Global English TEACHER’S RESOURCE 7 Sample by Cambridge International Education

Cambridge

Global English TEACHERâ&#x20AC;&#x2122;S RESOURCE 7

Annie Altamirano, with Nicola Mabbott, Mark Little, Bob Hubbard, Chris Barker & Libby Mitchell

Second edition

Digital Access

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE

Global English

for Cambridge Primary English as a Second Language

Teacherâ&#x20AC;&#x2122;s Resource 7

Annie Altamirano

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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First published 2014

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in ‘country’ by ‘printer’

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NOTICE TO TEACHERS The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education. Tests and mark schemes have been written by the authors.

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CONTENTS

Contents Acknowledgements 00 Introduction 05 About the authors 06 How to use this series 08

How to use this Teacherâ&#x20AC;&#x2122;s Resource 10 About the curriculum framework 15 About the assessment 15 Approaches to teaching and learning

Series-specific approaches

Teaching notes 0 Remember unit

1 Making connections

Setting up for success

21 22

2 Time to celebrate

3 What we wear, what we waste

80 109

5 The great outdoors

133

4 From A to B

6 Sports and games

161

7 Success 187 8 In the news

214

9 The digital world

242

3 Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Digital resources The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see inside front cover.

Active learning Assessment for Learning Developing learner language skills Differentiation

Language awareness Metacognition Skills for Life Letter for parents Lesson plan template

Scheme of work

Curriculum framework correlation

Improving learning through questioning

Audio files and audioscripts

Progress tests 1–3 and answers Progress reports

Learner’s Book answers

Workbook answers Wordlists

You can download the following resources for each unit:

Differentiated worksheets and answers Photocopiables Sample answers End-of unit tests and answers Self-evaluation checklists

4 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

INTRODUCTION

Introduction Welcome to the new edition of our Cambridge Global English series. Since its launch, the series has been used by teachers and learners in over 100 countries for teaching the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. This exciting new edition has been designed by talking to Global English teachers all over the world. We have worked hard to understand your needs and challenges, and then carefully designed and tested the best ways of meeting them.

As a result of this research, we’ve made some important changes to the series, while retaining the international and cross-curricular elements which you told us you valued. This Teacher’s Resource has been carefully redesigned to make it easier for you to plan and teach the course. It is available in print for all Stages. The series still has extensive digital and online support, including Digital Classroom which lets you share books with your class and play videos and audio. This Teacher’s Resource also offers additional materials, including tests, available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.)

The series uses successful teaching approaches like active learning and metacognition and takes a 21st-century skills approach, with a focus on developing critical thinking skills. This Teacher’s Resource gives you full guidance on how to integrate them into your classroom.

Formative assessment opportunities help you to get to know your learners better, with clear learning intentions and success criteria as well as an array of assessment techniques, including advice on self and peer assessment. This Teacher’s Resource also includes example responses to writing tasks, together with comments from the authors to help you and your learners understand what ‘good’ looks like.

Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered activities, differentiated worksheets, open-ended project tasks and advice about supporting learners’ different needs. All our resources are written for teachers and learners who use English as a second or additional language. In this edition of Global English we focus on four aspects of language:

• there is more grammar presentation and practice in the Workbook and on the Digital Classroom • we have introduced scaffolded writing lessons with models of a range of text types • we have included a range of literature

• and we have worked to ease the transition between stages, especially between primary and secondary.

We hope you enjoy using this course. Eddie Rippeth

Head of Primary and Lower Secondary Publishing, Cambridge University Press

5 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

About the authors Chris Barker

Chris Barker is an author of English language teaching materials. With Libby Mitchell, he has written Stages 7, 8 and 9 of Cambridge Global English, for Cambridge Secondary 1 English as a Second Language. He has written secondary courses for international markets. He has also written grammar and vocabulary books and has developed materials for magazine-based language teaching. As a teacher trainer, he has given talks and workshops on teaching grammar and vocabulary, on getting students talking and on using drama in the classroom.

Before becoming a full-time writer, he worked as a commissioning editor in educational publishing in the UK and as a teacher with the British Council at the University of Belgrade. He also taught adult literacy in the UK. From 2012 to 2015 he was Chair of the Educational Writers Group of the Society of Authors.

