How to teach remotely with
This guide provides teaching suggestions for using Final Draft coursebooks and other supplementary materials to support your online classes. The links throughout this guide take you to a variety of teaching resources. The suggestions are based on a mixed model of remote teaching using: > live lessons online > 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 writing, reading, and 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:
C H AT B O X :
BREAKOUT ROOMS:
can be used to share Presentation Plus, images, videos as well as playing audio.
allows for all students to participate actively at the same time, best used for short answers and brainstorming.
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 :
G R E AT F O R :
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.
click here
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, read Using a video conference platform for teaching online.
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 (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.
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Opening page
unit topic and theme, writing structure and rhetorical mode
Lesson 1
explore the unit structure or rhetorical mode, reflect on the topic
Lesson 2
learn academic vocabulary, read a real-world text
Lesson 3
read and analyze a student model essay
Lesson 4
introduce and practice writing skills and grammar; learn how to avoid plagiarism
Lesson 5
follow the writing process to complete a final draft of unit assignment
A suggested structure for an online course following a mainly synchronous approach
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eSSentiAL feAtureS of effectiVe Writing coMMunicAtionS: croSS-cuLturAL BehAVior
“We do not see things as they are; we see them as we are.” Author Unknown
Work with a partner. Read the quotation about communication. Then answer the questions. 1
The quotation is about how we understand the world around us. What does it mean to see things as we are? How is that different from seeing things as they are?
2
Our culture influences how we see and experience the world. For example, it shapes how we behave and how we view the behavior of others. What are some behaviors that you view as polite? What are some behaviors that you view as impolite?
3
Have you ever changed your mind about someone’s behavior? What made you see their behavior differently? eSSentiAL feAtureS of effectiVe Writing
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1 opening page: Introducing the unit topic and rhetorical mode, responding to the quotation. Ask students to respond to the author’s quote in writing. Share with others on a Google doc. Lead-in: you may want to look at the unit structure or rhetorical modes and look ahead to the tasks which you will be setting for homework. You will probably want to set the writing task in lesson 5 as an individual writing task to be completed by the end of the unit.
1 2 5
Ask students to look at the writing prompt and graphic organizer. Elicit examples of how they already use the skills in the rhetorical mode in their daily lives. Give feedback on their answers by calling on individual students to expand on their answers. Ask students to choose a prompt for the unit writing assignment. Put students who choose the same prompt into groups to brainstorm ideas for the topic. Ask groups to then share their ideas with whole class.
Main classroom
Have students work with a partner to complete the vocabulary tasks. For words or phrases they are still having trouble with, ask them to write individual sentences and share with the class on a Google Doc. After students have read and understood the “Writing in the Real World” text, group them together to Check Your Understanding questions and the Analyze Writing Skills task.
Main classroom
Breakout rooms
Breakout rooms Google docs
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After students have read and understood the student model, group them together to discuss the Check Your Understanding questions and the Analyze Writing Skills task. Examine the unit structure or rhetorical mode by following the activities in this section. Most assignments can be completed on a shared Google Doc and immediate feedback can be given by peers or the instructor. Students can also share and expand on their answers in the chat box.
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Google docs Chat box
Main classroom
Use a shared screen to present the Grammar for Writing structure. Students can share their answers to the activities on a shared Google Doc.
Screenshare
Use a shared Google Doc to brainstorm ideas for the paragraph or essay. After students complete their outlines, have them work in pairs to explain their ideas to each other. After completing their first drafts, students can exchange them via email or a shared Google Doc and point out any words, sentences, or phrases that are unclear. Before turning in their final draft, ask students to underline or highlight the new grammar and vocabulary they used.
Optional: choose 2-3 examples of successful student writing and share with the class.
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Breakout rooms
After completing the Writing Skills, collect student samples of the Your Turn activities. Share with the class to discuss and edit if necessary.
Have one student read the question about plagiarism and elicit possible responses. Read and discuss the strategies to avoid plagiarism as a whole class. Group students together for the Practice activity, then ask groups to present their answers to the whole class.
5
Main classroom
Chat box Google Doc
Main classroom Google doc Breakout rooms
Screenshare
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prepAre your ideAS A
1.2 Apply It to Your Writing
Connect to Academic Writing
Read the prompt below and follow the directions.
