How to teach remotely with
There are a range of support materials available to you and your learners, including the extension and consolidation materials in the Cambridge Learning Management System (CLMS) and Presentation Plus. Your learners can access the CLMS-based activities by using the activation codes in the front of their student’s books. For teacher access to Presentation Plus please contact your Cambridge representative. 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.
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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:
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DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
you can post a short task on any discussion forum platform such as the CLMS or another digital platform you have at your school such as Moodle, Edmodo or Blackboard.
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 or the wiki functionality in the CLMS.
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) focus on language area that Arabic-speaking learners tend to have difficulty with (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
Can I have your email address?
1 a Find these things in pictures A–D. snow
rabbits
Offers
B
Can I Could I Can you Could you
Thanks. C
D
GRAMMAR a, an, some
1
apple
When I’m not at home, I really miss the , I miss my friends, and especially I miss my TV. Karam, from Syria
c When I’m away from home, I really miss the seafood.
1.20
When I’m away from home, I really miss my family, my and the food. Angharad, from Switzerland
2 Write a, an or some.
2
magazines
1.21
PRONUNCIATION Word stress 1
1.21
1 2
b SPEAKING
magazines two books
a camera a rucksack
boots
sandwich
4
We use
before a vowel (a, e, i, o, u).
newspaper
5
oranges
We use
before a consonant (b, c, d, …).
How many syllables are there? Where’s the stress? 1.22
Listen again. Practise saying the words with the correct stress.
5 a Work in A/B pairs. Read the situations. Think of offers and requests. 1 You’re friends. A lives here. B lives in another country. A will visit B next week.
Would you like some magazines?
Listen to Carly and Scott on the phone. Tick (✓) the things they talk about.
Listen again. What’s Scott happy to bring? What’s he not happy to bring?
Listen to check.
4 a Look at the words in 2. In each word:
Listen to check.
newspapers ✓ a winter coat
b
3
1.22
= 2, 3, 4, …
Where’s Carly? Where’s Scott?
3 a
No, thanks.
Yes, of course. No, sorry. OK. No, I’m afraid not. All right. No problem.
a or an = 1
Grammar Grammarreference reference and andpractice, practice,p133 p133
2 Read the email to Carly from her brother, Scott.
Hi Carly, My flight arrives at Tokyo Narita airport at 9am on Friday. Would you like anything from Canada? Phone me! Scott
use your old rucksack? have your email address? get some newspapers? bring my winter coat?
3 Complete the rules in the box.
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
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
Yes, please.
Requests
Yes, of course.
food
b Read the quotes. Can you guess who misses each thing? Complete the sentences. A
anything from home? some magazines?
Would you like
I miss my friends sun
1 Use these expressions to make short conversations with offers and requests.
VOCABULARY Offers and requests
No, thanks. But could you bring a newspaper? OK. No problem. Which newspaper?
2 You’re colleagues in an office. It’s lunchtime. B will go to a shop to buy lunch. A will stay in the office.
A, ask B what he/she wants from here. Would you like a/an … ? Would you like some … ? B, tell A what you want. Can you get a/an … ? Could you bring some … ?
B, ask A what he/she wants from the shop. Would you like a/an … ? Would you like some … ? A, tell B what you want. Can you get a/an … ? Could you buy some … ?
b Have conversations for the two situations.
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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
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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.
Main classroom
Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
Self-study
Chat box
2.2
2.2
2.2 goals
New friends READING
I speak English and French
say what your interests are say what you want to do
GRAMMAR Present simple: positive sentences
1 Read the introduction to the website. Discuss the questions. 1 2 3
Why do people join Smallworld.com? How much does it cost to join? Would you like to join a website like this? Why? / Why not?
? ?
My profile
Search
Sign up
1.23
Listen to check.
speak
speaks
have
has
live
I, you, we, they
Smallworld.com Home
1 Complete the sentences with the verbs in the box.
Links
Would you like to have friends from different parts of the world?
lives
come
comes
he, she, it
1
I speak English and French.
3
2
Melek speaks English.
