How to teach remotely using Prism by Cambridge English

How to teach remotely with

This guide provides teaching suggestions for using Prism 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 reading, listening and controlled practice exercises on their own and use the classroom to check answers.

Tools you can use in live classes: SCREEN-SHARING:

C H AT B O X :

BREAKOUT ROOMS:

can share Presentation Plus if you have it, images, short 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 :

> 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:

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.

Prism Reading/Writing Opening page

Unit objective, Activate your knowledge

Watch and Listen

Preparing to watch, While watching, Discussion

Reading 1 & 2

Preparing to read, While reading, Discussion

Language Development

Grammar, Vocabulary

Writing

Grammar for writing, Academic writing skills, Writing task

On Campus

Preparing to read, While reading, Practice, Real-world application

Prism Listening/Speaking

Opening page

Unit objective, Activate your knowledge

Watch and Listen

Preparing to watch, While watching, Discussion

Listening 1

Preparing to listen, Pronunciation for listening, While listening, Discussion

Language Development

Grammar, Vocabulary

Listening 2

Preparing to listen, While listening, Post-listening, Discussion

Speaking

Preparation for speaking, Speaking task, Reflect

On Campus

Preparing to listen, While listening, Practice, Real-world application

A suggested structure for an online course following a mainly synchronous approach

HEALTH AND FITNESS

LEARNING OBJECTIVES Reading skill

Make inferences

Grammar

Phrases and modals to state opinions; transition words and phrases to state purpose

Academic writing skill

Essay structure

Writing Task

Write an opinion essay

On Campus

Avoid procrastination

UNIT UNIT5 5

ACTIVATE YOUR KNOWLEDGE Work with a partner. Discuss the questions. 1 Look at the photo. Do you think this is a healthy activity? Why or why not? 2 What are some habits of healthy people? 3 What things do healthy people usually avoid? 4 What kinds of things can people do to get in shape or stay in shape? 102

UNIT 5

HEALTH AND FITNESS

103

Prism Reading/Writing Activate your knowledge > Use a video conference to ask students to look at the image on the opening spread and brainstorm answers to the initial questions. > Feed back on their answers by calling on individual students to expand on their answers. Do this with five or six students before moving on. > Put students into breakout rooms to discuss questions. Give students a time limit, and clear directions of what they need to produce after group session.

Screenshare Breakout rooms

WATCH AND LISTEN

WHILE WATCHING 3

Watch the video. Match the sentence halves. 1 2 3 4 5

The FDA wants to The calories on food labels will The serving size will The new labels will Changing food labels could

a b c d e

be more realistic. list any added sugars. cost a lot of money. change the labels on food. be bigger and easier to read.

Watch the video again. Answer the questions. 1 When was the last time food labels were changed?

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

PREDICTING CONTENT USING VISUALS

1 You are going to watch a video about nutrition. Before you watch, work with a partner and discuss the questions. 1 What do you often eat for a snack? 2 Which snack foods are healthy and which are unhealthy? 3 What information on a nutrition label is important to you? 2 Work with a partner. Look at the photos from the video and discuss the questions. 1 Which of these foods do you think has the most calories? 2 What do you think the woman with the blond hair is doing in the first photo? 3 What could Michelle Obama be talking about? GLOSSARY

nutrition label (n) a chart on a package of food that gives information about how the food might affect your health Food and Drug Administration (n) FDA; the U.S. government agency that makes sure food and medicine is safe for people to use serving size (n) the amount of a food or drink one person normally eats or drinks at one meal beverage (n) a drink of any type consumer (n) someone who buys goods or services for personal use

104

UNDERSTANDING MAIN IDEAS

UNDERSTANDING DETAILS

2 How will serving sizes change? 3 What have some beverage companies already done? 4 How much could it cost to produce new labels? 5 What does Michelle Obama think parents have a right to understand? 5 Work with a partner. Discuss the questions and give reasons for your answers. 1 Why would a food company not list added sugars? 2 Why would a food company list a serving size that is smaller than what someone usually eats or drinks? 3 Which of the following would Michelle Obama probably support? a healthier public school lunches b smaller labels on snack foods c higher taxes on beverages

MAKING INTERFERENCES

DISCUSSION 6 Work in a small group. Discuss your answers. 1 What is the purpose of nutrition labels on food? 2 What other products have special warning labels? Do warning labels work? Why or why not? 3 What could you eat more of to become healthier? What could you eat less of?