Libby Mitchell

Libby Mitchell writes language-learning materials in English and Spanish for secondary school students. She has taught English to teenagers and young adults in Spain and in the UK. With co-author Chris Barker, she has written Stages 7, 8 and 9 of Cambridge Global English and other materials for international markets, including coursebooks, magazines, workbooks and videos.

Olivia Johnston

Olivia Johnston has worked in ELT for more than 40 years. She has taught students aged from 3 to 70 in the UK, Europe and the Middle East. She has also taught Classics, French and adult literacy, and trained teachers in Libya. Early on in her writing career, she wrote and edited ELT magazines for children and teenagers. Since then she has written primary, secondary and adult courses for Europe, Japan, Central and South America and the Middle East, as well as grammar, vocabulary, listening and puzzle books.

Annie Altamirano

Annie Altamirano holds an MA in ELT and Applied Linguistics, (University of London). She has over 30 years’ experience as a teacher and teacher trainer. She has given teacher-training workshops in Europe, Asia and Latin America and for many years she served as a Cambridge English Speaking Examiner and as a Cambridge English Language Assessment presenter. She has worked with a wide range of publishers and written materials for children and adolescents. Her latest published work includes Cambridge Global English Teacher’s Resource and Cambridge Grammar & Writing Skills Levels 7–9 Teacher’s Resource published by Cambridge University Press. She has visited schools in Colombia, Argentina, Brazil, Turkey, Indonesia and China to learn more about teachers’ needs and expectations. Since her early years as a teacher, Annie has integrated the use of film, art, poetry and diverse visual elements in her classes and materials as a way of helping students develop their linguistic skills as well as their creativity. She shares her ideas in her workshops and on the posts on her website Blogging Crazy http://bloggingcrazy-annie.blogspot.com.es/. She is currently the Vice-President of TESOL-SPAIN.

6 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

ABOUT THE AUTHORS

Mark Little

Mark Little has over twenty years’ experience of teaching English, largely in the UK, and has also worked as a teacher educator. He has been a full-time freelance writer since 2015, contributing to a wide range of English Language tests for Cambridge Assessment English and Cambridge International, including Cambridge Secondary Checkpoint. Mark has also co-authored course books aimed at providing practice for Cambridge exams, from Preliminary to Advanced levels.

Nicola Mabbott

Nicola Mabbott is a linguist who began her teaching career in Nottingham, England in 1998, teaching English as a Foreign Language to young adults. Since then, she has taught learners of all abilities and ages (from preschool age to retired adults) in Italy. She also regularly works as a Tutor in English for Academic Purposes, mainly at the University of Nottingham. Nicola has been writing for a variety of publishers in the UK and Italy – mostly resources for teachers of EFL to young learners and adolescents – for over 10 years. These resources include games, quizzes, communicative activities, worksheets, self-study resources, short stories and reading and listening activities for school coursebooks. Nicola has a passion for language and languages and also works as a translator and a Cambridge Speaking Examiner from Young Learners to the First Certificate in English.

Bob Hubbard

Bob Hubbard’s first teaching job was in a primary school in Dagenham, teaching a mixed ability/mixed age/mixed ethnicity group. Subsequently he became a teacher trainer at Hilderstone College, before teaching abroad in the Middle East. He then worked for the British Council in Yemen and Somalia, writing English language textbooks for the host governments, and training their teachers to implement them.

Bob has worked for Cambridge Assessment as an examiner and item writer for over 30 years and also as an external examiner for the Northern Consortium, based in Manchester University. At Anglia Ruskin University, he taught graduate students, specialising in speaking and listening.

Penny Hands

Penny Hands is a freelance lexicographer, writer and editor. She started her career as an English teacher in France and the UK, working with high school students and adults studying business English. She has a master’s degree in Applied Linguistics from the University of Edinburgh. When studying there, she became interested in dictionaries, and went on to become a senior editor in ELT dictionaries and reference, using the British National Corpus to inform her lexicography. She has worked as part of various large teams using corpora to produce learner dictionaries, and led a team of lexicographers on an advanced learner dictionary. She also works in the domain of grammar reference materials, leading a research team tracking the evolution of emerging aspects of English grammar. She uses the Cambridge Learner corpus to inform the creation of Cambridge learner materials, ensuring that they are finely tuned to the needs of learners from specific language backgrounds. She is currently editor for the IATEFL Materials Writing Special Interest Group.

