How to teach remotely with
Here are some suggestions for how you could use the units in the Think coursebooks and materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio files in the coursebook lessons: https://www.cambridge.org/gb/cambridgeenglish/catalog/ secondary/think/resources click here
The suggestions below are based on a combination of: > live lessons online > discussion forums moderated by the teacher > independent collaborative group tasks > individual self-access study
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Useful tools in live classes: SCREEN-SHARING: share Presentation Plus (if you have it), images, audio files and short video files (bandwidth permitting).
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: these are virtual rooms for small groups that can be set up as part of the main classroom. 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
> warmers
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> checking answers
> short discussions
> getting feedback.
> collaborative tasks.
> stimulating discussions.
Two or three short breakout room tasks each lesson add variety and allow for more interaction. To find out more about how to use Zoom, a video conferencing tool, and how to create 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
Useful tools for additional tasks outside the classroom:
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DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
you can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo, you may want to use a wiki or a blog or other shared online space).
students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document using e.g. Google docs.
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.
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Teens This way of working may be a challenge for teens, who need encouragement and monitoring, but it is also an opportunity for them to develop skills of independent learning, self-control and routinebuilding. If you are able, try to send your students individualized messages of support and random chat, so they don’t lose a sense of connection with you. They will appreciate the personal touch, even if they don’t say so. Creating a closed online chat group for the class will also be a good way to maintain the social aspect of lessons and get them to do more reading and writing in English! And do suggest web sites, online material, videos, songs etc. that link with lessons as well as topics you know they are interested in. If students can and want to create study groups online and do their homework together, that is fine and can help support their mental health. Working too much alone can be unhealthy if they feel isolated and anxious. If they haven’t done so already, suggest that students create a timetable for the week and try to follow it. Have a balance of work, play and exercise as well as sleep.
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A quick overview of the coursebook unit structure. The units do not follow exactly the same pattern throughout Think, but this example is representative of the tasks students are required to engage in. The sections you will want to prioritize for synchronous video-conferencing classes are shown in bold. Opening page
Unit objectives, pictures, reading, discussion task, think task
Lesson 1
Reading, collaborative writing, speaking
Lesson 2
Grammar
Lesson 3
Vocabulary, speaking, listening, think task
Lesson 4
Reading, speaking
Lesson 5
Grammar, vocabulary
Lesson 6
Culture: reading, speaking, writing
The other sections can be set for self-study or collaborative pair work or groupwork outside the classroom. How much you can cover in your live classrooms depends on your schedule and the length of your online classes. Post the answers to exercises you have asked students to complete on their own online between lessons, so they can check their answers. Allow time in online lessons for students to ask questions about anything they were confused about. Giving them links to online grammar reference books and dictionaries such as dictionary. cambridge.org will help develop their independent learning skills. 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. In the last lesson you will want to ask students to prepare for the next unit. Be careful not to set too many tasks before the next lesson as teens will be studying a lot of other school subjects at home. Be realistic. Break up the suggested lessons below and spend more time in the chat box or telling them about yourself or things you have read. They will still be practicing English.
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A suggested structure for a flipped approach A flipped approach is 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. Here is an example plan for one unit from Think, Student Book 2, B1, which gives ideas on how to plan your own lessons. The students will be sharing ideas, answers and questions in the chat box by typing in English. Tell them in advance that this space is for communication and not to worry about mistakes, as long as everybody gets the message. This is a good place to focus on fluency rather than accuracy. You may have managed to set up an online system that allows students to speak to the group using microphones. If so, call upon specific students to offer their ideas and make sure you ask everyone and not just the few who you think will have the answers quickly. Try to pay attention to who is NOT joining in the chat and encourage them to do so by asking direct questions. Start with yes/no questions so they can build up their confidence by just writing a word or two to start with. Writing tasks: You can still set individual writing tasks for homework and ask students to email them to you. Set short tasks rather than long compositions, so that students can build up their confidence and sustain motivation.
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10
10 K EEP H E A LT H Y
KEEP HEALTHY
4
2
1
3
SPEAKING Look at the photos. With a partner, name the free-time activities. What others can you think of?
4 5
2 Think about the activities in Exercise 1. Answer the question and take notes.
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How might the various free-time activities be good for someone’s health?
3
SPEAKING
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Talk about your choices.