UNIT 5

WATCH AND LISTEN

105

Watch and listen 1 Prepare to watch If students have access to an LMS with Discussion Board, post the questions on the Discussion Board, before students virtually meet. If you do not have an LMS with a Discussion Board, when meeting with students synchronously, put students into break out groups to discuss. Have each group share answers.

Discussion Board Breakout rooms

2 While Watching > If students have access to videos through the CLMS (Cambridge Learning Management System), assign students to watch the video from Watch and Listen and have them post their answers to the Discussion Board, Forum or other collaborative site.

Discussion board

> If students do not have access to videos through the CLMS, play the video during synchronous class meeting. Have students share their answers with the group. Assign a follow up question for students to respond to via Discussion Board or Forum.

Screenshare

Forum Collaborative writing tool

3 Discussion > If students have access to an LMS, consider posting Discussion questions on a Discussion Board for them to respond to. They can additionally respond back to their classmates’ ideas. > If students do not have Access to an LMS, use a video conference to pose questions to students. If breakout rooms are available, put students into rooms to discuss. Have groups share answers. Assign each group a certain question to work on.

Screenshare Discussion board Breakout rooms

READING READING 1 PREPARING TO READ UNDERSTANDING KEY VOCABULARY

1 Read the sentences. Complete the definitions with the words in bold. 1 Type 2 diabetes is an extremely serious condition. Many people die each year from the complications of this illness. 2 Participation in sports is an excellent way to raise the self-esteem of teenagers. It helps them to feel confident and happy with themselves. 3 My grandmother is 88 years old, but she is still quite active. She walks every day and even plays tennis twice a week. 4 To lose weight, you should get more exercise and eat fewer calories. 5 To stay healthy you should do a moderate amount of exercise each week. Two and a half hours a week is the right amount. 6 Many young people do not recognize the importance of getting enough sleep. 7 I have decided to reduce the amount of sugar I eat. Now I have dessert only once a week. a b c d e f g

PREDICTING CONTENT USING VISUALS

106

(adj) doing things that involve movement and energy (v) to limit; to use less of something (adj) bad or dangerous (n) a feeling of confidence and pride in yourself (n) measurement of the amount of energy found in food (v) to understand; to accept that something is true (adj) not too much and not too little

2 Write the names of the types of exercise shown in the photos.

1 How much physical activity do you do in a week? Are you getting enough exercise? Regular activity benefits your health in many ways. For example, people who exercise regularly are less likely to suffer from many chronic diseases1, such as heart disease, type 2 diabetes2, stroke3, and some cancers. Experts say adults who exercise for just 150 minutes a week can reduce their risk of serious illness by 50%. In addition, regular exercise increases life expectancy4 and reduces the risk of early death by 30%. It also improves your mood, self-esteem, and sleep quality. 2 Today, most adults are much less active than in the past because our jobs are far less physical than the work our grandparents used to do. In fact, many of us spend seven hours or more just sitting in a chair each day. This lack of regular physical activity means that people burn fewer calories than in the past, so we need to make an extra effort to use up all our energy. According to experts, adults need to do two and a half hours of moderate exercise per week. This could be fast walking or cycling on a flat road. In addition, it is important to do exercises to strengthen muscles two or three times a week. 3 Exercise can be expensive, but it doesn’t have to be. Team sports such as soccer or basketball can be cheap because all the players share the cost of the field or court. Joining a recreational sports league is usually an inexpensive way of getting exercise and can be very social, too. Local recreation centers usually offer racquetball at low rates if you book a court at off-peak times, and you may be able to get a reduced price gym membership, too.

