How to teach remotely with
Here are some suggestions for how you could use the units in the GUESS WHAT! course books and other supplementary materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio files for the Pupil’s Book and Activity Book and a print-ready homeschool activities booklet, which can be used by students with the help of their parents at home: https://www.cambridge.org/gb/cambridgeenglish/catalog/primary/ guess-what-british-english/resources The link below takes you to the online learning platform, Cambridge One. Here, using a unique access code, you can find all the teaching materials including Presentation Plus and Test Generator. Using the codes inside the Activity Books, your students can access Digital Pack with bite-sized interactive language practice, and all the course audio and video. https://www.cambridgeone.org/home The suggestions below 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 (both from the coursebook and the Cambridge One platform) They are based on the principle that live lessons give students the chance to take part in speaking activities and gain confidence. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the online lessons to check answers.
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Synchronous and Asynchronous Strategies for Online Teaching Synchronous learning is education that happens in real time. For example, live video sessions with the teacher, or demonstrating teaching points using the GUESS WHAT! Presentation Plus software, or using a Powerpoint Presentation. Online synchronous learning techniques aim to replicate the classroom engagement experienced in face-to-face lessons, with the possibility of immediate feedback from the teacher. Asynchronous learning, on the other hand, does not involve real-time interaction. For example, learners might be completing exercises at home, which will later (perhaps the next day) be discussed in class time. One of the advantages of asynchronous learning is flexibility. Learners can work at their own pace, and spend the time that they need on the task. Since many primary learners will not yet have the maturity to take responsibility for their own learning, you may wish to focus mainly on synchronous learning strategies. However, including an element of asynchronous learning in your planning has several advantages. If the internet connection is not reliable, it would be unwise to rely only on real-time interaction. Additionally, encouraging your students to prepare for their live classes beforehand allows you to follow a flipped approach to teaching, minimizing the amount of time spent, for example, on learning new vocabulary, and allowing you to focus more on communication practice in class. If you want to follow a flipped approach, you will need to ask your students to prepare for their live classes beforehand by doing some of the work for each lesson in their coursebook. You could try this approach with your upper-primary students.
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Tools you can use in live classes: SCREEN-SHARING: you can share GUESS WHAT! PRESENTATION PLUS if you have it: it allows you to stream images, audio files and short video files (bandwidth permitting)
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 use the videoconferencing platform Zoom, including 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/
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Extra Tools your students can use for tasks outside the classroom: D I S C U S S I O N F O R U M S (these work best for upper-primary students): 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, or you may want to use a wiki or a blog or other shared online space). One discussion forum per unit is usually enough. They are time-consuming for teachers to moderate, and for students to follow effectively.
VIDEO OR AUDIO RECORDINGS: students can make short video recordings on 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 W R I T I N G T O O L S : students can work together online to write and edit a document using e.g. Google docs (https://www.google.co.uk/docs/about/).
Note: If possible, ensure that parents are informed of the schedule that learners are expected to follow and the activities and tasks that learners are expected to complete. This is especially important for primary learners for a number of reasons. For example, parents may need to allocate time on the computer, schedule meal times and, in some cases, allow their children to use technology (mobile phones and tablets) to prepare for lessons.
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A quick overview of the coursebook unit structure. This overview assumes that it is necessary to allow for significant asynchronous learning, perhaps due to limited opportunities for whole class video conferencing. The sections you will want to prioritise for synchronous videoconferencing classes are shown in bold. Unit Introduction
Unit objectives, big picture, discussion prompts (in TB)
Lesson 1
Presentation and practice of vocabulary
Lesson 2
Presentation and practice of grammar 1 (song)
Lesson 3
Presentation and practice of grammar 2 (dialogue)
Lesson 4
Skills work (task-based reading or listening), speaking practice
Lesson 5
Story and value (cartoon strip)
Lesson 6
Talk time and say it! (functional dialogue)
Lesson 7
CLIL Discussion and Video
Lesson 8
CLIL Project and Evaluation (completed individually and shared online with the teacher)
Review Lessons
Puzzles, tasks and games
(after every two units)
How much you can cover in your live classrooms will depend 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 as appropriate, and creating groups for collaborative tasks. At the end of each lesson, you can give students a simple task to prepare for the next lesson. This might include the parts of the lessons in the table above which are not highlighted in bold letters. Some of these activities might be done collaboratively in pairs or groups online. After the last lesson of the unit give students a simple task to prepare for the next unit. For example, they could look at the photo in the unit opener and think of three words related to it.