Cooking your own food can be good for your health. You can choose fresh ingredients, so the food is better for you.
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talking about your health past perfect simple; past perfect continuous; past perfect simple vs. past perfect continuous VOCABULARY: time linkers; illness: collocations GRAMMAR:
2.21 Look at the statements below about someone who likes birdwatching. Read and listen to the article and decide if each statement is correct or incorrect. If it is correct, mark it A. If it’s incorrect, mark it B.
1
READING
OBJECTIVES FUNCTIONS:
Phoebe Snetsinger learned about her illness after she came back from Alaska. When she got the bad news, she took some time to recover and then started travelling. After travelling for about ten years, she had won the fight against her illness forever. Only 12 other people were as successful with their bird spotting as Phoebe. Phoebe liked breaking records, but she didn’t care a lot about the environment. When Phoebe finally died of cancer, she was on holiday doing what she loved most. Just before she went on her last trip, she published her famous book Birding on Borrowed Time. The book is both about birdwatching and the heroic way Phoebe got on with her life.
8,OOO Birds to See Before You Die
P
hoebe Snetsinger had just returned from a trip to Alaska when her doctors told her that she had cancer. She had less than a year to live. Phoebe was 50. As soon as she heard the news, she decided to spend the rest of her life doing what she loved most – watching birds. She immediately went off to some of the world’s most amazing natural paradises. Her trips were extremely hard. But Phoebe surprised her doctors and her family as she carried on travelling. A year came and went, and she was still alive. She was doing something that she loved and that helped her to be healthy for another ten years. The cancer came back, but even then Phoebe Snetsinger decided not to stop. As she continued with her trips, the cancer went away again. By now she was becoming internationally famous in the birdwatching world. At the age of 61, when she had seen 7,530 species, she was named ‘the world’s leading bird spotter’ by the Guinness Book of Records. Four years later, during a trip to Mexico, she set a new record when she spotted species number 8,000: the very rare Rufous-necked Wood-Rail. Snetsinger had become a legend. Nobody had
SPEAKING With a partner, correct the statements marked B.
spotted so many different bird species before. In fact, at that time only 12 people around the world had seen more than 7,000 species of birds! Phoebe’s interest in birdwatching started in Minneapolis. Then she moved to Missouri with her family. There, she joined a group of people who were interested in birds, insects and plants around the Mississippi River. She became very worried about pollution and its impact on the environment. ‘We have to protect nature,’ she said. ‘If we don’t, future generations won’t be able to enjoy watching these beautiful birds.’ Sadly, when Phoebe was 68, she died in a car accident on the island of Madagascar off the East African coast. She was there enjoying the hobby that had probably saved her life. She had been there for two weeks, and had added another five to her list of over 8,400 species. Four years after she died, the American Birding Association published her memoirs, Birding on Borrowed Time. Many people have enjoyed reading this moving book. It isn’t just a story about a bird spotter’s travels, but a touching human document of how her hobby helped her to live much longer than expected.
VALUES Never give up 1 Tick (✓) the sentences that show what you think you can learn from this story.
Being passionate about things you like is extremely important. A hobby you really like can have a positive effect on your health. It’s important to have friends you can trust at all times. You should always think positively and never give up hope! It’s very important to eat healthy food and take enough exercise.
The Rufous-necked Wood Rail
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SPEAKING Talk to a partner. Compare which sentences you have ticked.
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SPEAKING Which of the sentences you have ticked is the most important one for you? Give reasons.
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Lesson 1: BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 At the start of the lesson check in with the class
Chat box
2 Review work done recently and give feedback on
Main room
1 Open the breakout rooms. Divide the class in small
Breakout rooms
2 Make sure to change the grouping so students
Chat box
on a personal level. Let them say how they are feeling, coping with being at home. Tell them how you are doing anything they have sent in or on what you have observed while monitoring the breakout rooms like good ideas, collaboration, students helping each other – pick out positive things to focus on mostly and a few helpful things to correct (pronunciation, vocabulary, grammar)
Look at the unit topic and pictures and prepare own ideas for discussion based on questions and own ideas.
groups and instruct them to discuss the pictures in groups using prompt questions ex 1 & 3 don’t always work in the same groups
Encourage them to ask each other questions and avoid single word comments.