4 If you don’t want to spend any money at all, try one of the following activities. Go for a run; the only equipment you need is a pair of running shoes. If you take the bus, try getting off one stop early and walking the extra distance. Go to the park. Try getting a group of friends or family together for a game of soccer, or play the kinds of running games you haven’t played since you were a child. This is a great way to involve the whole family and also help you get in shape. Alternatively, if you want to stay at home, gardening or doing housework are great ways to get in shape, and you can enjoy the benefit of a nice garden and a tidy house, too! 5 Although adults should do two and a half hours of exercise a week, you don’t have to do it all at one time. Split the time into ten-minute chunks! If you do ten minutes before work, ten minutes during your lunch break and ten minutes after work, five days a week, you’ve achieved the target! You could also go swimming during your lunch hour two or three times a week and you’ve done it! In brief, there are many easy ways of getting in shape. If we all recognize the value of doing this, we will live longer and be healthier. 1 chronic disease (n) a disease that lasts a long time 2 diabetes (n) a disease in which the body is not able to use sugar efficiently 3 stroke (n) a medical condition in which blood cannot reach the brain and the brain becomes damaged 4 life expectancy (n) the number of years that a person can expect to live

UNIT 5

READING 1

107

Reading 1 & 2 1 Preparing to read > Divide your class into groups and ask them to complete the Preparing to Read in the breakout rooms. Allow at least 7 to 8 minutes for the task. Visit each of the breakout rooms in turn to monitor the task and help where necessary.

Screenshare Breakout rooms Chat box

> Bring the students back into the main classroom. Ask them to write one sentence they remember from their breakout room task in the chat box. Call on individual students to expand on their answers in the chat box and report back on their group’s work. 2 While reading Assign students to breakout rooms to complete the activities. If assigning outside of synchronous class time, assign students to share their responses on the discussion board.

Screenshare Breakout rooms

3 Discussion If students have access to an LMS with Discussion Board, post the questions on the Discussion Board, after you meet and discuss reading virtually. If you do not have an LMS with a Discussion Board, when meeting with students synchronously, put students into break out groups to discuss. Have each group share answers.

Screenshare Discussion board Breakout rooms

HEALTH AND FITNESS COLLOCATIONS LANGUAGE

LANGUAGE DEVELOPMENT

LANGUAGE

VERB AND NOUN FORMS It is important to recognize both the verb and the noun form of words when you are reading, and to spell them correctly when you are writing. Notice: Sometimes the verb and noun forms are the same.

Collocations are pairs of words that frequently occur together, for example, noun + noun or adjective + noun. Collocations sound correct to fluent speakers of a language. For example, heart disease is a frequent collocation in English. It sounds correct. On the other hand, heart illness sounds wrong, even though we can understand the meaning. 2 Look at the paragraph and underline ten collocations (noun + noun or adjective + noun) related to health and fitness. The first one has been done for you as an example.

The biggest thing that stops people going to the gym is the cost. (noun) Gym membership should cost less so more people can join. (verb) 1 Look at the verbs in the box and underline their noun forms in the paragraph.

Obesity can reduce life expectancy and lead to serious illness such as heart disease and diabetes. To address this problem, some governments run educational programs and advertising campaigns. These educate people about the dangers of junk food and the importance of a balanced diet. They also show people how to find out about the nutritional value of food. Another important way to tackle obesity is regular exercise, because the more physical activity we have, the better we feel.

advertise ban encourage promote protect recognize reduce We need to see a reduction in the rate of obesity among young people. The first step is recognition that fat is a real problem for young people. One solution is for schools to offer children the opportunity to participate in sports. This would require the involvement and encouragement of parents, who are our main weapon against increasing obesity. Parents can also support the promotion of educational campaigns to teach children about healthy eating. All of us should be responsible for the protection of our own health, but governments can also help fight the obesity epidemic. For example, they can impose a ban on junk food advertisements that target children.