7 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER'S TEACHER’S RESOURCE

How to use this series

The Learner’s Book is designed for learners to use in class with guidance from the teacher. It offers full coverage of the curriculum framework. The cross-curricular content supports success across the curriculum, with an international outlook. There is a focus on critical thinking, reading and writing skills with a literature section in every unit and a scaffolded approach the development of written skills, with model texts. End of unit projects provide opportunities for formative assessment and differentiation so that you can support each individual learners’ needs.

Digital Access with all the material from the book in digital form, is available via Cambridge GO.

The write-in Workbook offers opportunities to help learners consolidate what they have learned in the Learner’s Book and is ideal for use in class or as homework. It provides grammar presentations and plenty of differentiated grammar practice at three tiers so that learners have choice and can support or extend their learning, as required. Activities based on Cambridge Learner Corpus data give unique insight into common errors made by learners. Digital Access with all the material from the book in digital form, is available via Cambridge GO.

8 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

HOW TO USE INTRODUCTION THIS SERIES

In the print Teacher’s Resource you’ll find everything you need to deliver the course, including teaching ideas, answers and differentiation and formative assessment support. Each Teacher’s Resource includes: a print book with detailed teaching notes for each topic

•

a digital edition with all the material from the book plus editable unit and progress tests, differentiated worksheets and communicative games.

•

The Digital Classroom is for teachers to use at the front of the class. It includes digital versions of the Learner’s Book and Workbook, complete with pop-up answers, helping you give instructions easily and check answers. Zoom in, highlight and annotate text, and support better learning with videos, grammar slideshows and interactive activities.

A letter to parents, explaining the course, is available to download from Cambridge GO (as part of this Teacher’s Resource).

9 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Global English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO.

Teaching notes

This book provides teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit.

The Unit plan summarises the lessons covered in the unit, including the number of learning hours recommended for the lesson, an outline of the learning content and the Cambridge resources that can be used to deliver the lesson. Approximate number of learning hours

Outline of learning content

Learning objective

Resources

1 Meeting and greeting

1.75–2

Talk about customs of meeting and greeting around the world.

7Lm.01 7Sc.04 7Rm.01 7Wca.07

Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Meeting and greeting

Lesson

The Background knowledge feature provides information which helps the teacher to familiarise themselves with the cross-curricular and international content in the unit.

Learners’ prior knowledge can be informally assessed through the Getting started feature in the Learner’s Book.

BACKGROUND KNOWLEDGE Fabergé eggs. Between 1885 and 1917, the Russian jeweller Peter Carl Fabergé and his company produced a series of eggs made of precious materials, for example gold, and precious stones.

TEACHING SKILLS FOCUS The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit.

Active listening is the ability to fully focus on a speaker, understand their message, comprehend the information and respond thoughtfully.

10 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

HOW TO USE THIS TEACHER'S RESOURCE

Reflecting the Learner’s Book, each unit consists of multiple lessons. At the start of each lesson, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the lesson. 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 Learning intentions

Success criteria

7Lm.01

• Listening: Compare ways of greeting and meeting people in different countries; check information.

• Learners can learn vocabulary for meeting and greeting.

Learning objective

There are often common misconceptions associated with particular grammar points. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. At Cambridge University Press, we have unique access to the Cambridge Learner Corpus to help us identify common errors for key language groups. Misconception

How to identify

Ask questions, e.g.: How do you form the past tense of e.g. walk, paint, talk? Do we do the same with e.g. speak, choose, say? How do you make the past tense of these three verbs?

Learners may wrongly think that all verbs in English are regular and so they add -ed to both regular and irregular verbs.

How to overcome

Practise using the irregular forms of verbs. Write the base form of regular and irregular verbs on the board. Ask learners to write the correct past forms. Make a poster. Learners classify the verbs into two columns: regular and irregular, and fill in the verbs as they appear in the unit.

For each lesson, 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 ideas

Main teaching ideas

Discussion (10–15 minutes)

1 Work with a partner. Match the definitions to the words. (15 minutes)

•

• •

Ask the class: How many words for family members can you remember in thirty seconds? Elicit as many as possible. Show a photo of your family and speak briefly about it. Ask learners to show their photos and talk about their families. Have they always lived in the same town or city?

•

Focus on the words in the topic vocabulary box and ask the class to explain the meanings in their own words or with examples.