In everyday conversation, people sometimes give information out of order. As a result, it may be confusing to follow their thoughts. When this happens, you can ask them questions to help make things clearer. Here is an example. T OM :
My grade on that last paper was really low. And I can’t figure out why. But Mr. Tavela has office hours today at 1:00. Oh, and I’m meeting Matt at 2:00 – I almost forgot. I really have to talk with him.
S AM AN THA: With who? With Matt? T OM :
No. With Mr. Tavela, to ask him about my grade.
WRITING PRoMPT: Choose a country and a common social situation. For example, you might choose dinner at a friend’s home; a birthday, graduation, wedding, or other celebration; a college classroom or a workplace, or any other situation with rules for behavior. Describe the etiquette – or the appropriate behavior – for that situation. 1
Write the social situation in the blue circle in the cluster diagram.
2
Write three examples of etiquette for that situation in the other circles.
3
Compare cluster diagrams with a partner.
In academic writing, however, the reader cannot ask questions, so each paragraph must be clear and organized. Putting your ideas in a clear order is an important part of writing effectively. In this unit, you will learn skills that will help you write a paragraph in a logical and coherent order.
B
Reflect on the Topic
In this section, you will be given a writing prompt and reflect on it. You will develop ideas throughout the unit and use them to practice skills you need to write your paragraph. The writing prompt below was used for the Student Model paragraph on page 52. The student reflected on his topic and used a cluster diagram to brainstorm ideas for his paragraph. WRITING PRoMPT: Describe the behavior and dress of people at a large celebration or event, such as an outdoor concert, a sports event, or a parade.
yelling
cheering
jumping up and down SPORTS FANS AT A SPORTING EVENT
wearing bright colors of the team
1.1 Notice Work with a partner. look at the cluster diagram above. What is the topic? Discuss two more ideas the student could write about and add them to the diagram. Share your ideas with the class. 46
unit 2
eSSentiAL feAtureS of effectiVe Writing
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Lesson 1: Prepare your ideas Explore the unit structure or rhetorical mode, reflect on the topic
1 2 3
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Explore and reflect on the topic: Ask students to look at the writing prompt and graphic organizer. Elicit examples of how they already use the skills in the rhetorical mode in their daily lives. They can write their answers in the chat box. Give feedback on their answers by calling on individual students to expand on their answers.
Main classroom
Brainstorm ideas: Put students in small groups and have them discuss more ideas for the writing prompt. They can use a Google doc to add their ideas. Return to the main classroom and ask groups to share their ideas.
Breakout rooms
Apply to writing: Ask students to look at or choose a prompt in the Your Turn activity. Put students into groups to brainstorm ideas using the graphic organizer. Ask groups to then share their ideas with another group or the whole class.
Main classroom
Chat box
Google doc Main classroom
Chat box
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expAnd your knoWLedge In this section, you will learn academic language that you can use in your paragraph. You will also notice how a professional writer uses this language.
Academic Vocabulary
A
The words below appear throughout the unit. They are from the Academic Word list or the General Service list. using these words in your writing will make your ideas clearer and your writing more academic. avoid (v)
communicate (v)
custom (n)
regard (v)
brief (adj)
culture (n)
interpret (v)
respectful (adj)
2.1 Focus on Meaning Work with a partner. Read the sentences. Decide the meaning of the bold words and circle the correct definitions. 1
In the Philippines, the custom is to wear slippers in the house. Custom means
2
We can interpret a smile in many different ways. For example, a smile can mean “thank you,” “hello,” or “I’m happy to see you.” Interpret means
3
When Americans say “How are you?” they wait a brief moment for an answer. Brief means
a
a
a 4
5
6
8
including much information.
b
b
b
clothing for special occasions.
to describe or give a meaning to something. lasting only a short time.
People communicate many emotions with their face. Communicate means to give information to others through speech, writing, or body movements.
b
to have something in common with other people.
Calling an older person Sir or Madam is respectful. Respectful means a
polite to someone, especially someone older or more important.
b
not attentive to someone, especially someone older or more important.
In the United States, people look each other in the eye when they talk. It is rude to avoid looking into someone’s eyes. Avoid means to focus on.
b
to not do something.
In some parts of the world, people regard showing the bottom of a shoe as very rude. Regard means a
to have an opinion about someone or something.
b
to like someone or something.
In American culture, it is polite to shake hands when you meet someone. Culture means a
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to confuse something.
a
a 7
usual behavior or tradition.
cities and towns of a country.
b
habits, traditions, and beliefs of a country or group.
unit 2
B
Academic Phrases
Research tells us that the phrases in bold below are commonly used in academic writing.