3 Follow-up discussion and feedback in the main classroom
4 Teacher gives feedback on discussion she has
heard e.g. praise for good ideas, encouragement, pronunciation and vocabulary
5 Don’t be afraid to do drilling / repetition
correction for pronunciation – you say the word clearly/naturally 2 or 3 times and ask the students to repeat (they should be less inhibited to this alone)
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Main room
BEFORE THE CLASS Do reading task
DURING THE CLASS
L O C AT I O N
1 Students recall reading text and compare answers
Breakout rooms
2 Teacher checks answers
Main room
3 Students can ask questions if they are confused
Chat box
4 Other students or teacher clarifies
Chat box / main room
to exercise in groups.
5 Allow space for students to comment on the topic in a personalized way (they need to feel free to express themselves and there should be room for some fun in online lessons)
Think Values
1 Students discuss the learning points in groups
Breakout rooms
2 Share ideas together
Chat box
3 Teacher shares own ideas (authentic listening and
Main room
Ask students to prepare a short presentation on how they (should) keep healthy at this time and share online. It doesn’t have to be serious.
Homework
personalized)
If students don’t want everyone to see/hear, they should be able to send their work directly to you. If so, give feedback only to them. Give feedback at the start of the next lesson.
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10 K EEP H E A LT H Y
GRAM MAR Past perfect simple
VOCABULARY Time linkers
1 Read the example sentences and answer the
1 Read the story. Complete it with the words in
questions. Then complete the rule. Phoebe Snetsinger had just returned from a trip to Alaska when her doctors told her that she had cancer. 1 Which of the two actions came first: her returning from a trip or what the doctors told her? Four years later she set a new record. Nobody had spotted so many different bird species. 2 Which action came first?
LISTENING
1
She died in a car accident on Madagascar. She had been there for two weeks.
When I was a child, I was never really very interested in nature. 1 one day my aunt gave me a book for my birthday. It was called Birding on Borrowed Time by a woman called Phoebe Snetsinger. 2 she gave it me I was a little disappointed. It didn’t seem very interesting, and I wanted a new game for my phone. My aunt made me promise to read it. So I did, and I loved it. It was so interesting. 3 I was reading the book, I completely forgot about time. In fact, I didn’t do anything else 4 I’d finished it – no TV, no gaming, nothing. 5 I had finished the book, I went out and bought myself a pair of binoculars. And that’s how my interest in birdwatching started.
(She was there for two weeks before she died.)
had been there
died
(two weeks)
NOW
Form the past perfect with had (or ’d ) + the of the verb.
2 Complete the sentences. Use the past perfect form of the verbs.
When I tried to phone them, nobody answered. They all (go) swimming. He (change) so much that I almost didn’t know who he was when I saw him last night. She couldn’t phone me because she (lose) her mobile. Somebody (steal) John’s car, so he was very angry. Claire had no idea I was coming to see her. Her mum (forget) to tell her. 6 You arrived too late. They already (leave). 7 Her mother (not give) her any money, so she couldn’t buy the tickets. 8 they already (return) from their holiday when you got to their house? 1 2
What everybody knows: exercise is good for: strengthening muscles controlling 1
when | as soon as | then | until | while
RULE: When we tell a story, we often use the past perfect to talk about one event that happened before another event in the past.
PAST
Sam’s talk:
the list.
1 2 3 4 5
5
2 3
2.22 Listen again. A student in Sam’s class is taking notes, but she hasn’t managed to write everything down. Complete her notes.
TRAIN TO About health talk with therefore and you should. Then decide in which of the sentences the speaker makes a suggestion and in which the speaker draws a conclusion?
I never really liked Annie until As soon as I saw John’s face When we got home after school While I was riding my bike I read the whole letter. Then
a
we did our homework immediately. b I saw it wasn’t for me. c I realised we have a lot in common. d I noticed something was wrong with it. e I knew he was really worried. a
b
3 How many sentences can you make that are
3 Think about times in the past when you
experienced a strong emotion. Then complete these sentences with your own words. Use the past perfect. I was really sad because … I was absolutely delighted when I found out that … 3 I was angry when I was told that … 4 I was very tired after … 1 2
Workbook page 90
Four things we all know about regular exercise. Four things we might not know about regular exercise. The advantages and disadvantages of regular exercise.
