How to teach remotely using Talent by Cambridge English

How to teach remotely with

Here are some suggestions for how you could use the units in the Talent coursebooks 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 and video files in the coursebook lessons: https://www.cambridge.org/gb/cambridgeenglish/catalog/ secondary/talent/resources click here

The suggestions are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > collaborative group tasks without the teacher > individual self-access study They are based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the live classes to check answers.

Tools you can use in live classes: SCREEN-SHARING: use this to share Presentation Plus (if you have it), image files, audio files and short video files.

G R E AT F O R :

C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.

G R E AT F O R :

BREAKOUT ROOMS: use these virtual rooms for small groups. Teachers can enter these rooms and monitor the work going on in pairs or small groups.

G R E AT F O R :

> giving instructions

> starting the lesson

> comparing answers after tasks

> setting up tasks

> checking concepts

> role-plays

> presenting grammar or vocabulary

> closing the lesson

> short discussions.

> getting feedback.

> stimulating discussions.

Two or three short breakout room tasks each lesson help to add variety. To find out more about how to set up and manage breakout rooms and other functions in your online class, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here

Tools your students can use for tasks outside the classroom:

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, or 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 an online platform e.g. Google docs.

AN IMPORTANT NOTE: Using breakout rooms with young learners. Just as we would not leave young learners unsupervised in a physical classroom, we don’t want to leave our students unsupervised in breakout rooms either. If you plan to use breakout rooms with your teenage students, arrange for online teaching assistants to help monitor the breakout rooms. If this isn’t possible, here are some alternative approaches you can use: > Comparing answers to exercises: Show the answers on your screen, allow students a few minutes quiet time to check their answers (you can play music during this time if you want). Then invite students to ask questions. (A fun twist on this approach is to add a few “mistakes” in the answers and get students to spot the mistakes. This makes sure they’re paying attention). > Discussion tasks: Use the chat box for the initial stage of the discussion so that everyone can share answers and generate ideas, then call on individuals to ask and answer questions. You can ask each student to nominate a classmate to continue the discussion until everyone has spoken. Ask students to record their answers to the discussion questions after the class and send you the recording. > Role-plays: Act out the role-play with one or two of your stronger students first, then call on pairs to act out the roles in the main classroom. Ask students to write out the dialogue from the role play and share it with you after the class.

A quick overview of the Studentâ&#x20AC;&#x2122;s Book unit structure. The sections you will want to prioritize for live classes are shown in bold. 1: Unit opener: Reading & Grammar

Unit aims, warm up, reading, practice, grammar guide, grammar practice, speaking

2: Reading & Writing Skills

Read & listen, reading strategy, grammar guide, critical thinking, writing strategy

3: Vocabulary

Vocabulary, listen, critical thinking, pairwork

4: Speaking Skills

Listen & watch, speaking strategy, pairwork, changing language/sounds english

5: Listening Skills

Listening strategy, pairwork, grammar guide,

6: Life Skill

Pairwork, practice, life strategy, task

OR 6: Academic Skills

Lead in, practice, academic strategy, skill practice

The other sections can be set for self-study or collaborative asynchronous pairwork or groupwork. How much you can cover in your live classrooms depends on your schedule. You will probably want to plan your schedule unit by unit and use the first class of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks.

Notes on how to structure live classes lesson by lesson:

Home

8 2

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B1 PRELIMINARY: Speaking and Listening IGCSE: Writing, Speaking and Listening IELTS: Academic

SPEAKING SKILLS ■

Making suggestions

LEAD IN 1 PairWorK Discuss these questions. 1 What sort of person do you think the rooms in the photos belong to? 2 Which photo is more similar to your room?

LESS CLUTTER, LESS STRESS ACADEMIC SKILLS ■

Completing a flow chart

Do you have clothes in your wardrobe that you never wear?

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Do you keep things in your

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Do you have books on your And what about the mess on the floor? Is it difficult to find things when you need them? If the

answer to these questions is yes, then you’re not alone. Most of us have too much stuff. People with untidy, cluttered rooms have untidy minds. They can feel stressed

Learning goals ■

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and they find it difficult to relax. This makes them unhappy. There is no doubt 15

must / have to for obligation should for advice House and furniture

must and have to = necessary don’t have to = not necessary mustn’t = not permitted

chair. That’s all. It looks calm and relaxing. This is minimalist style. Minimalists believe that you don’t have to own a lot of possessions to be happy. They try to live with only the essential things. 20

HOUSE RULES

Negative You mustn’t touch the light. It’s dangerous. We don’t have to clean the windows.

Questions Do we have to wash the floor? Does she have to pay the bills?

Short answers Yes, you do. / No, you don’t. Yes, she does. / No, she doesn’t.