2.2 Focus on Purpose Read the paragraph. Then match the phrases in bold to the purpose, or reason why, the writer used them. Nonverbal Behavior and What It Can Say about You A number of nonverbal behaviors can communicate the relationship between two Americans in conversation. Personal space is one of the clearest signs. Friends and family usually stand or sit much closer to each other than strangers. Another sign that shows people’s relationships is their eye contact. Two strangers will avoid looking each other in the eye for too long. They will make only brief eye contact. On the other hand, close friends will make eye contact for much longer periods. In brief, people can interpret a lot about relationships by watching nonverbal behaviors. PHRASe
PuRPoSe
1
A number of nonverbal behaviors can …
a
introduce a supporting sentence
2
… is one of the clearest signs.
b
add a supporting sentence
3
Another sign that shows people’s relationship is …
c
introduce the main idea of the paragraph
eSSentiAL feAtureS of effectiVe Writing
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Lesson 2: Expand your knowledge Learn academic vocabulary, read a real-world text
1 2
Academic vocabulary: After introducing academic vocabulary and academic phrases or collocations, have students work with a partner to complete the vocabulary tasks. For the words and phrases they are having particular trouble with, ask them to write individual sentences and share on a Google doc. Give immediate feedback.
Main classroom
Read and analyze a text: Assign students to read the Writing in the Real World text before class. After they have read and understood it, group them together to complete the activities to discuss and analyze the text. Then return to the main classroom where students can share their answers.
Individual self-study
Breakout rooms Google doc
Breakout rooms Google doc Main classroom
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3
Study AcAdeMic Writing
3.1 Check Your understanding
In Section 1 on page 46, you saw how the writer of the Student Model reflected on his topic. In this section, you will analyze the final draft of his paragraph. You will learn how to organize your ideas for your own paragraph.
A
Student Model
Read the prompt and answer the questions. WRITING PRoMPT: Describe the behavior and dress of people at a large celebration or event, such as an outdoor concert, a sports event, or a parade. 1
What will the paragraph be about? Explain in your own words.
2
What kinds of behavior could the writer include in his paragraph?
The Behavior of Sports Fans
their everyday behavior. One of these differences is in the clothing they wear. Many of the fans at a football game will wear clothes such as hats, shirts, or
1
The writer talks about three differences between sports fan behavior and everyday behavior. What are they?
2
Is sports fan behavior similar in your culture? Share some examples of how it is the same or different.
3
What other social rules and behavior have you noticed at sports events?
3.2 outline the Writer’s Ideas Complete the outline for “The Behavior of Sports Fans.” use the phrases in the box.
Read the paragraph twice. The first time, think about your answers to the questions above. The second time, answer the questions in the Analyze Writing Skills boxes. This will help you notice the key features of the paragraph.
In many cultures, people’s behavior at sports events is very different from
Answer the questions.
hats, shirts, jackets hugging
Underline the topic sentence. Circle the controlling idea.
How many supporting sentences did the writer include?
3 Analyze Writing Skills
Detail Detail
may interpret the behavior as mental illness. However, it is the custom to yell
Circle the words that show the author is adding another supporting sentence.
and scream at a sports event. Lastly, physical contact is very common between
4 Analyze Writing Skills
team colors. Furthermore, sports fans often yell encouragement to their team
strangers at important games. This is the strangest behavior because on a avoid touching each other. In contrast, quite a few strangers celebrate with each other if a team does something well. They “high-five” each other or give
5 Analyze Writing Skills
each other brief hugs. In short, people at sports events show unusual behavior that is different from their behavior in their everyday lives.
Behavior 1
Behavior 2 Do all of the supporting sentences help explain the controlling idea? Circle Yes or No.
normal day, there is little physical contact between strangers. Usually strangers
Underline the concluding sentence.
In many cultures, people’s behavior at sports events is very different from their everyday behavior.
2 Analyze Writing Skills
bright colors like these to a game. A few fans even paint their faces in the or insults to the opposite team. If somebody does this at a restaurant, people
yelling and screaming
PArAgrAPh OUTlINE Topic Sentence
as being too bold for their normal clothes. However, many sports fans wear
jackets in their team’s colors. Some people regard colors like orange and gold
insulting the opposite team physical contact with strangers
1 Analyze Writing Skills
A. Wearing team colors 1. 2. Bright colors B. 1. Encouragement to own team
Detail
2.
