We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER'S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic. At the start of each section, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the section. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning
LEARNING PLAN
7Rv.01,
Learning intentions
Success criteria
PL E
Learning objectives
• Learners can identify some typical features (e.g. character and setting) of adventure stories
• Learners can collaborate with others to identify some features of adventure stories
There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. Misconception
How to overcome
Ask learners to think back to the Activity and Plenary in Session 1.1. Recap (by asking questions) on what was unusual about the setting and situation at the start of the story about Odile.
SA M
Some learners might believe that every element of a good adventure story has to be unusual. This might lead them to ignore simple elements such as family and friendship, which allow the average reader to identify and sympathise with the character(s).
How to identify
Ask learners to suggest one unusual feature followed by one normal/everyday feature of Odile’s situation. Keep going with this until learners understand how there is a balance between the ordinary and the extraordinary.
For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.
Starter idea
Main teaching ideas
What is a quest? (10 minutes)
1 What might happen next to Odile, the Low-Flying Girl? (15 minutes)
Resources: A prepared list on board of some of the elements of adventure stories considered in Session 1.1
Description: Ask learners what they understand by a ‘quest’. If necessary, explain what it means – a difficult journey in search of an item or person – and that for centuries the quest has been a common feature of adventure stories.
Learning intention: To compare two possible adventure-story plots and decide which is more satisfying Description: Learners work in fours – two pairs. They decide who is to be Person 1, Person 2, Person 3 and Person 4.
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior xi to publication