2 3 4 5 6 7

things?’ and of course the answer is that you don’t. A minimalist room is too gadgets are comforting and help us to feel at home, but occasional decluttering isn’t a bad idea. Consider this simple rule: if you don’t use something for longer 25

Complete the sentences with the correct form of must or have to and a verb below.

than 6 months, get rid of it. You have to regularly tidy and sort out all the stuff

close use tidy see talk study take ■

in your room, you mustn’t keep too many things. After decluttering, you’ll have more space in your wardrobe and cupboards. No more: ‘You must tidy your room!’ from your parents! Your room will look more spacious and you’ll feel liberated and free!

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0 1 2 3 4 5 6 7 8

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copy do

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mustn’t copy in tests. You ....................................... We ....................................... the door when we go out. ....................................... (they) the test? You ....................................... your room! Silence! You ....................................... in here. ....................................... (I) out the dog? I did it last time! It’s a surprise for Mum! She ....................................... it! Noah ....................................... for his test. Itʼs tomorrow. You ....................................... the printer. It’s broken.

Always leave the bathroom clean. Do your washing-up before you leave the kitchen. Put the recycling bags out on Thursdays. No noise (music, etc.) after 11 pm. Clean the flat regularly. Leave money for the window cleaner once a month. Keep garden clear so gardener can cut the grass.

The student flat is nice and my housemates are friendly. We had a meeting yesterday and made a list of house must / have to leave the bathroom clean rules. We 0 ............................... after use. I think that’s really important and we 1 .......................... do our washing-up immediately – and not leave dirty plates and cups in the sink. We 2 .......................... forget to put out the recycling every Thursday. After 11 pm, we 3 .......................... be quiet and we 4 .......................... make a noise. We 5 .......................... do the cleaning but we 6 .......................... clean the windows. There’s a garden but we 7 .......................... cut the grass because there’s a gardener too. Now, we 8 .......................... all remember to follow the rules!

See GraMMar reFerence Workbook page 124

You are probably asking at this point ‘Do I have to get rid of all my favourite

Complete the gaps with the correct form of must or have to.

Affirmative He must clean the living room. They have to pay the rent today.

that too much stuff is bad for us and we have to change.

extreme for most people, and personal possessions like photos, books and

Complete the dialogue with the correct form of have to.

Do you have to (you) help at home? A 0 ............................... B Yes, sometimes. A What 1 ............................... (you) do? B My brother and I 2 ............................... tidy our rooms and I 3 ............................... clean our bathroom. Alex 4 ............................... (not) help because he’s only eight. A 5 ............................... (you) cook? B No – luckily! Dad loves cooking and he’s a great chef! A What about the pets? B Oh, yes, we 6 ............................... take the dog for a walk every day and feed the cat. What about you? A I’m lucky I 7 ............................... (not) help in the house much but my big sister 8 ............................... help my mum sometimes.

Now, imagine this bedroom: a white floor, a bed, a wardrobe and a desk and

Vocabulary ■

must / have to for obligation

shelves that you never open?

Grammar

GRAMMAR GUIDE ■

cupboards that you never use? 5

[2.15] Read, listen and watch. Decide if the sentences are true (T), false (F) or doesn’t say (DS). Correct the false ones.

1 Most people have a lot of possessions. 2 It’s easy to find things in an untidy room. 3 People with untidy rooms tend to be happier. 4 Minimalists don’t have any possessions. 5 It’s a good idea to get rid of some of your old things. 6 White is the most relaxing colour for a bedroom.

EXAM STRATEGIES ■

PRACTICE

sPeaKinG In pairs, discuss and make a list of rules for your class. Write them down and share with the class.

Unit 8

Lesson 1: Unit opener/grammar Lead-in: Begin the lesson by sharing the learning goals with the students. Then, ask students to answer the first question of the Lead In by having everyone type into the chat box.

Where a pairwork activity is included, ask students to consider the questions and discuss their responses in a breakout room. Then ask them to write them in the chat box and give feedback on their responses.

Breakout rooms

Ask students to read/listen to the text or watch the video and answer the question above the text in the chat box. Give them the correct answer and explain why or elicit it from them in the chat box.

Chat box

Play the video (again) and ask students to answer the Practice questions on their own and then to add their responses in the chat box. Give them the answer(s) and give reasons, if necessary.

Screen-sharing

Give students some time to read the Grammar Guide and give them the opportunity to ask questions in the chat box.

Breakout rooms

In breakout rooms, ask students to find examples of the grammar from the Grammar Guide in the text on the opening page. Ask them to feed back to you in a chat box and praise/correct where necessary.

Breakout rooms

Chat box

Main classroom

Chat box Main classroom

Chat box

After the Grammar Guide(s), there are several ways you can carry out the grammar practice exercises:

Breakout rooms

> Students simply answer the questions on their own and you give them the answers with any necessary explanation in the main classroom.

Main classroom

Chat box

> Students complete the exercises in pairs/groups in breakout rooms and you give them the answers with any necessary explanation in the main classroom. > One question at a time, students answer the question in the chat box, while you correct/praise where necessary. > Each breakout room completes a different exercise, depending on their ability, the other activities are set for homework. > Students complete the first 1-3 questions in each exercise and complete the rest for homework. > Students complete all of the exercises for homework, and you give them the answers in the following lesson. > Alternatively, you can use a combination of any of the above.