Detail Behavior 3 Detail Detail Concluding Sentence
C. 1. High-fives 2. In short, people at sports events show unusual behavior that is different from their behavior in their everyday lives.
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unit 2
eSSentiAL feAtureS of effectiVe Writing
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Lesson 3: Study academic writing Read and analyze a student model
1 2
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Read and analyze a model: Assign students to read the Student Model paragraph or essay or give them time to read in class. After they have read and understood it, put them in pairs to complete the Analyze Writing Skills tasks. Then return to the main classroom where students can share their answers.
Main classroom
Unit structure or rhetorical mode: You can do this by following the activities in this section in chronological order. For the Outline the Writer’s Ideas task, students can work in pairs on a Google doc. Use a combination of the main classroom, breakout rooms, and the chat box for the remainder of the tasks. Students can use a Google doc for the Your Turn task and immediate feedback can be given by peers of the instructor.
Main classroom
Breakout rooms
Breakout rooms Google doc Chat box
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ShArpen your SkiLLS
4.1 establish unity in a Paragraph
In this section, you will learn writing and grammar skills that will help make your writing more academic and accurate.
A
Writing Skill 1: Unity
As you have already learned, a paragraph is about one topic. This serves several important purposes: •
to clearly explain your ideas about the topic
•
to keep the readers’ attention on your ideas
•
to make your ideas easy to follow
When a paragraph stays on topic, or is about one topic, we say that it has unity. To achieve unity, all the sentences in a paragraph need to support the controlling idea in the topic sentence. If some sentences do not support the controlling idea, we say these sentences are off topic, or irrelevant. Effective writing avoids sentences that are off topic. Notice the crossed-out sentence in the following paragraph. Why is it off topic? Behavior on the Baseball Field Baseball players have different rules of behavior during a game than they have in their normal lives. One example is that they spit during a game. Many players chew sunflower seeds and spit the shells on the ground. You might expect a lot of sunflowers to grow on the field, but I have never heard of this happening. Another difference is in arguing. You can often see players argue with each other or the officials during the game. They stand chest to chest and yell in each other’s face. They will get in trouble if they do this for too long during a game, but doing this at all is very bad behavior in normal life. The crossed-out sentence is irrelevant because it does not add information about behavior. Instead, it introduces a new idea about sunflowers growing on the field. This idea does not belong in the paragraph. It makes the paragraph lose unity.
Read the paragraph. Find and cross out the two sentences that are off topic. Gift Giving in the united States In the United States, gift giving is a large part of the culture, and there are different rules for different occasions. One example of a celebration that involves gift giving is a child’s birthday party. At these parties, close friends and relatives often give gifts to the birthday boy or girl. After all of the guests arrive, the birthday boy or girl opens the gifts in front of all of the guests. A child’s first birthday is one year after the birth. In addition, people buy gifts for baby showers and weddings. For these parties, the celebrant often creates a gift registry, or list of the gifts that he or she wants. The guests then choose a gift from the list and buy it. I have never been to a baby shower, but I would like to go to one. Finally, for most occasions, people wrap gifts in colorful paper or bags and ribbons. However, gifts for some occasions, such as thank-you presents, do not need to be wrapped. In conclusion, knowing the rules for each occasion will make giving a gift much easier.
B
Writing Skill 2: Subject-Verb Agreement
In English, subjects and verbs can be singular or plural. If you use a singular subject, you need a singular verb: A child is playing. If you use a plural subject, you need a plural verb: Children are playing. Here are some more specific rules that can help with subject–verb agreement. ruLeS for SuBJect-VerB AgreeMent 1
Ignore prepositional phrases when you are looking for the subject.
2
Noncount nouns are singular.
SuBjeCT
PRePoSITIoNAl PHRASe
Coffee 3
A gerund phrase is singular.
4
Most indefinite pronouns are singular. These pronouns include everyone, everybody, someone, somebody, anyone, anybody, no one, nobody, and each.
veRB
Women in this country often work outside the home. NoNCouNT NouN veRB
is a very popular beverage.
GeRuND PHRASe
veRB
Shaking hands is very important in American culture.
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unit 2
INDeFINITe PRoNouN
veRB
Everybody takes a number from the machine.
eSSentiAL feAtureS of effectiVe Writing
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Lesson 4: Sharpen your skills Practice writing skills and grammar; learn how to avoid plagiarism
1 2 3
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Writing skills: Read and discuss the Writing Skill. Give students individual time to complete the practice exercises. They can then share their work in breakout rooms or on a Google doc.