3 Now complete the chart by writing the correct collocation next to the definition. definition

1 life expectancy 2

classes or material to teach people about a particular topic

an illness of the heart

moving around and doing things media projects to convince people to buy a product or change their behavior

LANGUAGE DEVELOPMENT

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114

collocation

how long a person can expect to live how good a particular kind of food is for you

5 6

a very bad medical problem

a mixture of the correct types and amounts of food

sports or movement that people do at the same time each day, week, month, etc.

food that is unhealthy but is quick and easy to eat

UNIT 5

Language Development > Use a screenshare to highlight information in the skill boxes and instruct on targeted skills, as indicated in the Skill Boxes. > Use a poll or chat feature to assess students’ understanding. > Have students complete Tasks for homework. > Review the Tasks when you meet synchronously. If using the Online Workbook, have students complete Online Workbook exercises.

Screenshare Chat box

WRITING

APPLY

CRITICAL THINKING

3 Review your arguments in the chart on page 115. Decide if you will argue for or against the topic. Write your opinion in the chart below.

my opinion:

At the end of this unit, you will write an opinion essay. Look at this unit’s Writing Task below.

SKILLS

Should colleges and universities require students to take physical education classes?

argument 1:

evidence:

argument 2:

evidence:

argument 3:

evidence:

Subdividing arguments When you plan an opinion essay, make a list of arguments. Then, list ideas for or against each argument. This will help you think about your own opinions and how you will support your position.

1 Look back at Reading 2 on page 111. Complete the list of arguments that the author gives and the evidence she uses to support her opinion. Use your own words.

UNDERSTAND

author’s opinion: Individuals, governments, and the media should share the responsibility for tackling obesity. argument 1:

evidence:

argument 2:

evidence:

argument 3:

evidence:

2 Work with a partner. Look at the writing topic. Make a list of arguments for and against this proposal.

REMEMBER

topic: Colleges and universities should require students to take physical education classes. arguments in favor

arguments against

Exercise decreases stress.

Students are busy, and physical education classes will take time away from their studies.

4 Look at the arguments and opinions you wrote in Exercise 3. Write evidence that supports each point.

CRITICAL THINKING

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116

UNIT 5

Writing Use synchronous class time to review writing task. Walk students through all the steps and have students do the task as homework. Go over their assignment during synchronous class time. 1 Grammar for writing > Use screenshare or whiteboard feature to cover skill boxes.

Screenshare

> Assign follow up exercises as homework and go over the assignment during synchronous class time. 2 Academic writing skills Use screenshare or whiteboard feature to cover skill box. Check students’ understanding by having them complete task. Use the poll or chat feature to assess understanding. Present second skill box. Assign students to complete Task 2 and review when class meets again synchronously.

Screenshare Chat box

3 Writing task Walk students through steps of Plan and Write, using screenshare or whiteboard. Have students write a at. If using an LMS, consider having students submit draft as an LMS assignment. Then, assign partners for the revising and editing process. Have partner complete charts. If you do not have an LMS, consider using breakout rooms for partners.

Screenshare Breakout rooms

ON CAMPUS SKILLS

AVOIDING PROCRASTINATION

PROCRASTINATION Most people procrastinate from time to time. However, some students procrastinate too often. It affects their health and their grades. Let’s look at the reasons why people procrastinate and some strategies to change that behavior. Why do people procrastinate?

Procrastination, or waiting until the last minute to do something, is a big problem for a lot of students. There are reasons why everyone procrastinates, but there are also strategies to avoid it.

Reasons

PREPARING TO READ 1 You are going to read a blog about procrastination by an academic counselor. Before you read, work with a partner and discuss the questions. 1 In what situations do you procrastinate? What do you always do right away? 2 Why do you think you procrastinate?

WHILE READING

Ask for help. Don’t be afraid or embarrassed to ask your professor for help. You can also ask TAs, librarians, peer tutors, or even a friend. All of these people want to help you succeed.

2 The project seems too big and they don’t know where to start.

Break the big project into small parts. Make a list of all the parts, such as: choose topic, find sources, write introduction, and so on. For each part, make a deadline1 for yourself.

3 They don’t think a task will take very long and they are surprised when it does.

Start early. If the task doesn’t take very long, you’ll finish early! Just writing a first draft or an outline will make it clear how difficult or easy the task will be.