1 Complete the sentences from Sam’s
2 Match the parts of the sentence.
3
4
1
2
While I was walking to school this morning … The first thing I did when I arrived at home yesterday … I had never eaten any … until… As soon as I learnt how to (swim / play the guitar / write my name…), … 5 I heard my favourite singer for the first time in … . Then … 2 3 4
Workbook page 92
Exercise gives you a healthy heart, so exercise regularly. You reduce the risk of dying from a heart attack by almost a half. There is a clear link between lack of movement and depression. regular exercise helps you to become a happy person.
LOOK! A conclusion is only valid if it follows logically from the information given. If we need to make assumptions about facts that are not part of the information, then the conclusion is invalid.
meaningful for you? 1
2
4 things not everyone might know about exercise: 1. helps with mental health reason: there’s a link between lack and depression. of 2 2. strengthens your immune 3 . helps you fight colds and other 4 . 5 . 3. is good for your 4. reduces the risk of dying from attack. a 6
Listen to 14-year-old Sam giving a talk at school. Which of these is she talking about? 2.22
SPEAKING Which of these conclusions are valid? Which are invalid? Give reasons.
3
SPEAKING Compare your notes with a partner’s. Which of the points from Sam’s talk did you already know? Which were new for you?
A Most kinds of sports are good for your health. Car racing is a sport. Therefore car racing is good for your health. valid invalid B Spending time outdoors in the fresh air is good for your health. Birdwatching is done outdoors in the fresh air. Therefore, birdwatching is a healthy free-time activity. valid invalid C Vitamins are good for the immune system. Fruit has got vitamins in it. Therefore eating fruit is good for the immune system. valid invalid D Positive thinking can be good for your health. John is a positive thinker. John will never fall ill. valid invalid
The conclusion in A is invalid. It’s true that most kinds of sports are good for your health. It’s also true that car racing is a sport. But it’s not true that all sports are good for your health. The first sentence talks about most kinds of sports, not all sports.
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Lesson 2: BEFORE THE CLASS
DURING THE CLASS
1 Ask students how they are getting on working on
L O C AT I O N Chat box
parts of the book individually at home
2 Allow students to share strategies they have found useful for working at home
3 Recommend other good strategies Ask students to review the target grammar and work through the exercise
1 Students check through their answers together
Breakout rooms
2 Teacher gives answers and takes any questions /
Main room & chat box
Ask students to do the Vocabulary task
1 Students check through their answers together
Main room & chat box
students mark their own work
2 Teacher gives answers and takes any questions / students mark their own work
1 Ask students to work in breakout rooms, set up
Breakout rooms
the task and play the audio
2 Students check and discuss answers together 3 Teacher checks answers 4 Students and teacher discuss the question together
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Chat box
BEFORE THE CLASS
DURING THE CLASS
1 Share a syllogism on screen and ask students to
L O C AT I O N Main room
comment e.g.
Penguins are birds Birds can fly Therefore, penguins can fly
2 Ask students to work alone for a few minutes and
Chat box
share some syllogisms with the class.
Ask the class to rate the logic of the statements
3 Students work in groups to think about the
Breakout rooms
4 Check and discuss together
Chat box
Show students on screen which parts of the book you want them to read / exercises to do before the next lesson
Main room
Check that they think it is feasible in the time frame, as they may be getting a lot of other work to do in all their other school subjects and be feeling overwhelmed
Chat box
validity of the statements in The Train to Think section
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10 K EEP H E A LT H Y
READING 1
SPEAKING Work in pairs. Student A reads story A; student B reads story B. Tell your partner about the story you have read.
GRAM MAR Past perfect continuous
VOCABULARY Illness: collocations
1 Complete these examples from the stories on
1 Match the sentence halves. Then underline the
page 96. Circle the correct words to complete the rules.
Miracle operations
1 2 3
A Jack McNaughton’s parents were so happy yesterday when their 4-year-old son walked through the gates of his school in Almondbank near Perth, Scotland, together with his friends.
illness collocation in each sentence.
Jack had been suffering from a serious illness since he was born and was not able to walk. A few months ago, his parents heard about a new miracle operation that doctors in a clinic in the US can perform. With help from friends and the local community, Jack’s parents managed to get together the $40,000 for the operation. A team of doctors from a special clinic in Missouri operated on the young boy. After an operation of several hours the doctors said: ‘We’re optimistic that your son will be able to walk!’ For his parents, a dream had come true. They had been waiting for this moment for years.