4
My father often
5
We
near the centre.
6
My mother
7
I We
a small garden.
8
Istanbul
from Ireland.
to Dublin for work. in the same street. lots of things to see.
2 Read Fiona’s reply to an email from Melek. Circle the correct forms.
Do you want to learn about different cultures? On Smallworld.com, you can find people with the same interests as you, make new friends online – and practise your languages! Join Smallworld.com for free and start your adventure today!
Hi Melek, It’s nice to meet you. Thanks for your email – and your questions about Dublin!
2 a Read Melek’s and Fiona’s profi les. Find three things they have in common.
Yes, it’s true, Dublin 1 get / gets a lot of tourists, especially in the summer. Why? Well, the city 2 have / has some great parks and museums. Many tourists 3 visit / visits the National Museum on Kildare Street, for example. We also 4
Smallworld.com Home
My profile
Search
Sign up
have / has lots of excellent cafes and restaurants. People always 5 enjoy / enjoys the food here. As you 6 know / knows
from my profile, I 7 love / loves food and cooking! What can you tell me about Istanbul? I 8 live / lives with a girl who 9 come / comes from Turkey and she
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say / says that
it’s a fantastic place to visit. I’d really like to hear more about it! Links
Write soon, Fiona
Melek
Fiona
Female, 31
Female, 21
I’m an architect. I come from Turkey. I speak Turkish, English and a bit of French. I’m interested in music, football and movies. I’d like to go to Cuba and Ireland. I want to meet new friends and practise my English. My home town is Istanbul. It’s beautiful and it has lots of things to see and do. I live in a house with my brother, Erkan. We live near the centre but we have a small garden. My family is very friendly. Erkan speaks English, too. My mother lives in the same street. She cooks dinner for us at the weekend. Email me.
I’m a medical student. I come from Ireland. I speak English and French. I’m interested in music, food, cooking. I’d like to go to China, Cuba and the USA. I want to get a good job and learn Chinese. My home town is Dublin. It’s a really interesting city with lots of great cafés and restaurants. I live in a flat near the university with three other students. My family is in Galway, but my father often comes to Dublin for work and takes me to nice restaurants! Email me.
b Compare your answers. Make a list of all the things Melek and Fiona have in common.
3 a Write fi ve sentences about you and your family, three true and two false. Use the present simple.
Grammar Grammar reference reference and and practice, practice, p134 p134
I live in a big house with my parents. My mother speaks French.
b Listen to each other’s sentences. Guess if they’re true or false. VOCABULARY Interests and wants
4 a What can you remember about Melek and Fiona? Make sentences.
WRITING
5 Write your own profi le like Melek’s and Fiona’s for the Smallworld.com website.
is interested in Melek Fiona
movies
cooking
would like to go to
China
wants to
get a good job meet friends
Cuba
football Ireland
music
the USA
learn Chinese practise her English
b Look at the profi les again to check.
Taufic Male, 23 I’m a lawyer. I come from Saudi Arabia. I speak Arabic and English.
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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.
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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 1 and 2 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 3. 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
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?
From: Akira Subject: Hello
Erkan
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 Koji
1.24 Koji arrives at Erkan’s home in Istanbul. Listen and tick (✓) the things Erkan asks him about.
his family VOCABULARY Taking care of a guest
1 2 3 4 5 a b c d e
b TASK
a drink
food
things to do
sports
places to go
3 a Match the questions and answers. 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? 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. Erm, just a glass of water, please. 1.25
Listen to check.
4 a You have a guest in your home. Think about how to: 1 2 3
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.
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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.
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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. 2 I live in a 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 When I was at university in 2007 ... Unit 1 6 Can you do these things in English? Intro unit
Places
Times
in Istanbul
Unit 2 2
Languages
in the morning
in Japanese
b Add these expressions to the table. in winter
in the afternoon
in Arabic
in Germany
in March
in the evening
2 a Add in to these sentences. 1 2 3
in I was in Athens the summer of 2009. People often visit my country the winter. I live an apartment with my parents.