•

Ask them to read the definitions and match them to the correct words.

•

Ask learners to compare their answers with a partner.

11 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

LANGUAGE BACKGROUND The Language background feature contains information to help you present the grammar in the unit.

The use of ‘s /s’ to indicate possession This form of the possessive can be confusing to speakers of languages other than English. • In English, you usually show that something belongs to someone by adding ‘s to a noun or the name of the person: My father’s car is over there. Jennifer’s brother is now living in Australia.

CROSS-CURRICULAR LINKS

The Cross-curricular links feature provides suggestions for linking to other subject areas.

Geography: Show a map of the world and help learners locate Paris, New York City, Greece and Troy. • When did the Ancient Greeks and the Trojans live? Ask the class to search the Internet or look for information in the school library and draw a timeline.

Differentiation idea: This feature provides suggestions for how activities can be differentiated to suit the needs of your class. Critical thinking opportunity: This feature provides suggestions for embedding critical thinking and other 21st-century skills into your teaching and learning. Assessment idea: This feature highlights opportunities for formative assessment during your teaching. Digital Classroom: If you have access to Digital Classroom, these links will suggest when to use the various multimedia enhancements and interactive activities.

Answers: Answers to Learner's Book exercises can be found integrated within the lesson plans and Learner's Book and Workbook answer keys are also available to download.

12 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

HOW TO USE THIS TEACHER'S RESOURCE

Digital resources to download This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: Letter for parents: a template letter for parents, introducing the Cambridge Global English resources. Lesson plan template: a Word document that you can use for planning your lessons. Examples of completed lesson plans are also provided. • Curriculum framework correlation: a table showing how the Cambridge Global English resources map to the Cambridge English as a Second Language curriculum framework. • Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year. Each unit includes:

• •

Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are the least challenging with the most support, while worksheets labelled ‘C’ are the most challenging with the least support. Worksheet B is between worksheets A and C. Answer sheets are provided. • Photocopiable resources: these can include communicative language game, templates and any other materials that support the learning objectives of the unit. • Sample answers: these sample writing answers contain teacher comments, which allow learners and teachers to assess what ‘good’ looks like in order to inform their writing. • End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the Assessment for Learning section of this Teacher’s Resource. • Self-evaluation checklists: checklists for learners to use to evaluate their writing and project work. Additionally, the Teacher’s Resource includes: • Progress test 1: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning. • Progress test 2: a test to use after learners have studied Units 1–5 in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again. • Progress test 3: a test to use after learners have studied all units in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Progress report: a document to help you formatively assess your classes’ progress against the learning objectives. • End-of-year test and answers: a test to use after learners have studied all units in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Audioscripts: available as downloadable files. • Answers to Learner’s Book questions • Answers to Workbook questions • Wordlists: an editable list of key vocabulary for each unit. • Progress reports: these report sheets can be used to evaluate the learning and developmental progress of each learner. In addition, you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook). Video is available through the Digital Classroom.

•

13 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER'S RESOURCE

CAMBRIDGE GLOBAL ENGLISH 7: WORKSHEET S 1A, B AND C

Differentiated worksheets 1A, B and C: Defin ing relative clauses

GLOBAL CAMBRIDGE

ENGLISH 7:

Aim: Revising and practising defining relative clauses. All of the Differentiated worksheets have a revision table for the use of the defining relative clauses with people and things. The main difference between the worksheets is the level of support/scaffolding for your learners.

E ACTIVITIES TOCOPIABL UNIT 1 PHO

Differentiated worksheet A is the least challenging worksheet, with the most support. This is recommended for the least confident learners.

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Cambridge Global English 7 – Mark Little © Cambridge University Press 2021

14 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

ABOUT THE CURRICULUM FRAMEWORK

About the curriculum framework

R TAB FC T

The information in this section is based on the Cambridge Primary Mathematics curriculum framework (0057) from 2020. You should always refer to the appropriate curriculum framework document for the year of your learners' examination to conﬁrm the details and for more information. Visit www.cambridgeinternational.org/primary to ﬁnd out more. The Cambridge Primary Mathematics curriculum framework from 2020 has been designed to encourage the development of mathematical fluency and ensure a deep understanding of key mathematical concepts. There is an emphasis on key skills and strategies for solving mathematical problems and encouraging the communication of mathematical knowledge in written form and through discussion. At the Primary level, it is divided into three major strands: • • •

Number Geometry and Measure Statistics and Probability.