●
●
●
4
My dad hasn’t taken any Our neighbour is in hospital. He had an Her doctor gave her medication and she got If you have a problem with your eyes, make an Are you sure it’s a cold? Maybe you should see
5
I ate seafood for dinner. I’ve been feeling
0
They for this moment for years. The 9-year-old on his own during a break and had not stayed with the other children. Jack from a serious illness since he was born.
1 2 3
d
better immediately. b a doctor. c appointment with a specialist soon! d exercise for years now. He’s not very healthy. e sick all night. f operation two days ago.
RULE: The past perfect continuous is used for actions happening over a period of time. We can use it
a
to talk about things that started in the 1present / past and continued until another time in the past. to talk about things that have stopped and had a result in the 2present / past. to focus on 3how long / how often an activity had been happening.
2 Complete the sentences with illness collocations
from Exercise 1. Use the correct forms of the verbs. I was really happy I could go to your party on Sunday. I for almost a week. Her knee hurts badly, and the medication she takes doesn’t help. The doctors say she needs to . ‘Hello, this is Jake Miller. Can I with Dr Thacker, please?’ I’ve got an earache, but I don’t think it’s too serious. If it’s not gone in a few days I’ll . 5 The doctor says I’m a bit overweight and I should some every day. 6 Sorry to hear you’re not feeling well. Hope you soon. Workbook page 92 1
2 Choose the correct verb for each sentence and write it in the past perfect continuous.
2
walk | climb | wait | not pay | try
They are now hoping that Jack will never need to use a wheelchair again.
1 2
B Doctors at the Emergency Clinic in Linz, Austria, were cautiously optimistic last night after they had operated on a boy’s foot for ten hours. The boy, Jan S., had lost his foot in a skiing accident, but doctors attached the boy’s foot back onto his ankle. Dr Huber and Dr Thewanger, the operating doctors, told the boy’s parents there was great hope that he would be able to walk and lead a normal life again. The 9-year-old had been taking part in a skiing race. He had been skiing on his own during the break and had not stayed with the other children. He went down a very steep slope, suddenly lost control and hit a tree. His foot was completely cut off below the ankle. Some people who had seen the accident gave first aid, and a helicopter took the boy to hospital. A few teenagers were so shocked by what they had seen that they had to get medical treatment as well.
3 4 5
I arrived late. They for 2 hours. They for half an hour before they realised they’d left the picnic at the hotel. Our teacher got very impatient with Thomas because he attention at all that day. We to get tickets all afternoon, but the match was sold out by noon. They looked exhausted when I saw them at the top. How long they ?
3 4
Pronunciation
Past perfect simple vs. past perfect continuous
/tʃ/ and /ʃ/ consonant sounds Go to page 121.
3 Complete the sentences with the past perfect simple or continuous form of the verbs. 1
2 3
2 Read both stories. Mark the sentences A (story A) or B (story B). He had suffered for a very long time. People who saw what happened were really shocked. His parents had been waiting for this moment all the boy’s life. 4 His parents worked hard to get the money for the operation together. 5 His parents heard that there is hope he will be able to do sport again. 6 He was doing sport and had an accident. 1 2 3
4 5
I got to my friend’s house at three o’clock. They already football for hours. (play) Before the match started, it for a long time. (rain) I looked at my laptop and saw that somebody it. (break) She Spanish for years when she went to university. (study) My dad got home late. He told me that there an accident on the motorway. (be) Workbook page 91
FUNCTIONS Talking about your health SPEAKING
Work in pairs. Ask and answer questions.