7 8

Ask students to prepare their answers to the Speaking activity where it is included. Ask them to share their responses in the breakout rooms and remind them to ask each other more questions about the subject. Students then share some interesting things heard/said in their conversations in the chat box.

Main classroom

For homework, in preparation for the next lesson, ask students to read the text on the following pages and answer the first question in the Practice section in the following page.

Optional: Ask students to complete some or all of the activities in the Workbook or on the CLMS for this grammar point.

Breakout rooms

Homework

MICROHOMES MICROHOMES

READING SKILLS

WRITING SKILLS

LEAD IN

13 Decide if the sentences are true (T)

PairWorK Discuss these questions.

or false (F). Correct the false ones.

1 What’s your home like? Describe your house or flat. 2 Imagine the home you’ll have when you’re an adult. In what ways will it be different?

An opinion essay … 1 is a type of dialogue 2 is informal 3 has paragraphs 4 contains a lot of different opinions 5 uses linking words and phrases 6 has a conclusion

PRACTICE 8

[2.16] Read and listen to the text and match the headings to the paragraphs.

1 2 3 4

Ideal owners Home or theatre? Community and technology Creating rooms

READING STRATEGY Match headings to paragraphs In this type of exercise you need a general understanding of the paragraph in order to match the heading. Read the list of headings first. Read each paragraph quickly to identify the main idea. Match the headings and paragraphs that you are sure about first. This will help you deduce the others.

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Read the text again and answer the questions. 1 What was the inspiration behind a microhome? 2 Why is there a housing crisis in some big cities? 3 How does a microhome use living space in an innovative way? 4 What technology do microflats use? 5 What sort of people choose a microflat? Why?

The sofa disappears behind a wall, there are secret panels in the floor and a bed comes down from the ceiling. This all fits in 39 square metres and the inspiration comes from theatre sets. This is an architect’s answer to the housing crisis in big cities like London and New York. Property prices are sky-high and there aren’t enough affordable homes, especially for young people just starting work. The problem’s going to get worse: by 2050, 66% of the world’s population will live in towns and cities, compared to 54% today.

near opposite on in under next to behind in front of between

F F

in the correct groups. overall to begin with firstly also finally not only that in conclusion to sum up as well as secondly first of all in addition ■

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beginning 35

1 2 3 4 5 6 7

T T

PRACTICE

additional points

end

11 Choose the correct option.

F F F

14 Put the linking words

My games console is in / on my bedroom. Jake’s flat is next / opposite the cinema. My house is between / behind the shop and the park entrance. I put the bag in front of / behind the sofa, so you can’t see it. Don’t push! Go back and wait. I was in front of / opposite you. Is this seat free? Can I sit under / next to you? My house is quite near / next to the town centre. It’s about ten minutes’ walk. 8 A cellar is a room near / under a house. 9 I keep my laptop between / on my desk.

12 Critical thinking Discuss the questions in pairs and then share your ideas with the class.

You don’t have to be a minimalist to live in a microflat, but it helps! They are tiny and space is very limited. Architects designed microflats with young people in mind, especially students and young workers just starting their careers. New technology and the minimalist trend mean they don’t have many physical possessions. They download music, films and books so they don’t need bookcases, for example. They also tend to be out most of the time working and socialising. A microflat in a city centre location at an affordable price must be a better alternative to living in the suburbs and travelling long distances to work every day!

T T T

10 VocabUlary Match the prepositions to the pictures. a b c d e f g h i

Architects and designers are using technology and engineering to create new ways of maximising small spaces. One idea is the microflat: a compact home with a versatile living space. The bathroom and kitchen must obviously be in fixed places, but the other areas don’t have to be permanent. When you invite friends around to eat, your main living space becomes a dining room. At night, the table disappears into the floor and the bed appears to create a bedroom. In the morning the bed disappears into the ceiling and a sofa takes its place.

Each microflat is a unit. The units fit together like toy building bricks. Each residential block has about 25 microflats as well as some community areas, such as a gym, a terrace and a café. Residents can meet and socialise there. Microflats are environmentally friendly. They have big windows and high ceilings to use natural light and solar panels provide the electricity. All the domestic appliances and systems are internet-connected and you can control them from your smartphone.

1 What do you think are the advantages and disadvantages of microhomes? 2 Do you think wi-fi-connected domestic appliances are a good idea? 3 Do you think microhomes would be popular in your country?

WRITING STRATEGY Write an opinion essay In an opinion essay we express our opinions on a particular subject. An opinion essay contains: a clear opening statement paragraphs formal language linking words and phrases

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IGCSE See WritinG exPansion page 131

Unit 8

Lesson 2: Reading & Writing Skills Lead-in: Ask students to go straight to their breakout rooms and discuss the questions in the Lead In section at the start.