4 They are constantly distracted2.

Go to a quiet place to work, turn off your phone, and do not open email or social media. First, find a comfortable place to study but not a place where you will see friends or roommates. Then, turn off your devices and focus on work. You can check those things when you take a break.

2 Read the blog on the next page. Match the reason for procrastinating with the strategies to avoid procrastination. 1 A student is easily distracted. 2 A student doesn’t understand what to do on an assignment. 3 A student thinks he or she can write the paper very quickly. 4 A project seems very big. a Start early even if it’s a simple task. b Ask the professor for help. c Write a list of the smaller tasks in the project d Study in a place away from friends. 3 Read the blog again. Circle the correct option to complete the sentences. 1 When students need help with an assignment, they shouldn’t feel to ask for it. a distracted b lazy c embarrassed . 2 After making a list of smaller tasks, a student can also a do the easy ones first b choose a date to finish each task c write a first draft 3 Sometimes, students are surprised because . a the project takes longer than they expected b they started early c their first draft is very easy when they are studying. 4 Students should not a eat snacks b leave their phone on c take a break

Strategy

1 They don’t have the skills or knowledge to do a task or assignment.

If you need help with this or other study problems, come see us in Thompson Hall. But don’t wait! Bert Ryan, Counselor, Student Support Center deadline (n) the day or time something must be finished

distracted (adj) unable to pay attention to something

PRACTICE 4 Work with a partner. Discuss the questions. 1 Which reasons for procrastinating from the reading are true for you? 2 Which strategies from the reading do you use or will you try to use? 3 What are some other strategies for avoiding procrastinating?

REAL-WORLD APPLICATION 5 Work with a partner. Survey five students on your campus. Ask these questions. 1 Do you ever procrastinate? 2 What do you do when you procrastinate? 3 How do you avoid procrastinating? 6 Work with another pair. Use the information from the interviews to create a poster with dos and don’ts about procrastination. 7 Share your poster with the class.

122

UNIT 5

ON CAMPUS

123

On Campus Use synchronous class time to review all On Campus tasks.

Screenshare

HEALTH AND FITNESS

UNIT 5

ACTIVATE YOUR KNOWLEDGE Work with a partner. Discuss the questions. 1 What are the people in the photo doing? Why do you think theyâ&#x20AC;&#x2122;re doing it? 2 What advice would you give to someone who wants to live to be 100 years old? What should the person do or not do? 3 Do you think it is easier or harder to stay healthy now than it was 100 years ago? Why? HEALTH AND FITNESS

103

Prism Listening/Speaking Activate your knowledge > Use a video conference to ask students to look at the image on the opening spread and brainstorm answers to the initial questions. > Feed back on their answers by calling on individual students to expand on their answers. Do this with five or six students before moving on. > Put students into breakout rooms to discuss questions. Give students a time limit, and clear directions of what they need to produce after group session.

Screenshare Breakout rooms

WATCH AND LISTEN

PREPARING TO WATCH ACTIVATING YOUR KNOWLEDGE

PREDICTING CONTENT USING VISUALS

1 Work with a partner. Discuss the questions. 1 What do you do to calm yourself when you feel angry or stressed? 2 Have you ever tried to breathe slowly and deeply? How did it make you feel? 2 Work with a partner. Look at the photos from the video and discuss the questions. 1 What kind of class could this be? 2 Where do you think the school is? 3 Why do you think the students have their eyes closed? GLOSSARY

courage (n) the ability to deal with dangerous or difficult situations without being frightened yoga (n) a set of exercises for the mind and body, based on the Hindu religion emotion (n) a strong feeling such as love or anger focus (v) to pay attention to something

104

WHILE WATCHING 3

Watch the video. Circle the correct answers. 1 The students think that yoga has them. a helped b bored c excited . 2 The program teaches yoga in a reading classes b math classes c school 3 Yoga connects your , your feelings, and your body. a heart b dreams c mind . 4 Most students say that after yoga theyâ&#x20AC;&#x2122;re more ready to a study b learn c work 5 Since the yoga classes began in the school, have improved. a test scores b physical fitness c emotions

Watch the video again. Circle the words you hear. 1 Sometimes it takes a lot of courage to just be a little bit more still and not busy / happy. 2 I forget about the sad / bad things that are happening. 3 I feel happy and serious / calm. 4 She first turned to yoga as an overworked / a stressed-out school teacher. 5 I think a real benefit is learning a process for internal listening / studying.