Have you ever felt sick after eating something? What happened? When you have a cold, what do you do to get better? Do you believe that taking exercise is good for you personally? Give reasons. Where you live, is it easy or difficult to make an appointment with a doctor? 5 When you have a slight temperature, do you immediately see a doctor, or do you wait a few days? 1 2 3 4
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Lesson 3: BEFORE THE CLASS
DURING THE CLASS
L O C AT I O N
1 Share something you have read recently that you
Main room
2 Ask students how they got on with the reading.
Chat box
Students do the reading task on page 96
1 Students work in groups, where some have read
Breakout rooms
Allocate text A to half the class and Text B to the other half
2 Students tell each about what they read in their
found interesting or funny. Personalize the idea of reading and start the lesson in a relaxing way that makes them happy to attend Did they use a dictionary? Did they find the text comprehensible? Are they using any good reading strategies? text A and some Text B text
3 Students answer the questions at the bottom of the page, sharing their knowledge of one text
4 Teacher checks the answers
Main room Chat box
Students do the grammar task on page 97
1 Students work in groups and check their answers
Breakout rooms
2 Teacher checks answers and deals with any
Chat box
problems
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BEFORE THE CLASS
DURING THE CLASS
1 Show a sentence like this
L O C AT I O N Main room
She has learnt English for 10 years, when she passed her First. She had been learning English for 10 years, when she passed First.
2 Ask students which is correct
Chat box
3 Take ideas in the chat box (or if you have a polling option online ask students to vote)
4 Give students a few minutes to think of two
sentences themselves – one correct and one not
5 Post them in the chat box and other students have to choose the correct one
Students do the grammar task on page 97
1 Students work in groups and check their answers
Breakout rooms
2 Teacher checks answers and deals with any
Chat box
Set this writing task for homework.
Homework
problems
Tell students you are not feeling great as you are working from home and need advice on how to maintain excellent health. You don’t have time to read a lot of advice, so they can only use 60 words maximum. They can work in pairs or groups on this. You will choose a winner – the best advice. There are lots of blank certificates you can find online, which you can show and then send to the winner(s).
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Culture
10 K EEP H E A LT H Y 3
sports events take place? Read and check your ideas.
Keeping healthy –
stories from around the world Running for fun Running regularly helps you keep fit. That’s why millions of people run several days a week and regularly take part in races. Some runners combine the sport with doing something good for others. They collect money for their run and give it to a charity. Some charity runners run a full marathon dressed in a crazy costume to collect more money for their charity. Travis Snyder from the US had been thinking for some time about an idea for a fun run where professionals and amateurs could run together. In 2012 he organised the first ‘Color Run – The happiest 5K on the planet’. What started with 6,000 participants in Phoenix, Arizona, is now held annually in many cities around the world, with millions of runners. The idea is simple: you start wearing something white, and at every kilometre people spray and paint you in different colours: 1K is yellow, 2K is blue, 3K is green, 4K is pink, ... a ‘colour extravaganza!’ Why do people go on a Color Run? Because ‘it’s healthy, fun and colourful’ as one runner put it.
Ice swimming Imagine it’s minus15 degrees Celsius outside on a sunny Saturday afternoon and you are somewhere in Russia or Finland. Would you rather see a film with a friend, go for a walk and enjoy the beautiful snow, or go for a swim in the nearby river? Not many of our readers would choose to go for a swim in such low temperatures, but in Russia, Finland and other countries, ice swimming has been popular for centuries. Some people say it’s very healthy because it improves blood circulation and strengthens the body’s immune system. Doctors say these things may be true, but you have to be very brave to try it – and it’s only for people who are already fit and healthy! 2.25
Read and listen to the article again. Answer the questions.
What do ice swimmers say are the health benefits of their sport? 2 Should ice swimming be recommended to everyone? Give reasons. 3 How does a Color Run work? 4 Who came up with the idea for a Color Run and why? 5 How is tai chi good for your health? 6 Who is tai chi for? 1
SPEAKING
a partner.
0
●
1
●
questions.
2 3
●
Which past tenses does the writer use in the first paragraph and why? 2 The story has four paragraphs. Which of them … ● sets the scene? (who? where? when?) ● explains the group’s plan for that day? ● talks about a dramatic situation? ● tells about the solution to the problem? 1
1 Read Lily’s story below. Answer these 1
●
Discuss these questions with
Would any of the sports events in the article on page 98 attract your interest? Why (not)? What other fun sports events have you heard of? What do you do to stay fit and healthy? What do you think you should do more of?
3 Read the story again and answer the questions.
WRITING A story Why weren’t Lily and her friends happy at lunchtime on the last day of their holiday? Why do you think Pete said they couldn’t go on the mountain? What do you think Lily and her friends learned from the experience?