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More Detailed Suggestions for a Mainly Synchronous Learning Approach Teachers will find different ways of conducting online courses. Timings may be different from the lessons that children usually have. If you want to follow a flipped approach with your upper-primary students, you will need to ask your students to prepare for their live classes beforehand by doing some of the work for each lesson in the Pupil’s Book. In this way you can use the live classes to give students the chance to communicate and practise speaking. Students can complete other tasks such as reading, listening, viewing videos and controlled practice exercises on their own and use the classroom to check answers. If students have the Activity Books, these can be used in a similar way to normally. The exercises in the Activity Book can be set for homework, and the answers can be checked in the following lesson together with the class. You may wish to ensure that the answers are ready to display on screen. If you have Presentation Plus you can go through the exercises interactively by displaying the Presentation Plus software on your screen.
Note: Main Screen This refers to using the main screen to communicate with the whole class. This may include: > Using the camera for a video call with the class > Using the whiteboard facility on your platform Usually the main screen is only used by the teacher, although the platform may allow interactive use. Please also read the General Suggestions following the table.
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Scheduling The notes below divide the unit into 8 live classes plus the Review Lesson (after every two units). You may want to break this up into smaller units depending on the length of your classes and the number of students in each class (progress is generally slower with bigger classes). We estimate that each class below will take 40-50 minutes. You can choose to do the Review Lesson either in class or in the students’ own time. We suggest you schedule at least 2 lessons a week, so that students get into a rhythm of learning.
6 Hobbies
68
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Opening page * You will want to combine this page with elements from Lesson 1 BEFORE THE CLASS Read unit objectives Students look at the unit opener photo and write down five words to describe the picture.
DURING THE CLASS
1 Go through the unit objectives together and give
L O C AT I O N Main screen
an overview of the unit. For low-level primary classes, this might be conducted in the learners’ first language.
2 Elicit the words the students have written down before the class to describe the photo.
3 Use the question prompts from the teacher’s
book to discuss the big picture, either together as a class, or first in groups in breakout rooms and then as a class.
8
(option) Breakout rooms
1
CD2
Listen and point.
CD2
Listen, point and repeat.
14
2
15
7 6
4
8
2 5
0
6 3
2 3 CD2
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Listen and say the numbers.
4
4 5
Ask questions and guess the numbers. Is he playing the piano?
No, he isn’t.
Is he making a model?
Yes, he is.
6 7 8 6
3
0
play the piano play the guitar play the recorder make models make films do karate do gymnastics play table tennis play badminton play volleyball
Number 4!
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Vocabulary
➞ Activity Book page 56
Lesson 1: Vocabulary BEFORE THE CLASS Students look through and check their understanding of all the vocabulary on the page. All exercises in Vocabulary sections (including the relevant reading or listening tasks). Listening recordings can either be streamed from Presentation Plus or ask your students to download the audio clips and listen to the relevant one during the lesson.
DURING THE CLASS
1 Start with a game from the Games Bank (see
Main screen
notes below).
2 Check learners’ understanding of the vocabulary by displaying the relevant page and eliciting the correct answers.
3 Display and play the listening. This can be
streamed through Presentation Plus, or by playing the audio files on your computer.
4 Learners do the vocabulary task individually or in pairs/groups.
(option) Breakout rooms
5 Check answers as a class. 6 Do the listening task/s as a class.
(option) Chat box
7 Elicit how the students’ lives are similar or
Main screen
different from the example/s.
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L O C AT I O N
Unit 6
5
CD2
17
Sing the song.
This is our friend Lizzie. She’s very busy! She plays badminton on Saturdays, And she does karate on Sundays. She makes models after school on Wednesdays, And she makes films on Mondays. She doesn’t play on the computer, And she doesn’t watch TV after school. She plays the guitar in the morning, And she plays the piano in the afternoon. We like our friend Lizzie. She’s very busy!
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Make sentences about the song. Say true or false. Lizzie doesn’t play badminton on Saturdays.
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False!
Ask and answer with your friend. Then tell another friend. Do you do karate?
Sam does karate on Saturdays.
Yes, I do. I do karate on Saturdays.
➞ Activity Book page 57
She does karate on Sundays. She doesn’t watch TV after school. She plays the guitar in the morning.
Grammar
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Lesson 2: Grammar 1 BEFORE THE CLASS
DURING THE CLASS
Students review the vocabulary from Lesson 1.