1 2 3 4

For about 5 minutes, review the previous lesson with the class, asking students to use the chat box to say some of the things they learnt/did, ensuring nothing is missed.

Chat box

In their breakout rooms, ask students to tell each other something they found interesting about the text and what their answer(s) were for the first task in Practice that was set for homework. Have students put their answers to the exercise in the chat box, clarifying any confusion if necessary.

Breakout rooms

Ask students to read the Reading Strategy box. Ask them some comprehension questions to respond to in the chat box (e.g. What is a monolingual dictionary? When you skim a text, do you need to understand every detail?).

Main classroom

On their own, ask students to answer the questions about the text below the Reading Strategy section, practicing the technique at the same time. Give them the answers in the main classroom. Then, ask students to discuss the strategy in their breakout rooms with questions like: What did you do? Did it help? Why/why not?. (If there is a Vocabulary section following this, use some of the techniques from Lesson 1.6.)

Main classroom

Chat box Main classroom

Breakout rooms

Ask students to read the Grammar Guide and complete the following exercise(s) together in their breakout rooms. Give them the answers and encourage students to ask anything if they are unsure of the rules. (If there is a Speaking section following this, ask students to prepare their response in advance of holding a discussion in their breakout rooms.)

Breakout rooms

Ask students to hold discussions in their breakout rooms using the questions in the Critical Thinking section. Then, ask them to share their thoughts with the class in the chat box.

Breakout rooms

Ask students to respond to the Lead In question(s) in the Writing Skills section in the chat box, ensuring they have understood the question and follow up on some of the comments with follow-up questions.

Chat box

For homework, ask students to complete the Practice exercises and to use the Writing Strategy box to write something. Ask them to submit this prior to the following lesson so you can offer them feedback (if time outside class allows).

Homework

Main classroom

Chat box

Main classroom

Optional: Ask students to complete some or all of the activities in the Workbook or on the CLMS for this lesson.

Homework

Optional: Ask students to complete the Writing Expansion page at the back of the Studentâ&#x20AC;&#x2122;s Book.

Homework

Optional: Have students read the text, if there is one, on the Vocabulary page in preparation for the next lesson.

Homework

VOCABULARY House and furniture 15 PairWorK Which three things in your room or your house would you like to get rid of?

16 Read the text and complete the gaps with the words below.

bookcase floor wardrobe walls cupboards desk ■

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18 Choose the odd word out and add it to the correct room. 1

bedroom

bathroom

kitchen

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DECLUTTERING – A step-by-step guide! It’s time to declutter your room! You don’t have to do it all at once, focus on different areas on different days! 1 ..........................: Put all the

4 5

things in the right places: pens and pencils in a pencil case. Sort out your notes and put them

bed mirror chest of drawers bookcase shower toilet cooker cupboards armchair living room sofa washbasin media unit study chair desk wardrobe

worktop .......................... bath .......................... sink worktop .......................... curtains .......................... storage unit ..........................

19 Put the words below in the right place.

in a folder. Throw away things

fence lights heating wall fridge gate roof stairs garage cellar ceiling dishwasher floor washing machine freezer hall garden shutters attic ■

you don’t need anymore.

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2 ..........................: Take out all

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your clothes. Only put back the

OUTSIDE

3 ..........................: Organise into

patio

categories: school books, novels, magazines, etc. Get rid of the books you no longer use. 4 ..........................: Pick up all the things and find places to keep them. Don’t forget to look under the bed!

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5 ..........................: Take all the things out and choose the

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UPSTAIRS

balcony

.............................. .............................. .............................. .............................. 5

things you want to keep. Organise them into groups of similar

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clothes that pass the test: 1 Does it fit? 2 Do I like it? 3 Will I wear it?

.............................. .............................. 3

DOWNSTAIRS

front door .............................. ..............................

HOUSE

things: computer games, board games, sports equipment, art materials, etc. when you put them back. 6 ..........................: Look round you. Do you still like your pictures and posters? Don’t forget to refresh your notice board.

17 Match the phrasal verbs in bold in exercise 16 to the definitions.

1 2 3 4 5

.......................... .......................... .......................... .......................... ..........................

..........................

Unit 8

remove things you don’t want anymore return things to a container / cupboard put in the rubbish / recycling bin lift up a thing from a surface remove things from a container / cupboard select the things you want to keep and put them in order

DOMESTIC APPLIANCES + SYSTEMS

air conditioning ............................................. ............................................. ............................................. ............................................. ............................................. .............................................

PARTS OF A BUILDING

window .............................. .............................. .............................. .............................. ..............................

20 sPeaKinG Answer the questions in pairs. 1 2 3

Describe the outside of your house / flat. Which is your favourite room in your house / flat? Why? Which room does your family use most? Why? See VocabUlary extension page 141

Lesson 3: Vocabulary Lead-in: In their breakout rooms, ask students to predict some of the vocabulary they might explore in the lesson based on the title. For example, if it is called ‘Society’ the vocabulary might be neighbourhood, health, diversity. Encourage them to write some of the words they thought of in the chat box.

