’s 0778 944 6532. Three, two. OK. Well, thanks a lot. Bye. Bye.
5 a Work in A/B pairs. A, use these role cards. B, use the cards on p123. Have two new conversations.
CONVERSATION 1 Your name: John (or Joanne) Tredennick Your phone number: 614 573 1246 You want to talk to Paula. Your message: meet at Gino’s Café at 7.00 on Saturday CONVERSATION 2 Student B wants to talk to Léon but he isn’t at home. Take a message.
b Check each other’s messages. Is all the information correct?
32
Explore Speaking (in odd-numbered units) The first part of the speaking lesson (Exercises 1-4) is based on a model listening and should be done in your virtual classroom. In the main classroom, students listen and complete listening comprehension and vocabulary activities related to the speaking task. It’s time to clarify any new vocabulary and expressions. When relevant, use this time to drill pronunciation and intonation. Send students to breakout rooms to practice the model conversations in pairs. Monitor and correct pronunciation if necessary. The final stage (Exercise 5) can be done outside the virtual classroom or in the breakout rooms. Students prepare their conversations in pairs. Enter the breakout rooms to encourage them and help with ideas. The students can present their conversations in the main classroom or use a video or audio recording.
13
2 Look again Review
Extension
GRAMMAR Present simple: positive sentences
1 a Match 1–7 with a–g to make seven sentences. 1 2 3 4 5 6 7
I live I have Miki lives I work Miki and I speak I want Miki wants
a b
Japanese and English. with our mum and dad in Osaka. She stays with me at the weekend. to travel to Europe. to live with me in Tokyo. in a flat in the centre of Tokyo, Japan. a sister. Her name is Miki. for the Sony Corporation. I’m a marketing assistant.
c d e f g
travel
or a friend. Use the verbs from 1–7.
2 a Write offers or requests for the situations.
2
4
swim
student
You’re a guest in someone’s home. Ask for a drink. Can I have a glass of water? You have guests in your home. Offer them something to eat. You want to know a word in English. Ask for a dictionary. Your guests want to go for a walk but they don’t know your home town. Offer them a map.
b Take turns to make your offers and requests, and reply.
b Do the quiz. Then check your answers on p122. When was the first football World Cup? a 1924 2
b 1930
What a Krakow
3
How long
4
What
a 4 years
speak
want Sweden lots please host Spain great guest
c d
1.29
Listen and check on p149.
1.30 Spellcheck. Close your book. Listen to ten words and write them down.
e Check your spelling. NOTICE Adjectives
5 a Do you know the opposites of these adjectives? A short – long light – h empty – f new – o
c 1954
B uncomfortable – c ugly – b unfriendly – f different – the s
b Check your answers to A in Scott and Carly’s
conversation on p149, 1.22 . Check your answers to B in Melek’s profile on p20.
c Test each other in pairs.
Self-assessment SELF-ASSESSMENT Can you do these things in English? Circle a number on each line. 1 = I can’t do this, 5 = I can do this well. make and respond to requests
CAN YOU REMEMBER? Unit 1 – be, present and past
3 a Complete the quiz questions with is, are, was, were.
1
help
Say the words.
b Write sentences about you and a family member
3
1.28 Listen to these words from units 0, 1 and 2. Can you hear the two highlighted consonants? Say the words.
b Underline the two consonants that are together.
VOCABULARY Offers and requests
1
SPELLING AND SOUNDS Two consonants together
4 a
1
2
3
4
5
make and respond to offers
1
2
3
4
5
say what your interests are
1
2
3
4
5
say what you want to do
1
2
3
4
5
write a letter or email requesting something
1
2
3
4
5
t 'PS 8PSEDBSET SFGFSFODF BOE TBWJOH ZPVS XPSL ÂĄ F 1PSUGPMJP t 'PS NPSF QSBDUJDF ÂĄ 4FMG TUVEZ 1BDL 6OJU
the capital of Poland? b Wroclaw
c Warsaw
the First World War? b 8 years
c 100 years
the official languages of Canada?
a English and Spanish
b English and French
c English, French and Spanish 5
Where a in Italy
the first Olympic Games? b in Greece
c in Turkey
25
Look again The final lesson of the unit can be assigned as homework or to be completed as collaborative group work. Students can complete most of the activities in this lesson before the virtual class. During the virtual lesson, go over the homework together and answer any questions or doubts. Complete the Spelling and Sounds activities and any other activities that require audio in the main classroom. Use this lesson to assign Grammar reference and where relevant Vocabulary reference pages to self-study in preparation for the next lesson.
14
We hope you find these guidelines helpful. Looking for more digital resources to help with home learning? You might also like to consider:
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15
Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for ‘Cambridge Dictionary Plus’ 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.