4 5 6
My friend and I were in Spain together 1989. I can write my name Korean. I work the morning.
b Change the sentences so they’re true for you. I was in Athens in the summer of 2009. Jeddah
GET IT RIGHT! Capital letters 1 Match the dishes in Salwa’s blog with pictures A–C A
B
C
Learners often have trouble with capital letters.
!
2 Add examples from the blog to these groups. We use capital letters for:
Personal pronoun I I love all of them. People’s names Places Place adjectives Seas, oceans, lakes The first word of a sentence Titles (articles, books, blogs)
Three National Dishes Visitors to different countries often enjoy trying the national dishes. Here are three. I’m Lebanese so kibbeh’s my favourite, but I love all of them. Salwa Kuwait: majboos This is a traditional Kuwaiti dish. You cook chicken (or lamb) with onion, tomato, and lots of spices. Eat it with basmati rice. Tunisia: ta’am You can eat ta’am with meat, vegetables and spices. Fish ta’am is popular in cities near the Mediterranean Sea, like Sfax. Lebanon: kibbeh These fried meat balls are popular in the Levantine region. The outside is bulghur. The inside is minced red meat, onions, and spices.
3 Add capital letters to make correct sentences. 1 2 3 4 5 6
cooking is my hobby, especially moroccan food. mansaf is the national dish of jordan. fish dishes are popular around the arabian gulf. my mother latifa and I often cook together. the title of my blog is popular saudi dishes. i’m from cairo, the capital city of egypt.
4 Write a blog entry like Salwa’s. Use capital letters when necessary. • •
Write a short introduction. Describe two or three dishes from your country.
My blog is called Istanbul Nights because I love Turkish food ... 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. Get it right! (in even-numbered units) focus on language area that Arabic-speaking learners tend to have difficulty with (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
Get it right! Display the photos and ask students to scan the text to find out the names of these dishes. Show examples of capital letters and lower-case letters and check understanding of capital letters. Display the blog and ask students to circle capital letters in the text. Using annotations, go over the text and circle all the capital letters with the class. Elicit the rules listed in 2 and elicit one example in each category to model the task. Send students to breakout rooms to complete 3 and 4 in pairs. Go over the answers as a class. Students write their own blogs. Use a collaborative writing tool or a discussion forum, e.g. wiki so that students can correct each other’s blog with the special focus on capital letters.
Main classroom
Optional Additional practice material is available in the Workbook or on The Selfstudy DVD Rom.
Self-study
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Screen share
Breakout rooms Collaborative writing tool or Discussion forum
2 EXPLOREWriting
Goal
1 Ju-Yung and Erkan are friends on Smallworld.com.
write a letter or email requesting something
Read the emails and circle the correct answer. 1
Ju-Yung is in Istanbul / Korea / Lebanon .
2
He wants to stay with Erkan in Turkey
3
He offers Erkan information about museums / a gift from Lebanon / some food.
/ return to Korea / meet Erkan in Lebanon.
Dear Erkan, How are you? I’m fine. I’m in Lebanon now. You can see my holiday photos on my Smallworld page. I’d 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
Ju-Yung Visit
Hi Ju-Yung, August 1–2 is no problem for 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.
Hi again, you like something from Thanks very much, Erkan. Would Lebanon? See you soon. Ju-Yung
Which are greetings? Which are goodbyes?
4 a Add capital letters to these sentences.
3 Add these words to 1, 2 or 3. telephone on Saturday on 31 July shower restaurants next Thursday computer tomorrow concerts washing machine sports events 1
Could I stay with you on August 1 and 2 / /
/
/
? 2
Can I use your
3
Could you tell me about
kitchen
/
your city?
/
/
telephone
/ museums /
/ ?
/ in
1 2 3 4 5 6
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.
b Read the emails again to check. 5 You decide to use Smallworld.com to meet
someone in another country. Write an email. 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. Does it 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 a
Goals take a phone message
1.39 Listen to Elham and Petra’s conversation. Complete Petra’s note.
ask people to repeat and speak more slowly show you understand
Bethan Elham 1 4.15
Message for: From:
.