As these lessons vary from one to another, here are some things you can do depending on the types of exercises on the page: Pairwork/Speaking exercises/Critical thinking: > Before the conversation, offer the students some functional language to help them along, such as I would really like to…, I would say my favourite ____ is, I have/haven’t been to ____ . > Students can prepare their conversations in advance, or go straight into the discussion in their breakout rooms. > Follow up the conversation by asking students to share what they spoke about in the chat box. Reading/reading comprehension: > Ask students to read sections/paragraphs to each other in the breakout rooms. > Have students read alone and follow up with comprehension questions (you can write these while they are reading). > Turn it into a listening task by asking students to close their books and read it to them in the main classroom.

Chat box Main classroom

cont

Listening/listening comprehension:

Chat box

> Students can do these either alone, in their breakout rooms, or, as they listen, they can answer the questions in the chat box.

Main classroom

> Use exercises with singular words to practice pronunciation of the target language. Listen and repeat in the breakout rooms. Vocabulary controlled practice: > These can be done in the main classroom, one question at a time, or they can do it before that either alone or in their breakout rooms in pairs/ groups.

For homework, ask students to practice the vocabulary by writing a short paragraph using the target language. For example, if the vocabulary was ‘Geographical features’, ask them to write 150 words about what geographical features there are in their country.

Optional: Ask students to complete the Vocabulary Extension pages at the back of the Student’s Book.

Homework

SOUNDS ENGLISH

SPEAKING SKILLS Making suggestions

The /ɪ/ and /iː/ sounds 27

21 PairWorK Discuss these questions. 1 2

Describe your bedroom. When did you last decorate? What did you change?

[2.17] Listen and watch the video of Anna and Grace talking about giving Grace’s bedroom a makeover.

1 2

[2.18] PairWorK Listen to two speakers. Which speaker is the British English speaker: the woman or the man? Discuss the differences.

1 2 3

Who is more excited about the makeover, Anna or Grace? What does Grace decide to do in the end?

It’s as cheap as chips. There are six sheep on the ship. He’s sitting on a seat in the living room.

SOUND STRATEGY /ɪ/ and /iː/ are two versions of the same sound. /ɪ/ is a short sound and /iː/ is a long sound. It’s important to pronounce them correctly because the vowel sound changes the meaning of the word!

[2.19]

key expressions One idea is to … You could …

What about a …? Why don’t you + -ing?

How about + -ing?

1 2 3 4 5

[2.17] Listen and watch again and tick (✓) the key expressions you hear.

24 Choose the correct option. 1 2 3 4 5

You could / One idea is to paint the walls white. How about a / Why don’t you put the desk near the window? One idea is / Why don’t you to change the position of the furniture. You could / How about buying a new wardrobe? You could / How about a buy some new curtains.

SPEAKING STRATEGY

[2.17] Listen and watch again and tick (✓) the expressions from the strategy box you hear.

B /iː/

sit hit his chip fill

seat heat he’s cheap feel

6 7 8 9 10

A /ɪ/

B /iː/

live will it ship rid

leave wheel eat sheep read

Listen and decide if the word you hear is in A or B. [2.20]

30 GaMe Student A says one word,

then Student B says if the word’s in A or B. Repeat and swap roles.

express doubt

[2.21] Listen to a student reading. Circle the words with a mistake in the pronunciation.

There are three green ships on the sea. 2 Tim’s got six pink pigs. 3 He lives in a big house. 4 Is Tilly feeling sick? 5 Peter is drinking a cup of green tea.

In conversations, we can use these phrases to express our doubts: Perhaps I’ve got my doubts about … I don’t know. I (probably) won’t / will … I’m not sure / certain. That’s unlikely / not very likely. I don’t think so. B1 PRELIMINARY IGCSE

Listen and repeat.

A /ɪ/

[2.22] Now listen to the correct pronunciation of the sentences and practise reading them.

26 PairWorK Discuss what you could do to give your classroom a makeover. Use expressions for making suggestions and expressing doubts.

Unit 8

Lesson 4: Speaking

1 2 3 4

In their breakout rooms, ask students to discuss the questions in the Pairwork section or the first question on the page. Then ask them to feed back some of their responses in the chat box and respond by asking a few follow-up questions based on what they said.

Breakout rooms

Play the video and ask students to answer the question from the instructions above the video on the page. Then watch the video again and ask students to tick off the expressions from the key expressions box when they hear them. Then, ask them to write in the chat box any expressions they didn’t hear. If there is another task after the video, ask them to do this and compare their answers in their breakout rooms. Finally, give them the answers in the main classroom if applicable.

Main classroom

Read the Speaking Strategy to the students in the main classroom and ask some comprehension checking questions to ensure they understand. They can write their responses in the chat box. Follow this up with the exercise(s) listening to the strategy in the audio. Students can check their answers with each other in their breakout rooms.