Algebra is introduced as a further strand in the Cambridge Lower Secondary Mathematics curriculum framework.

Underpinning all of these strands is a set of Thinking and Working Mathematically characteristics that will encourage students to interact with concepts and questions. These characteristics are present in questions, activities and projects in this series. For more information, see the Introduction toThinking and Working Mathematically section in this resource, or find further information on the Cambridge Assessment International Education website. A curriculum framework correlation document (mapping the Cambridge Primary Mathematics resources to the learning objectives) and scheme of work are available to download from Cambridge GO (as part of this Teacher's Resource).

About the assessment

Information concerning the assessment of the Cambridge English as a Second Language curriculum framework is available on the Cambridge Assessment International Education website: www.cambridgeassessment.org

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Approaches to teaching and learning Active learning

The following are the teaching approaches underpinning our course content and how we understand and define them.

Active learning is a teaching approach that places student learning at its centre. It focuses on how students learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learner’s level of understanding of a particular concept or topic, which helps to inform how we support their progression.

Differentiation

Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. While precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness For many learners, English is an additional language. It might be their second or perhaps their third language. Depending on the school context, students might be learning all or just some of their subjects through English. For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that students access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning.

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APPROACHES TO TEACHING AND LEARNING

Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. These six key areas are:

Creativity – finding new ways of doing things, and solutions to problems Collaboration – the ability to work well with others Communication – speaking and presenting confidently and participating effectively in meetings Critical thinking – evaluating what is heard or read, and linking ideas constructively Learning to learn – developing the skills to learn more effectively Social responsibilities – contributing to social groups, and being able to talk to and work with people from other cultures.

• • • • • •

Cambridge learner and teacher attributes This course helps develop the following Cambridge learner and teacher attributes. Cambridge teachers

Confident in working with information and ideas – their own and those of others.

Confident in teaching their subject and engaging each student in learning.

Responsible for themselves, responsive to and respectful of others.

Cambridge learners

Reflective as learners, developing their ability Reflective as learners themselves, developing to learn. their practice. Innovative and equipped for new and future challenges.

Innovative and equipped for new and future challenges.

Engaged intellectually and socially, ready to make a difference.

Engaged intellectually, professionally and socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Education. More information about these approaches to teaching and learning is available to download from Cambridge GO (as part of this Teacher’s Resource).

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Series-specific approaches

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SETTING UP FOR SUCCESS

Setting up for success Our aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate student learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-solving skills. Some ideas to consider to encourage an active learning environment are as follows: Set up seating to make group work easy.

•

Create classroom routines to help learners to transition between different types of activity efficiently, e.g. move from pair work to listening to the teacher to independent work.

•

Source mini-whiteboards, which allow you to get feedback from all learners rapidly.

•

Start a portfolio for each learner, keeping key pieces of work to show progress at parent–teacher days.

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Have a display area with learner work and vocab flashcards.

•

Planning for active learning

We recommend the following approach to planning. A blank lesson plan template is available to download to help with this approach.

1 Plan learning intentions and success criteria: These are the most important features of the lesson. Teachers and learners need to know where they are going in order to plan a route to get there.

2 Plan language support: Think about strategies to help learners overcome the language demands of the lesson so that language doesn’t present a barrier to learning. 3 Plan starter activities: Include a ‘hook’ or starter to engage learners using imaginative strategies. This should be an activity where all learners are active from the start of the lesson.

4 Plan main activities: During the lesson, try to: give clear instructions, with modelling and written support; coordinate logical and orderly transitions between activities; make sure that learning is active and all learners are engaged; create opportunities for discussion around key concepts. 5 Plan assessment for learning and differentiation: Use a wide range of Assessment for Learning techniques and adapt activities to a wide range of abilities. Address misconceptions at appropriate points and give meaningful oral and written feedback which learners can act on. 6 Plan reflection and plenary: At the end of each activity and at the end of each lesson, try to: ask learners to reflect on what they have learned compared to the beginning of the lesson; build on and extend this learning. 7 Plan homework: If setting homework, it can be used to consolidate learning from the previous lesson or to prepare for the next lesson. To help planning using this approach, a blank lesson plan template is available to download from Cambridge GO (as part of this Teacher's Resource). There are also examples of completed lesson plans. For more guidance on setting up for success and planning, please explore the Professional Development pages of our website www.cambridge.org/education/PD

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Acknowedgements

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REMEMBER UNIT

Remember unit The purpose of this unit is to revise the forms and tenses of verbs and of the most important features of punctuation that learners will have covered in their English lessons up to this point. Each section consists of a simple explanation followed by an exercise, to reassure learners that they have a good basic knowledge of the language. The unit can be used in several ways. Here are some suggestions.