UNDERSTANDING MAIN IDEAS

UNDERSTANDING DETAILS

DISCUSSION 5 Work in a small group. Discuss the questions. Then, compare your answers with another group. 1 Are there programs in your school or workplace that teach relaxation? Describe them. 2 What activities can you think of that help: a our minds? b our bodies? c our emotions? 3 What other activities can connect all three of these things?

UNIT 5

WATCH AND LISTEN

105

Discussion Board Breakout rooms

Discussion board

Screenshare

Forum Collaborative writing tool

3 Discussion > If students have access to an LMS, consider posting Discussion questions on a Discussion Board for them to respond to. They can additionally respond back to their classmatesâ&#x20AC;&#x2122; ideas. > If students do not have Access to an LMS, use a video conference to pose questions to students. If breakout rooms are available, put students into rooms to discuss. Have groups share answers. Assign each group a certain question to work on.

Screenshare Discussion board Breakout rooms

WHILE LISTENING

LISTENING

LISTENING 1 UNDERSTANDING KEY VOCABULARY

1 My grandmother is very healthy. She’s never had a serious illness. 2 Research proves that exercising can improve your health. 3 I have a habit of eating chocolate in the evenings. I eat it almost every night! 4 He doesn’t have an unhealthy lifestyle. He always exercises and eats fruit and vegetables. 5 Exercise is important to me, so I work out at the gym three mornings a week. 6 I’m a few pounds overweight. I should probably go on a diet.

USING YOUR KNOWLEDGE

2 Work in a group and discuss the photos. 1 What are the differences between the lifestyles of the people in the photos? 2 How do you think different lifestyles can affect our health? 3 Do you think that the genes we receive from our parents can affect our health? How?

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UNIT 5

5.2 Listen to the radio program and complete the notes. Speaker A I think (1) I think that (2) I’d much rather (3) Speaker B It’s ridiculous to (4) I’m sure that (5) Speaker C I prefer to (6) I also think that (7) I’d say that (8) There’s no doubt that Speaker D I’m sure that (10)

(adj) not good for your health; not strong and well (phr v) to exercise in order to make your body stronger (v) to show that something is true (n) a disease of the body or mind (adj) being heavier than you want or than is good for you (n) something that you do regularly

LISTENING FOR MAIN IDEAS

2 What does the speaker say is more important than lifestyle for having a long and healthy life?

1 You are going to listen to a radio program about why some people live a long life. Before you listen, read the sentences. Complete the definitions with the correct form of the words in bold.

a b c d e f

5.1 Listen to an introduction to a radio program and answer the questions. 1 Do people who live to be 100 years old always have a healthy lifestyle?

PREPARING TO LISTEN

I prefer to

(9)

(11)

LISTENING 1

107

Listening 1 & 2 1 Preparing to listen If meeting synchronously, review vocabulary for students. Use a video conferencing whiteboard. Once vocabulary is reviewed, students can be assigned the additional vocabulary tasks to do for homework. If using the CLMS, reinforce new vocabulary terms with exercises in the Online Workbook.

Screenshare

2 While listening > Use video conferencing to review skill boxes. These boxes identify the skill targeted in the listening.

Screenshare

> If students have access to CLMS, have students complete Listening for homework. > If students do not have access to listening, play during synchronous meeting. Be sure you have enabled audio on your conferencing tool. 3 Post listening > Use a video conference to cover post-listening. If breakout groups are available, have students work with small groups and assign them to report back. > If students have access to the CLMS, reinforce all skills by assigning correlating tasks in CLMS. 3 Discussion If students have access to an LMS with Discussion Board, post the questions on the Discussion Board, after you meet and go over the listening virtually. If you do not have an LMS with a Discussion Board, when meeting with students synchronously, put students into break out groups to discuss. Have each group share answers.