Breakout rooms

In the final Pairwork activity, send students to their breakout room in pairs and ask them to practise the speaking strategy in the discussion. After this, if possible, send them to speak to a different person in another breakout room and ask them to discuss the strategy. Ask them questions such as Did you find it easy/natural to do? Was it easy? Is this something you do in your language?.

Breakout rooms

Chat box

Chat box Breakout rooms

(Changing Language column) Ask students to answer the questions in the exercise(s)before the video and share their responses in their breakout rooms. Elicit the correct answers from the students via the chat box, correcting where necessary.

Breakout rooms

(Changing Language column) Make sure students are clear on the question(s) being asked about the video, then play the video for them. Elicit their responses, ensuring they are correct.

Main classroom

(Changing Language column) Read the Corpus box and ask students to practise the language by giving them a relevant set of questions to practise in their breakout rooms.

Main classroom

(Sounds English column) Ask students to listen to the example of the sound being spoken in the example and to practise the pronunciation of the examples in their breakout rooms.

Main classroom

(Sounds English column) Read the Sound Strategy box to the students in the main classroom and follow this up by asking them some quick comprehension questions. Follow this up by playing the audio for the listening exercise. In their breakout rooms, students practise the vocabulary in the exercise(s), focusing on the sound in question.

Main classroom

(Sounds English column) Send students to their breakout rooms to do the Game at the end of the section or do it as a whole class (for example, if there is an audio track). Ask students in the main classroom if they had any issues with the sound/questions and give further help if needed.

Breakout rooms

(Sounds English column) If time, ask students to find 10 words in the Wordlist at the back of the Workbook that contains that sound and ask them to practise some of them in a sentence in their breakout rooms.

Breakout rooms

EITHER ask students to complete the Speaking Skills exercises in Workbook OR have students meet a partner in a breakout room to practise the language point using the exercises in the Workbook as a prompt.

Homework

6 7

Chat box

Breakout rooms

Main classroom

LISTENING SKILLS GRAMMAR GUIDE

LEAD IN 33 PairWorK

should for advice

Discuss these questions.

1 Do you have any house rules at home? 2 What are they? 3 Do all the family follow them?

Affirmative He should clean his room. We should be quiet after 10 pm.

Negative You shouldn’t make a noise. They shouldn’t come back after midnight.

Questions Should I go?

Short answers Yes, you should. / No, you shouldn’t. You should phone.

What should I do if I’m late?

See GraMMar reFerence Workbook page 124

LISTENING STRATEGY Predict content

37 Complete the gaps with a verb below

Predicting is a useful skill for all types of exercises. Before you listen: Read through the exercise to understand the subject of the dialogue. Think about the subject and what you know about it. Try to guess who the speakers are. Try to predict what they are going to talk about.

and the correct form of should. talk

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B1 PRELIMINARY IGCSE

PRACTICE 34 PairWorK Look at exercise 36 and discuss the questions below with your partner. Then share your ideas with the class.

[2.23] Listen to Alessia and Yuto and check your answers to the questions in exercise 34.

Listen again and decide if the sentences are true (T) or false (F). Correct the false ones.

spend

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cook

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help

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buy

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38 Rewrite the sentences using should or shouldn’t.

1 Who are Alessia and Yuto? 2 Who is Mrs Davy? 3 What do you think the dialogue is about?

[2.23]

1 Yuto and Alessia must have breakfast with Mrs Davy and her family. 2 They don’t have to tell Mrs Davy in advance if they don’t want dinner. 3 Students at the language school can go to the evening activities if they want to. 4 Yuto and Alessia have to be very quiet if they arrive home late. 5 They mustn’t invite their friends to the house. 6 They have to clean and tidy their rooms.

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shouldn’t talk in the library. 0 (–) Shh! You ....................................... 1 (+) You ....................................... more with the housework. 2 (?) .......................... we .......................... some milk? There isn’t any in the fridge. 3 (–) I ....................................... so much time playing video games. 4 (+) Lola ....................................... home if she doesn’t feel well. 5 (?) .......................... I .......................... the dinner?

T T

F F

0 I think it’s a good idea to help with the housework. should help You ....................................... with the housework. 1 It isn’t a good idea to go out with wet hair. You ....................................... with wet hair. 2 I advise you to ask the teacher. You ....................................... the teacher. 3 I don’t advise you to do your homework at night. You ....................................... your homework at night. 4 I think it’s a good idea to say sorry to Emma. You ....................................... sorry to Emma.

39 sPeaKinG In pairs, give advice in these situations.

0 I got a bad mark in my English test.

You should study more next time. 1 I feel tired all the time. 2 My room’s always a mess. 3 I took my mum’s tablet to school without asking her.

Unit 8

Lesson 5: Listening Skills Lead-in: Review the previous lesson by asking students to discuss what they did and share with each other what was successful and anything that needs more practice. Elicit their partner’s responses in the chat box and give extra guidance/practice if necessary.