•

Answers 1 a work b ’m having c ’re watching d ’m not using e doesn’t eat

•

Introduce each grammar point and allow learners to complete the exercises that follow. Check and correct as they are working. This would suit a class in which the level of the learners is roughly the same. Allow the class to work through the unit at their own pace, monitoring and correcting as they are working. This would be more suitable for a class where learners are working at a variety of levels. Some learners will finish before others, so you will need to have an extra activity or two to occupy them. For example, they could be asked to take each of the grammar points in turn and write a sentence that is true for them, to exemplify that point. Start the unit in class and ask learners to do the remainder, up to and including Exercise 8, for homework. In the following lesson, check their work (this might be a good opportunity to introduce or reintroduce peer assessment), and then move on to Exercises 9 and 10. If you find that some learners need more practice of a particular point when you are working on the main body of the book, refer them back to the relevant section of this Remember unit for additional practice.

2 a We saw b I was looking, I walked c You didn’t hear, you weren’t listening d I was doing, you called e My sister didn’t go, she was travelling 3 a I’ve just had b you’ve taken c I haven’t seen d We haven’t seen e I’ve already had

4 a will get b ’m staying c ’m going to build d are coming e begin

5 a Breakfast is served from 8 till 10. b You were called today at 19.30. c Spanish is taught at my school. d Exams are taken in May and June. e He was recognised.

•

6 Learner’s own answer

7 a Could I borrow your pen? b You should visit your grandmother next weekend. c Can I help you? d You mustn’t be late for your appointment. e I’m sorry, I have to go. 8 a up b on c out d on e up f on g in h on i in j on

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

1 Making connections Unit plan Learning objectives

Resources

1 Meeting and 1.75–2 greeting

Talk about customs of meeting and greeting around the world.

7Lm.01 7Sc.04 7Rm.01 7Wca.07

Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Meeting and greeting

2 It’s better to give than to receive

1.75–2.5

Talk about famous gifts in history.

7Rd.03 7Rm.01 7So.01 7Ug.01 7Ug.03

Learner’s Book Lesson 1.2 Workbook Lesson 1.2

3 What should 1.25–1.5 I give?

Listen to and understand information and opinions in a radio interview.

7Lm.01 7Lo.01 7Sc.02 7So.01 7Ug.01

Learner’s Book Lesson 1.3 Workbook Lesson 1.3 Photocopiable 1

Talk about family members.

7Ld.02 7Sc.02 7Wca.04

Learner’s Book Lesson 1.4 Workbook Lesson 1.4 Photocopiable 2 Photocopiable 3

7Rm.01 7Rd.01 7Sc.04 7Us.04

Learner’s Book Lesson 1.5 Workbook Lesson 1.5 Differentiated worksheets 1A, B, C Digital Classroom: presentation – Defining relative clauses

Outline of learning content

1.75–2

4 You and your family

Approximate number of learning hours

Lesson

1.5–1.75

Read and talk about people tracing their ancestors.

5 Family history

6 You and your school

2–2.25

Talk about what you have done at school this term.

7Ld.02 7Sc.04 7Rd.01 7Ug.06

Learner’s Book Lesson 1.6 Workbook Lesson 1.6 Differentiated worksheets 2A, B, C Digital Classroom: presentation – Past simple vs present perfect

7 Improve your writing

1.5–1.75

Write a post for the school website.

7Sor.02 7So.01 7Wca.02 7Wc.02

Learner’s Book Lesson 1.7 Workbook Lesson 1.7 Unit 1 Sample answers

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1 MAKING CONNECTIONS

Lesson

Approximate number of learning hours

Outline of learning content

Learning objectives

Resources

8 Project challenge

1.25–1.75

Doing a project.