Screenshare Discussion board Breakout rooms

LANGUAGE DEVELOPMENT

3 Complete the questions with phrasal verbs. 1 Have you ever a bad habit, like eating chocolate? 2 Have you ever had a cold or the flu? How long did it take you to it? 3 Have you ever for exercise classes or for a gym membership? 4 Have you any new activities in the past few years? for a team? 5 Have you ever 6 Are there any foods that you want to ? Why do you want to eat less of these foods?

LANGUAGE

PHRASAL VERBS Phrasal verbs are two- or three-word verbs. They consist of a verb and one or two particles (small words like up, out, in). It is not always easy to understand the meaning of a phrasal verb by focusing only on the meaning of the verb and the particle(s). The parts together often have a completely different meaning than the individual parts. They spend hours working out at the gym. (work out = exercise to make your body stronger)

4 Work with a partner. Ask and answer the questions in Exercise 3. Ask follow-up questions to find out more information.

1 Look at the sentences. Underline the phrasal verb in each sentence. 1 If you want to lose weight, you should cut down on fatty foods. 2 Last winter, I came down with four colds. I hope I’m healthier this year! 3 I want to try something new. Maybe I’ll take up tennis. 4 Tim is going to try out for the soccer team. I don’t think he’ll make it, though; he’s not a great player. 5 No matter how good their genes are, these children will not be able to enjoy a long and happy life unless they give up chips, chocolate bars, and sugary drinks. 6 Why don’t you sign up for a yoga class? Yoga is good exercise, and it helps you relax. 7 Would you like to join in the game? You can be on our team. 8 It took me a long time to get over the flu. I was sick for two weeks.

ADJECTIVES TO DESCRIBE WELL-BEING 5 Read the definitions. Complete the sentences with the correct form of the words in bold. cultural (adj) relating to the habits, traditions, and beliefs of a society educational (adj) relating to learning emotional (adj) relating to feelings intellectual (adj) relating to your ability to think and understand things, especially complicated ideas personal (adj) relating to a single person rather than to a group physical (adj) relating to the body social (adj) relating to activities in which you meet and spend time with other people

2 Write the phrasal verbs from Exercise 1 next to the correct definitions. 1 2 3 4

to get an illness, especially one that is not serious to stop a habit, often because it is unhealthy to join a group or organization to become involved in an activity with

1 Exercising has benefits. It can make you happier and calmer. 2 If you want to improve your life, you should join a club to meet some new people. . She enjoys talking about 3 Andrea is very literature and philosophy. 4 Max wanted to learn Spanish quickly, so he hired a tutor. He meets with his tutor twice a week for conversation practice. activity helps your body stay strong and healthy. 5 6 When you move to a new country, it can take some time to get used to the differences. 7 Travel is fun, and it’s also . You can learn a lot about the history and culture of other places when you travel.

other people 5

to compete for a position on a sports team or a part in a play

6 7 8

to become healthy again after having an illness to start doing a particular job or activity to eat or drink less of something

LANGUAGE DEVELOPMENT

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UNIT 5

Screenshare Chat box

2 Work in a group. Brainstorm ideas for a health-related program that you might like to talk about. Write your ideas in the idea map.

SPEAKING CRITICAL THINKING At the end of this unit, you will do the Speaking Task below.

SKILLS

Give a presentation to a group of students about an idea for a health product or program.

Using idea maps Idea maps are a good way to organize your notes as you listen. They help you see connections between the topic, the main ideas, and the details. see friends every week

physical

intellectual have fun

spend time alone

have a get enough healthy diet sleep learn something new every day

read books

healthrelated programs

exercise regularly

well-being

emotional

3 Look at the health programs you brainstormed in Exercise 2. Which has the most health benefits? Which has the fewest? Why? Choose one and write it in the center of the idea map below. 4 Think of some benefits of the product or program you are going to talk about and write them on the outside circles of the idea map.

do puzzles

UNDERSTAND

EVALUATE

APPLY

benefit

1 Choose one of the programs from Listening 2 and complete the idea map.

benefit

benefit benefit

benefit

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benefit

program

benefit

UNIT 5

CRITICAL THINKING

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Speaking 1 Preparation for speaking > Use video conferencing to share speaking task and to instruct students on targeted skills as indicated in the skill boxes. If using the CLMS, reinforce targeted skills with correlating tasks.