Send students to their breakout rooms to discuss the questions in the Lead In activity at the start of the page. Elicit some of the things students discussed in the chat box.

Breakout rooms

Before playing the audio in the Practice section, using the question, elicit what type of language they might hear in the audio in the chat box.

Chat box

Ask students to read the questions before playing the audio for them in the main classroom, requesting they take notes to help answer the questions while they listen. Elicit the answers in the chat box.

Main classroom

Give the students enough time to read the Listening Strategy box and ask 2 or 3 comprehension questions through the chat box.

Chat box

At this stage, each Listening page is different. Here are some ways of using the different activities: For listening comprehension tasks: > You could simply play the audio and have every student do it on their own and elicit their answers in the chat box. > You could ask them to do it breakout rooms and elicit their answers in the chat box. > You could allocate one exercise for each breakout room while they listen to the audio again, then rotate the exercises. After that you can mix the students into different breakout groups to share and compare their answers/responses. > Alternatively, you could focus more on the language within the listening text (using the scripts at the back of the Teacherâ&#x20AC;&#x2122;s Book), and set the exercises for homework. For Grammar Guides: > Ask students to read the Grammar Guide box and summarise it in 30 words, for example. After this, have students do the following grammar practice exercise alone or in their breakout rooms. Elicit their answers. > Alternatively, you could ask students to complete the Grammar Guide and exercise for homework. For Speaking/Pairwork exercises: > Have students prepare what they will say before the discussion, then hold the discussion in breakout rooms, and finally share what they found interesting in the chat box with the class. > Or let them go straight into the exercise if you feel they are ready enough and invite a third person to observe and make notes on the conversation to feed back to their fellow students after the conversation on the grammar point they practise.

cont

For Critical Thinking exercises: > You could simply ask students to prepare their answers for a few minutes and share their ideas in breakout rooms. > You could set this as a collaborative homework and ask students to meet online to discuss their thoughts. > You could turn the exercise into a mini project for homework. For example, if the exercise is about doing sport in schools, they could research sport in 3 different schools around the world and feedback to the class with a presentation. > If you are all connected online, you could ask students to record themselves presenting their research in a video or voice recording to send to you or even their classmates.

For homework, ask students to complete the exercises in the corresponding page in the Workbook.

Homework

Alternatively, you could ask them to record their own conversation with a classmate using the language you explored in the lesson. In preparation for the following lesson, if the Life Skills page has a reading text, ask students to read this for homework (and summarise it in 50 words, if time).

Homework

ACADEMIC SKILLS Completing a flow chart LEAD IN

PRACTICE

40 PairWorK Look at the photo and discuss the questions.

1 What is the student doing? 2 Do you prefer packing or unpacking? 3 When was the last time you had to pack your possessions?

[2.24] Read the tips about packing and cleaning when you leave a student room. Put tips A–D in the correct gaps, then listen and check.

STUDENT SPECIAL

How to clean and pack your bedroom It’s June and the end of the academic year. It’s time to leave your student flat. Follow the tips for a quick and easy move!

1 2 Pack a bag of essential things for the journey: clothes, toiletries, laptop and phone. Put them in a small bag so that they are easy to carry. Now you are ready to start packing. 3 4 Next, pack all your other possessions. Put similar things together in boxes or bags. On the outside of the box, write what is in the box or bag. For example: desk things. 5 6 Empty your room so that you can start cleaning it. Move the packed boxes and bags out of the room. Look around and put the last remaining things in a box or bag. 7 8 Finally, arrange the furniture in its original position. Check one last time that you have got all your things. Lock the door and return the key.

ACADEMIC STRATEGY We use flow charts to describe a process or a sequence of actions. Show each step as a box. Summarise each step in a few words. Don’t use linkers, e.g., first, then. Use imperative verbs. Link the boxes with arrows. ■

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42 WritinG Underline the essential information in points 1–8

in exercise 41. Then summarise each point in a very brief note.

1 Sort out your things.

43 WritinG Now draw a flow chart and write in the brief notes from exercise 42.

Sort out your things

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A Clean your room: vacuum the floor, clean the windows and take out the rubbish. B Pack delicate things first. Wrap all your fragile things and put them in a box. Write fragile on the box and put it outside your room. C Before you start, sort out your possessions and get rid of the old things. D Then, pack your clothes. Fold your clothes and arrange them carefully in a suitcase or bag.

START

END

IELTS Unit 8

Lesson 6: Life Skills Life Skills lessons can be easily done online. You could set the majority of the lesson to be done in the breakout rooms and simply monitor and help the students when necessary.

To start the lesson, ask students to predict what the lesson will be about from the title of the page and to put their answers in the chat box.

Chat box

Ask students to think about their response to the Lead in question. Then have a discussion in their breakout rooms. Elicit responses in the chat box.

Breakout rooms

Ask students to do the Practice exercise on their own and feedback their answers/responses in the chat box.