1 Start with an activity or game to review the
If the students have access to the MP3 files (available on the online resources page) they can listen to the song a few times at home.
2 Listen to the song. If the internet connection is
L O C AT I O N Main screen
vocabulary from Lesson 1.
strong the students can sing along together.
3
Use the prompts in the Teacher’s Book to ask questions about the song.
4 Work on pronunciation with the whole class. 5 Set up the speaking task in small groups and then share answers as a class.
10
(option) Breakout rooms
CD2
18
Look and choose. Then listen and repeat. 2
Leah – Remember volleyball club after school.
Jimmy – Don’t forget tennis club on Tuesday. Does he play tennis on Tuesdays? Yes, he does. / No, he doesn’t.
9
CD2
19
Does she play volleyball in the morning? Yes, she does. / No, she doesn’t.
Listen and answer the questions.
Karate club
Don’t forget guitar club on Wednesday after school
Jimmy
Don’t forget recorder club on Tuesday after school
Bike club on Sunday mornings
every Saturday evening
Ask and answer about your friends. Does George do karate after school?
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72
le Tenn
CLUB
Film club on Friday afternoons
10
Leah
ab
is
every ing Sunday morn
T
8
CD2
20
Grammar
Go to page 03. Listen and repeat the chant.
Yes, he does.
Does she do gymnastics in the evening? Yes, she does. No, she doesn’t.
➞ Activity Book page 58
Lesson 3: Grammar 2 BEFORE THE CLASS Students could review the song. They could be assigned into groups. Each group learns a verse of the song and they take turns singing their verse to start the next class. Alternatively, individually or in groups online, they could make their own personalised version of the song. This could also be done in class time using the breakout rooms.
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DURING THE CLASS
L O C AT I O N
1 Begin by singing the song from the last class. If
Main screen
2 Do the listening task as a class. Students listen
(option) Chat box
3 Learners do the main task as a class.
Main screen
4 Learners ask and answer the questions in pairs or
(option) Breakout rooms
5 Listen and repeat the chant as a class.
Main screen
the learners have made their own version of the song, ask them to share with the class. and repeat as instructed.
small groups.
Unit 6
Skills: Reading and speaking Let’s start!
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What sports do you like? a CD2
21
Read and listen. Then match.
Sports we like Meet Josh. He’s ten years old and he wants to be a footballer. Josh goes to a football club on Tuesdays and Thursdays after school. He plays football on Saturdays and Sundays too. Josh also plays basketball, and he goes swimming. Josh has a healthy diet. His favourite dinner is chicken with potatoes, or rice and vegetables. He likes fruit too. His favourite drink is banana milkshake!
b
13
Read again and answer the questions. What club does Josh go to? 2 Does he play football on Saturdays? 3 Does he do other sports? 4 Does he eat fruit and vegetables?
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Ask and answer with a friend. Do you go to a club after school? What sports do you do? Do you have a healthy diet? What fruit and vegetables do you like?
Writing g
Activity Book page 5 : Write about your favourite sport.
Skills
73
Lesson 4: Skills BEFORE THE CLASS Students practice the chant from Lesson 3. They could record themselves and share the file with you or with the whole class. Pupils read and listen to the text in Lesson 4.
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DURING THE CLASS
L O C AT I O N
1 Ask questions about the pictures to give context
Main screen
2 Students look at the comprehension questions in
(option) Breakout rooms
to the text. You might use flashcards or realia, or simply use the pictures on the page. pairs/groups.
3 Set up the writing task as homework, using the
text in the student book as a model. (Note: If students have the Activity Book, this can be used as a model. You can access and display the Activity Book pages on Presentation Plus).
Unit 6
Skills: Reading and speaking Let’s start!
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What sports do you like? a CD2
21
Read and listen. Then match.
Sports we like Meet Josh. He’s ten years old and he wants to be a footballer. Josh goes to a football club on Tuesdays and Thursdays after school. He plays football on Saturdays and Sundays too. Josh also plays basketball, and he goes swimming. Josh has a healthy diet. His favourite dinner is chicken with potatoes, or rice and vegetables. He likes fruit too. His favourite drink is banana milkshake!
b
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Read again and answer the questions. What club does Josh go to? 2 Does he play football on Saturdays? 3 Does he do other sports? 4 Does he eat fruit and vegetables?
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Ask and answer with a friend. Do you go to a club after school? What sports do you do? Do you have a healthy diet? What fruit and vegetables do you like?
Writing g
Activity Book page 5 : Write about your favourite sport.