Screenshare Breakout rooms

> Put students into breakout rooms to complete partner/group tasks. Have students share answers. > Consider finding a similar type of presentation on YouTube or other video channel for students to view as a model. 2 Speaking Task > Through video conference, guide students through steps of Prepare and Practice.

Screenshare Breakout rooms Chat box

> Place students into breakout groups for practice. > Have students record and submit presentation to Assignments, if using an LMS. If not, assign students to present during synchronous class meeting. > If students submitted on LMS, have each student watch two or three presentations and provide feedback. 3 Reflect > If students are submitting presentation via LMS, assign students to watch a set number of their classmatesâ&#x20AC;&#x2122; presentations and complete Reflect questions via LMS.

Discussion board

> If students are presenting during class meeting, have students take notes during presentations, and then have the class share their thoughts on the Reflect questions.

Chat box

Screenshare Breakout rooms

PRACTICE

ON CAMPUS

5 Work with a partner. Look at the ideas in the boxes. What cause and effect relationships can you find? Describe them.

STAYING IN SHAPE

If you have a busy schedule, you might stay up late and eat badly. If you get exercise, you can sleep well. As a result, â&#x20AC;Ś

PREPARING TO LISTEN 1 You are going to listen to an interview with a health expert about staying in shape. Before you listen, look at the questions and check the boxes. Do you â&#x20AC;Ś

no / not usually

sometimes

yes, usually

1 get regular aerobic exercise (e.g., walking, swimming)?

THE EXERCISE CYCLE

2 play a sport?

get exercise study better sleep well feel less stress feel happier

3 eat healthy food? 4 drink water regularly? 5 get at least seven hours of sleep every night? 2 Work in a small group. Compare your answers. Then, discuss the questions. 1 Are you generally in good health? 2 Why is it important for students to be in good physical health? 3 Why is it sometimes difficult for students to have a healthy lifestyle?

WHILE LISTENING 3

5.6 Listen to the interview. Circle the main point about college students. a They are under a lot of stress. b They need to learn time management skills. c They should get more exercise. d They need to get more sleep.

5.6 Listen to the interview again. Write T (true) or F (false) according to the interview. Correct the false sentences. 1 2 3 4 5 6 7

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THE STRESS CYCLE busy schedule stay up late eat badly feel stressed have no free time

UNIT 5

Mirna Pham wrote a book about health. Many students feel stress because their classes are difficult. Most students have good health habits. Exercise helps the brain work better. Most people need at least 9 hours of sleep every night. People who exercise usually have other good habits. Healthy habits begin in college.

feel tired in class

eat healthy food

6 Have you experienced either of these patterns? Describe your experiences.

REAL-WORLD APPLICATION 7 Look at the ways to keep fit and healthy in college. Work in a small group and discuss the questions. play on a university sports team run a marathon or half-marathon take fitness classes for credit take group camping and hiking trips walk or bike to class wear a device to monitor your fitness levels, nutrition, and sleep work out at a gym 1 Which of the activities do you do now? 2 Which do you think are most effective? 3 What other ways of keeping fit are possible where you live? 8 Choose one of the activities above. Research what is available at your school or in your city. Consider: Convenience: Where and when can students do this activity? Cost: How much does it cost? Is special equipment needed? Other obstacles: How could you overcome them? 9 Present the results of your research to the class. STAYING ON IN CAMPUS SHAPE

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On Campus Use synchronous class time to review all On Campus tasks.

Screenshare

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: > Online Workbook: Self-grading practice that gives learners instant feedback. Teachers can track time-on-task and check leaner progress.

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. > Videos on CLMS: Students can watch videos for review. Looking for more digital resources to help with home learning? You might also like to consider:

click here

> Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for â&#x20AC;&#x2DC;Cambridge Dictionary Plusâ&#x20AC;&#x2122; 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.