Chat box

In the Thinking Further activity, ask students to do this in their breakout rooms. Then, give them your response to it and ask if they agree or disagree with you. Follow this up by asking them if they think this is the same in every other country by commenting in the chat box.

Breakout rooms

Either read the Life Strategy box to the students or ask them to read it themselves. In their breakout rooms, ask students to share their thoughts about what they have read. Offer them discussions questions like Do you agree with all of the points?, Do you usually live by these rules?, or Is it more difficult to do these things when you are a teenager?

Main classroom

4 5

Chat box

Main classroom Chat box

Breakout rooms

For the Task, ask students to take 5-10 minutes preparing their ideas/ discussion. Then, send them to their breakout rooms and monitor their discussions, inputting useful language or ideas as they go.

Life Skills pages are an ideal time to let students get creative for homework through virtual project work. You could ask them to do any of the following either alone or in virtual groups: > Create a poster promoting the life skills they explored > Create a leaflet for their school > Make a short video > Record themselves giving a short speech about the subject Optional: Once they have completed their project, they can share them with each other to offer feedback on each otherâ&#x20AC;&#x2122;s final work.

Breakout rooms

Homework Discussion forums

ACADEMIC SKILLS Completing a flow chart LEAD IN

PRACTICE

40 PairWorK Look at the photo and discuss the questions.

1 What is the student doing? 2 Do you prefer packing or unpacking? 3 When was the last time you had to pack your possessions?

[2.24] Read the tips about packing and cleaning when you leave a student room. Put tips A–D in the correct gaps, then listen and check.

STUDENT SPECIAL

How to clean and pack your bedroom It’s June and the end of the academic year. It’s time to leave your student flat. Follow the tips for a quick and easy move!

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42 WritinG Underline the essential information in points 1–8

in exercise 41. Then summarise each point in a very brief note.

1 Sort out your things.

43 WritinG Now draw a flow chart and write in the brief notes from exercise 42.

Sort out your things

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START

END

IELTS Unit 8

Lesson 6: Academic Skills Lead-in: Ask students to respond to the opening Lead In questions in the chat box. Then send them to their breakout rooms to have discussion to share their responses.

In the main classroom, go through the following questions one by one, asking students to respond in the chat box, praising and correcting where necessary.

Main classroom

For the Practice exercise, have students do the exercises either alone, followed by main classroom feedback, or together in their breakout rooms.

Breakout rooms

Read the Academic Strategy to the students. Follow this up with some comprehension questions.

Main classroom

For the Writing or Listening exercise, ask students to do some research on the topic online. Set a time limit. Then, share their findings with their classmates in the breakout rooms. Ask them to share some things they found out in the chat box.

Breakout rooms

For homework, ask students to do the Listening or Writing exercise in preparation for the next lesson. Optional: The final lesson of the unit is a review of everything they have done. Use this time as an opportunity for students to practise areas they have struggled with and to share their homework from the Life Skills or Academic Skills lessons.

Chat box

Main classroom

Chat box

Other resources for Talent Literature Skills Found at the end of Unit 10, these pages are ideal for self-study. They could be used for extra practice of the Reading Strategy lessons, or as useful opportunities to practise extensive reading in preparation for an exam. Research Skills Found within the Literature Skills pages after Unit 10, these could be used as extension activities following the Critical Thinking sections in the Reading Skills pages or as project work to be displayed/presented to conclude a unit. Exam Skills Found at the end of each unit in the Workbook, these pages are ideal for self-studying students preparing for their Key or Preliminary for Schools exams. CLIL Found at the back of the Student’s Book, these pages can be used to explore other subjects at school they might, at this time, be missing out on. These can be taught following a similar structure to what you have used in the Reading/Listening Skills lessons. Vocabulary Extension Found at the back of the Student’s Book, these pages, which provide students with extra vocabulary words and practice, can be used for selfstudy, within an online classroom setting, or as flipped classroom lessons, where feedback and pairwork activities happen in the live class. Writing Expansion Found at the back of the Student’s Book, these pages give students the opportunity to really focus on their writing skills. The preparation and pairwork activities can be done in class or in breakout rooms and the final task could be carried out individually or as a pair/group writing activity. This could be a great opportunity for collaborative writing, encouraging students to use tools such as Google Docs.

We hope you find these guidelines helpful. There are further resources available for you and your learners, including tests and extra grammar and vocabulary practice in the following locations: > Presentation Plus > CLMS > Resources tab at cambridge.org/talent click here

How to teach remotely using Talent

Articles inside

Ask students to think about their response to the Lead in question. Then have a discussion in their breakout rooms. Elicit responses in the chat box

In the Thinking Further activity, ask students to do this in their breakout rooms. Then, give them your response to it and ask if they agree or disagree with you. Follow this up by asking them if they think this is the same in every other country by commenting in the chat box

Ask students to do the Practice exercise on their own and feedback their answers/responses in the chat box