Main classroom
Grammar: Introduce the Grammar for Writing Structure. Give students individual time to complete the practice exercises. Then ask them to share their answers on a Google doc
Individual self-study
Avoid plagiarism: In the main classroom, have one student read the question about plagiarism and elicit possible responses. Read the actual response. Read and discuss the strategies to avoid plagiarism as a whole class. Group students together for the Practice activity, then ask groups to present their ideas to the whole class.
Breakout rooms
Chat box
Main classroom Google doc
Main classroom
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Write your pArAgrAph
Step 2: MAke An outLine
In this section, you will follow the writing process to complete the final draft of your paragraph.
Complete the outline below with ideas for your paragraph from Step 1.
1 Tip
Step 1: BrAinStorM Work with a partner. Follow the steps below to brainstorm more ideas for your topic. First, read the student’s brainstorm chart below. He wrote ideas from the cluster diagram he used to reflect on this topic in Section 1 on page 46. Then he brainstormed and wrote down all the things people wear and the things they do during a sports event. Finally, he underlined the items that he thought were the strongest.
1
SociAL SituAtion: A SPORTS EVENT
WHAT PEOPLE WEAR: wearing team colors painting faces wearing bright colors
PEOPLE’S BEHAVIOR: standing for exciting parts parties, including before and after OK to arrive early don’t do anything dangerous cheering whole crowd dancing (the wave) hugging strangers yelling and screaming jumping up and down
Now read your writing prompt again. Then review the ideas that you brainstormed in Section 1 on page 47. Write the best ones in the chart below. Include ideas from the Your Turns throughout the unit. Finally, brainstorm more ideas. You will probably not use every idea, but it is good to write as many ideas as possible.
2
PArAgrAPh OUTlINE Topic Sentence Behavior and Rule 1
2 Tip Write the first behavior and rule from your Brainstorm in Step 1.
A.
Supporting Sentence
1.
Supporting Sentence
2.
Behavior and Rule 2
B.
Supporting Sentence
1.
Supporting Sentence Behavior and Rule 3
2.
3 Tip Write the supporting details for Behavior and Rule 1. Write an example, a fact, or an explanation here.
4 Tip Repeat Tips 2 and 3 for each behavior and rule.
C.
Supporting Sentence
1.
Supporting Sentence
2.
Concluding Sentence
Write a topic sentence. Choose the sentence you wrote from Activity 3.5, Your Turn, on page 56, or write a new topic sentence. Choose the best organizational order for your paragraph.
5 Tip Restate your topic sentence here.
SociAL SituAtion:
RULES FOR BEHAVIOR:
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EXAMPLES:
unit 2
eSSentiAL feAtureS of effectiVe Writing
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Lesson 5: Write your paragraph Follow the writing process to complete a final draft of unit assignment
1 2 3 4
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Brainstorm: Give students time to brainstorm ideas for their essay using the graphic organizer. Elicit ideas from the class and write them on the Whiteboard or on a Google doc. Have students rank the top five ideas.
Main classroom
Outline: Give students time to make an outline. After they finish, put them in small groups and have them explain their outlines to each other. Return to the main classroom and ask for a few volunteers to share portions of their outlines.
Main classroom
First draft: Have students write their first drafts in class or as homework. After completing their first drafts, students can exchange them via email or a shared Google Doc and point out any words, sentences, or phrases that are unclear.
Individual self-study
Final draft: Before turning in their final drafts, ask students to indicate any corrective feedback they used. They can also underline or highlight any new grammar and vocabulary they used in the paragraph or essay. Students can turn in their final drafts via email or Google docs.
Google docs
Google doc Whiteboard
Breakout rooms Raise hand function
Breakout rooms Google doc
We hope you find these guidelines helpful. If you would like to use additional resources with your learners here are some suggestions: If you would like to use additional resources with your learners in the synchronous class or as homework, here are some suggestions: > Writing Skills Interactive: Offers instructions through animated presentations followed by self-graded exercises to help students improve a range of discrete writing skills.
click here
> Kahoots: Ready-made Kahoot quizzes based on vocabulary from each unit to use for diagnostic assessment, practice, formative assessment and review. Host a live Kahoot quiz by sharing your screen or create a challenge your students can play on their own. Looking for more digital resources to help with home learning? You might also like to consider:
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.