Skills
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Lesson 5: Story and value BEFORE THE CLASS If you set the writing task for homework, check on progress and any extra help students may need. Students read/listen to the previous episode of the story in preparation for the class.
DURING THE CLASS
L O C AT I O N
1 If you set the writing task for homework, check on
(option) Chat box
2 Recap as a class the last episode of the cartoon
Main screen
progress and provide extra support if needed. story.
3 Look at the pictures and elicit descriptions of what might be happening.
4 Read and listen to the dialogue as a class.
(option) Breakout rooms
5 Get students to practise the dialogue in small
Main screen
6 Bring the students’ attention to the last frame of
Chat box
7 Ask students if they can think of an example
Main screen
8 Lead a review activity related to the story – for
(option) Breakout rooms
groups.
the cartoon and elicit the value that it exemplifies. related to their own lives.
example, a True or False Quiz, or students could change details of the story.
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Unit 6
16
CD2
23
Listen and repeat. Then act. play the guitar make models do gymnastics do karate play table tennis
Do you want to play table tennis with me?
No, sorry. I can’t play table tennis.
Come on – try it! OK, then.
Say it! 17
CD2
24
Listen and repeat.
Sharks are fish with sharp teeth! shark
➞ Activity Book page 6
Function: Encouraging others to try things Pronunciation: sh
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Lesson 6: Talk Time and Say it! BEFORE THE CLASS Students read through/ listen to the dialogue in and check the meaning of any unfamiliar vocabulary.
DURING THE CLASS
1 Go through the target language as a class. Ask
related personalized questions (e.g. Do you like…? Do you have/have you got…?)
L O C AT I O N Main screen (option) Chat box
2 Read/play the dialogue.
Main screen
3 Get students to read the dialogue in pairs/groups.
(option) Breakout rooms
4 Get students to substitute different words/ activities into the dialogue.
5 Feedback as a class and recap on the functions practised in the lesson.
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Main screen (option) Chat box
musical instrument is it?
What type of
Unit 6
1
CD2
25
Listen and repeat. 2
brass
4
3
percussion
string
2
Watch the video.
3
What type of musical instruments can you see?
5
woodwind
piano
A piano is a string instrument and a percussion instrument.
Project 5
4 76
Make a drum from recycled card.
What type of instrument would you like to play?
➞ Activity Book page 62
CLIL: Music
77
Lesson 7: CLIL (Content and Language Integrated Learning) BEFORE THE CLASS Students look at the main photo and think of where it might be and what they already know about the place. Students write down 5 words connected to the topic.
DURING THE CLASS
1 Discuss the photo and elicit the students’ answers to the pre-lesson questions.
2 Go through the listening and video lessons as a class.
Note: If you do not have the video, use the pictures in the book as prompts for personalized questions.
3 If you have the video, play it through once,
then play it again, pausing at intervals to ask comprehension questions.
4 Students ask and answer similar questions in pairs/groups.
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L O C AT I O N Main screen
Unit 6
1
CD2
25
Listen and repeat. 2
brass
4
3
percussion
string
2
Watch the video.
3
What type of musical instruments can you see?
5
woodwind
piano
A piano is a string instrument and a percussion instrument.
Project 5
4
Make a drum from recycled card.
What type of instrument would you like to play?
➞ Activity Book page 62
CLIL: Music
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Lesson 8: CLIL Project and Evaluation BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
Students complete the project. They can take a photo of the finished project and send it to the teacher, who can then share it in the lesson or using another platform such as Padlet. Students prepare 3-5 sentences to describe their project.
1 Display the students’ project work.
Main screen
2 In pairs/groups students take turns to prepare a
(option) Breakout rooms
Note: You may wish to produce your own model first.
5 You may use the Evaluation Page (last page of the
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mini-presentation using the sentences they have prepared before the class.
3 Students present in turn to the class individually. 4 Give feedback to the class as a whole.
unit) in the Activity Book to review the content from the unit.
Main screen
Review
5
Kiki
Play the game.
Units 5 and 6 1
Find the words in the puzzles and match to the photos. od scitsanmyg
yalp llabyellov James
tae a hciwdnas netsil ot cisum
2 3
CD2
26
Evan
Listen and say the names.
Read and say the names. She likes listening to music. c. He goes to gymnastics club on Tuesdays. She plays volleyball after school. 4 He likes eating sandwiches. es. 2 3
4
Make your own word puzzles for your friend.