4 Choose a sports event and think of a real or imagined
story. Make a plan that helps you to tell the story in four paragraphs. Make notes about ideas for each of them.
2 Which of the words in bold in the story
5 Write your story (in about 200 words). Use Lily’s story
are used to:
to help you.
– talk about the time when things happened? – talk about the order in which things happened? – make the story more interesting?
A beautiful morning in the park The scene you can see in this photo is something you will see in many parks in China: big groups of people doing tai chi – slow, controlled movements of the arms and legs. These movements are very good for your health. They help to overcome stress, and people doing tai chi say it helps them to concentrate better and to feel happy and relaxed. On weekdays you will often see elderly people doing tai chi, but at weekends the parks are full of families, including children. They are all practising these elegant movements together.
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VOCABULARY Read the article again. Find words or phrases with the following meaning.
an organization that gives money, food or help to people who need it (part 1) charity happening once every year (part 1) 2 to succeed in controlling a problem (part 2) 3 not far away (part 3) 4 liked by many people (part 3) 5 showing no fear of dangerous or difficult things (part 3)
1 Look at the pictures. Where do you think these
● ● ●
Make sure your story is well structured. When you have finished, check the tenses you have used. Find a title that you think makes people want to read your story.
A big mistake
Last summer I was staying at a holiday camp with some friends. On the last day, we wanted to go up a mountain near the camp. But it was already lunchtime, and it had been raining all morning. So Pete, our guide, said, ‘Sorry, guys, the weather is just too bad. We can’t go.’ We had all been looking forward to this mountain trip for days. At rst, we were really disappointed. Then one of my friends had an idea. ‘Why don’t we go anyway?’ he said. ‘Pete won’t notice, and we’ll be back before it gets dark’. Five minutes later we were ready to leave. We made good progress. ‘We’ll be at the top of the mountain in an hour,’ we thought. But then the weather changed. It became foggy, and the rain became much stronger. Suddenly, we realised that we had lost our way. Luckily, I had my mobile phone on me. We phoned Pete at the camp. He told us to stay where we were. When he found us, it was already dark. We were really sorry. We had made a big mistake.
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Lesson 4: BEFORE THE CLASS Students read the text on page 98
DURING THE CLASS
L O C AT I O N
Ask students to share their opinions about the different ways people around the world keep fit. Would they like to try ice swimming or tai chi.
Chat box
1 Vocabulary – students do the task in their groups
Breakout rooms
2 Check answers and take questions 3 Ask students to create sentences including these
Chat box
words where the meaning is clear
e.g. My family supports a charity that helps poor people get food and clothes.
4 Share these in the chat box and encourage peer correction
1 Ask students to work in their groups and discuss
Breakout rooms
2 Share opinions
Chat box
The writing task can be done at home and sent to the teacher directly
Homework
the 4 questions about the ways of keeping fit
OR Ask students to prepare a mini presentation on a sport or keep fit activity that they like or find unusual and this can be shared through videos or word documents. It can be presented as a TV commercial encouraging people to make up this sport or a minidocumentary. Dramatising will encourage students to use intonation effectively when they present. Give feedback on these in a future lesson and show clips of some if you can. 14
We hope you find these guidelines helpful. In addition you may find the following resources useful: 1. Some students will have access to the THiNK Online Workbooks and/or Online Practice on the CLMS. The Online Workbooks can be used as part of a class and will allow you to track your students’ progress. Alternatively, students can use the Online Practice for self-study.
click here
2. If your students are continuing to use the printed Student’s Books and Workbooks at home, they can download all of the audio from the Resources tab on the THiNK web pages. You can access all audio and video files through the CLMS or Presentation Plus. 3. For extra practice, THiNK has a range of worksheets and tests, all clearly linked to the content in the Student’s Books. These can be accessed through the teacher’s area of the CLMS and on Presentation Plus. 4. The full list of THiNK downloadable resources can be on our website here: https://www.cambridge.org/gb/cambridgeenglish/catalog/ secondary/think/resources
click here
click here
click here
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Looking for more digital, self-study resources for your students? You might also like to consider: > Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for ‘Cambridge Dictionary Plus’ for free to access quizzes and to create, share and download your own word lists. > World of Better Learning blog for teachers: To help support all teachers who now have to teach from home due to the COVID-19 coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.