MESSAGE
Day / time: Message:
Sorry, can’t do dinner tonight. Can you come on Phone: 0778
?
2
.
3
:-)
P.
Message taken by:
b Read the conversation to check. 2 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) 1.40
PetRa elham PetRa elham PetRa elham
Listen to check.
PetRa elham
3 a Complete the conversations.
PetRa elham
1 speak to Sam, please?
SimOn Julian
Sorry.
SimOn
I
isn’t
. He’s in France.
PetRa elham PetRa
.
elham PetRa elham
2 OmaR
My name’s Omar Saif.
JOe
Sorry,
OmaR
Omar Saif. S-A-I-F.
you
JOe
OK, thanks.
PetRa
that again, please?
elham PetRa
Hello? Hello, it’s Elham. Can I talk to Bethan, please? Sorry, she isn’t here at the moment. Oh, I see. Can I take a message? Oh, yes please. It’s Elham Sultan, and ... Sorry, can you say that again? Elham Sultan. S-U-L-T-A-N. S-U-L-T-A-N. 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 she come on Friday? OK, does Bethan 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. OK. Well, thanks a lot. Bye. Bye.
4 a Work in A/B pairs. A, use this role card. B, use the card on p123. Have two new conversations.
3 inaS
My address is 3b, 3064 Tenth Avenue.
deBRa
Sorry,
inaS
Oh, sorry ... 3b, 3064 Tenth Avenue.
deBRa
Right, thanks.
you
down, please?
b Practise the conversations in pairs.
CONVERSATION 1 Your name: Your phone number: 614 573 1246 You want to talk to Sam. Your message: meet at Gino’s Café at 7.00 on Saturday CONVERSATION 2 Student B wants to talk to Pat but Pat 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 1-3) 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 4) 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.
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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 Hakim lives I work Hakim and I speak I want Hakim wants
a b
Arabic and English. with our mum and dad in Taif. He stays with me at the weekend. to travel to Europe. to live with me in Jeddah. in a flat in the centre of Jeddah, Saudi Arabia. a brother. His name is Hakim. for the Sony Corporation. I’m a marketing manager.
c d e f g
travel
swim
student
help
speak
Say the words.
want Sweden lots please host Spain great guest
or a friend. Use the verbs from 1–7. I live in Dubai. I have two brothers. They live in …
c d
1.27
Listen and check on p149.
1.28 Spellcheck. Close your book. Listen to ten words and write them down.
NOTICE Adjectives
4 a Do you know the opposites of these adjectives? A short – long light – h empty – f new – o
VOCABULARY Offers and requests
B
2 a Write offers or requests for the situations.
2
1.26 Listen to these words. Can you hear the two highlighted consonants? Say the words.
b Underline the two consonants that are together.
b Write sentences about you and a family member
1
SPELLING AND SOUNDS Two consonants together
3 a
ugly – b
You’re a guest in someone’s home. Ask for a drink.
unfriendly – f
Can I have a glass of water?
different – the s
You have guests in your home. Offer them something to eat. Would you …
b Check your answers to A in Scott and Carly’s
conversation 1.21 on p149. Check your answers to B in Melek’s profi le on p20.
c Test each other in pairs.
3
You want to know a word in English. Ask for a dictionary. Could I …
Self-assessment SELF-ASSESSMENT
4
Your guests want to go for a walk but they don’t know your home town. Offer them a map.
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.
Would …
make and respond to requests
b Take turns to make your offers and requests, and reply.
Can I have a glass of water? Yes, of course.
Would you like something to eat? No, thanks.
1
2
3
4
5
make and respond to offers
1
2
3
4
say what your interests are
1
2
3
4
say what you want to do
1
2
3
4
5
write a letter or email requesting something
1
2
3
4
5
5 5
• For Wordcards, reference and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 2
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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.
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We hope you find these guidelines helpful. Looking for more digital resources to help with home learning? You might also like to consider: > The extension and consolidation activities in the Cambridge Learning Management System click here
click here
click here
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> 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.