Clara
Choose indoor or outdoor activities: hsaw eht rac ekam a ekac
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➞ Activity Book pages 64–65
Review Lesson (after every second unit) BEFORE THE CLASS Students look through the previous two units of the Pupil’s Book and consider: 1. What did you find easy? 2. What did you find difficult? 3. What was your favourite activity?
DURING THE CLASS
1 Review students’ answers to the pre-lesson questions.
L O C AT I O N Main screen (option) Chat box
2 Go through the activities in the Pupil’s Book as a class (except for the last activity)
3 Students do the last activity in pairs/groups.
(option) Breakout rooms
4 Students share their work/answers with the class. 5 The game can be done as a whole class activity.
If students have a parent or sibling who can help them you can ask them to also play the game at home.
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Main screen
Warmers: Why not start each lesson with a song or game (like Simon Says) that the students know well. Encourage them to join in and have fun. This should get them into a positive mood before they start the main part of the lesson. Throughout lessons use ways of ensuring students are paying attention and not drifting off because you aren’t there in person. You can use class management chants like: Eyes on the Door Feet on the Floor Hands behind your back And say no more And ‘shout-outs’, where you shout the first half of a phrase and the students have to shout back the second half. e.g. Teacher
Students
Hocus Pocus!
Everybody focus!
All set!
You bet!
Oh me!
Oh my!
Chiko. Chiko!
Boom. Boom!
Pronunciation: It is easiest to work on pronunciation with the whole class in an online setting. You may wish to use the chat box to bring the learners’ attention to similar sounding words, or use the main screen to bring attention to word and sentence stress. Games Bank: At the beginning of the Teacher’s Book you will find instructions for a series of games. Many of these can be adapted slightly and conducted at the beginning of online classes.
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Reinforcement and Extension Activities: These can be found towards the end of the Teacher’s Book. Many of these can be used in an online class. Many of the games are teacher-led, so can be conducted through video. Additionally, many of the creative activities can be adapted to be done individually and shared online. For example, if learners are asked to make a poster or a brochure, different students could be assigned different parts and then they could share what they have produced in class. If learners are asked to produce art or craft, they could take photographs or videos and share online with the class. Posting work: If your school has a website or blog, it would be good to create a space where classes can upload work and share it. If your school doesn’t have this, you could use a shared site or a platform designed for the display of work such as Padlet. You will need to ask parents to email you student’s work, photos and videos. Puppets: It may be a nice idea to have your own puppet to help you give lessons. That puppet can represent a friend/member of the family and to demonstrate dialogues. Plus, it can help your students pay attention to the screen if he/she does or says funny things. Ask children to make two puppets of their own, which they can use during classes to practise dialogues, songs, movements and lots more. They will be more likely to speak aloud in English if they are using different voices for their puppets. They can make more than two if they want.
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We hope you find these guidelines helpful. In addition, you may find the further resources useful. 1. If your students continue to use Activity Book, they can access the self-study material on Cambridge One. As a teacher on Cambridge One you’ll be able to assign and track their work. It is particularly useful for reviewing language that students have already learned in class. The access codes are found inside the front cover of the Activity Books. 2. Presentation Plus classroom software can be used to show the pages of the Pupil’s and Activity Books on platforms such as Zoom and Skype when teaching online. 3. If your students continue to use the physical Pupil’s and Activity Books at home, they can download all of the audio from Resources at cambridge.org/guesswhat. Students with access to Cambridge One can also find all of the course audio and video on that platform under the Learner Resources. You can access the course audio and video from Presentation Plus. 4. You could share worksheets from the Teacher’s Resource Book for the units you have already covered and send the answer key to parents for their reference. If you have access to Cambridge One, these resources are also available from the Teacher Resources tab. 5. Other online resources for Guess What! you may find helpful:
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Guess What!
Guess What!
Grammar Practice link
Classroom audio link (Pupil’s and Activity Books)
Guess What! Classroom resources link (video lessons)
6. You can provide your students with access to the Guess What! eBooks which offer all the audio and video content needed to complete activities in the Activity Book. Please contact your local Cambridge office. Other free resources you may find helpful: 1. World of Better Learning blog: 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. Looking for more resources to support learning at home? You might like to consider recommending the following to parents: 1. The Word Fun World: a free app for fun vocabulary practice: https://www.cambridge.es/catalogo/apps 2. Age-appropriate TV shows and films: To increase students’ exposure to the language outside of school, you could suggest to parents that children watch age-appropriate TV shows and films in English.
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