7Sor.01 7Sc.04 7Wca.02 7Wc.02

Learner’s Book Lesson 1.8 Unit 1 Project self-evaluation checklists

9 Fiction

2.5–3

Read and respond to 7Rm.02 the story ‘To Give’ 7So.01 7Wca.03 7Wca.02

BACKGROUND KNOWLEDGE

Cross-unit resources Unit 1 Audioscripts Unit 1 End-of unit test Unit 1 Progress report Unit 1 Wordlist

Learner’s Book Lesson 1.9 Workbook Lesson 1.8 Photocopiable 4

it was built by Gustave Eiffel, the same engineer who built the tower that bears his name in Paris. The construction of the statue took ten years, so it was not ready for the centenary in 1876! The Trojan Horse is a story from the war between the Greeks and the Trojans. After ten years of war against the Trojans, the Greeks could not conquer the city of Troy, so they built a huge wooden horse and a few soldiers hid inside. The Greeks left the horse at the gates of the city and pretended to sail away in their ships. The Trojans took the horse into the city and went to sleep. That night the Greek army returned, and the soldiers got out of the horse and opened the gates of the city to it. The Greeks entered the city and destroyed it.

Fabergé eggs. Between 1885 and 1917, the Russian jeweller Peter Carl Fabergé and his company produced a series of eggs made of precious materials, for example gold and precious stones. The most famous were made for the Russian Tsars Alexander III and Nicholas II. They were called the ‘Imperial’ Fabergé eggs and they were presents for the royal family. Fabergé made about 52 imperial eggs; 46 can be seen in museums or belong to private collections. No one knows where the others are. The Statue of Liberty is a statue on Liberty Island in New York City’s harbour, in the United States. The statue was a present from the people of France to the people of the United States to celebrate 100 years since the Declaration of Independence. It was designed by French sculptor Auguste Bartholdi and

TEACHING SKILLS FOCUS

Assessment for Learning Assessment for Learning is looking for and interpreting evidence of learning that you can then use to help learners learn better, or that learners themselves can use to improve their learning by means of a self-reflection process. This formative assessment helps you to identify where the learners

are now in terms of the learning objectives, to diagnose what you need to do to help them overcome difficulties, to give feedback and to allow learners time to make the necessary changes. Strategies that constitute Assessment for Learning: • pre-assess students to determine their current level

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

CONTINUED • • • • •

share learning goals with learners share or create learning criteria with the class use higher-order questions use challenging tasks that elicit learners’ responses identify the gaps between where learners are now and the desired goals • use peer- and self-assessment • provide feedback that helps learners identify how to improve • praise learners for their progress.

Common misconceptions

Reflection • Parents and school authorities may not see a need for Assessment for Learning. How can you convey the importance of this form of assessment to them? • What opportunities for correction and opportunities to try again can I introduce in my lessons as a result of Assessment for Learning?

Your challenge Look through Unit 2 and highlight opportunities for introducing strategies that are part of Assessment for Learning.

As you continue with the following units, tick off the relevant points where you might apply strategies that constitute Assessment for Learning. Some strategies or approaches are useful in certain contexts but not in others. What forms of assessment for learning can be used during those lessons?

How to identify

How to overcome

Learners may wrongly think that all verbs in English are regular and so they add -ed to both regular and irregular verbs.

Ask questions, for example: How do you form the past tense of e.g. walk, paint, talk? Do we do the same with e.g. speak, choose, say? How do you make the past tense of these three verbs?

Misconception

Focus on the sentences and make sure learners understand the meaning: Is it an obligation, a necessity? What is the correct or best thing to do?

Practise making sentences and asking learners to explain the intention of each, e.g. Is this necessary? Is it the right thing to do? Which modal do we use then?

Learners quite often use the wrong relative pronoun.

Focus on the pronoun and ask, for example: Are we talking about a person, a thing, a place, etc.? Circle the pronoun and elicit answers.

Write the relative pronouns on the board. Ask learners to write what we use them for, e.g. Who = people, Where = places, etc.

Learners may use other modals instead of ‘should’.

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1 MAKING CONNECTIONS

1.1 Think about it: Meeting and greeting LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Lm.01

• Listening: Compare ways of greeting and meeting people in different countries; check information.

• Learners can learn vocabulary for meeting and greeting.

7Sc.04

• Speaking: Talk about meeting and greeting in own culture, comparing ways of greeting and meeting people; use words and phrases for meeting and greeting.

• Learners can listen and understand the main points of a talk.

7Rm.01

• Reading: Read about how people greet each other around the world.

7Wca.07

• Writing: Write about meeting and greeting in your culture.

• Learners can listen and check information. • Learners can read and understand a text about greeting customs.

• Vocabulary: shake hands with someone, put your hands together, bow your head, give someone a kiss on the cheek, formal, cheek, to hug, pat, gesture, tip, to wave, handshake

21st-century skills

• Learners can talk about meeting and greeting customs in their culture.

Critical thinking: Understand the difference between formal and informal language and when to use each; develop awareness of cultural differences. Learning to learn: Work out the meaning of words from their context. Communication: Greet people and address them appropriately.

Social responsibilities: Talk about your own and other people’s customs.

Materials: Learner’s Book pages 20–21, Workbook page 8, map of the world

Starter ideas

Getting started (5 minutes) •

If appropriate, show photos of important people in your life. Alternatively, show photos of a fictional family, for example from a popular TV programme. Explain that they are the most important people in your life and explain why they are important.

•

Ask learners: Who are the most important people in your life? Elicit answers and encourage learners to explain why.

Greetings (5 minutes) •

Greet learners. Say: Hello! Encourage them to greet each other.

•

Then, ask them how they say hello and goodbye in their own language. Do they use a different greeting when they greet adults or strangers? Discuss the differences.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

How do they greet people of different ages in their culture? Do they shake hands? Kiss?

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Ask learners if they know how to say hello and goodbye in other languages. Elicit examples.

•

If you have a multicultural class, you may take advantage of the situation and ask learners to teach their peers how to say hello and goodbye in their language.

c Which words and phrases are for friends and family? Which would you use with your teachers? (10 minutes)

Digital Classroom: Use the video ‘Meeting and greeting’ to introduce the topic of greetings. The i button will explain how to use the video.

•

Ask learners if they use the same language with friends and with adults. Is there any difference in the use of everyday language (not just in meetings and greetings), for example between adults in the family and adults outside the family, teachers, etc.?

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Give a few examples, such as asking a parent to give them something and asking a teacher, using sir and madam. Encourage learners to provide their own examples.

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Focus on the different forms of greetings. In pairs, learners discuss and decide, for example bye is for friends and family but not for teachers, goodbye is for teachers and for friends and family too.

Main teaching ideas

1 Work with a partner. (5 minutes) a Practise saying these words and phrases. •

Focus on the words and phrases. Ask the class to read them aloud.

•

Then, ask learners to practise them in pairs. Circulate, checking for correct pronunciation and helping if necessary.

Critical thinking opportunity: Discuss cultural differences to help learners develop awareness of other cultures. This is a useful lead-in for the reading exercise. Answers Friends and family: Hello, How are you?, Bye, Hey, How are things?, Hi, See you, See you later, Goodbye!

Answers Learners practise saying the words and phrases.

b Which words and phrases do you use when you meet someone? Which do you use at the end of your conversation? (10 minutes)

Ask learners to reread the words and phrases and classify them into two groups.

•

Check as a class.

•

Answers When you meet someone: Hello, How are you?, Good afternoon, Good morning, Hey, How are things?, Hi, Nice to meet you.

Teachers: Hello, (Bye), How are you? Good morning, Good afternoon, Goodbye!

2 Read about how people greet each other. Complete the text with the missing words. Then listen and check. (15 minutes) •

Working individually, learners read each text and decide how to complete the text with the missing words. Encourage them to look for reasons to support their choice.

•

When they have finished, ask learners to work in pairs and discuss their answers. Do not reveal the correct answers yet.

•

Tell learners that they are going to listen to the audio to check the answers.

•

Play the audio at least twice to give learners enough time to check their answers.

At the end of your conversation: Bye, Goodbye, See you, See you later, Nice to meet you.

Download the audio transcript on Cambridge GO.

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1 MAKING CONNECTIONS

Answers a hands b back c head d thumbs; nose

Reading tip (5 minutes) Learners often panic when they find words they don’t know in a text. Explain that they can use the context in which the word appears to guess the meaning. If they still cannot understand it, then they can use a dictionary.

Language tip (5 minutes)

3 Which of the four texts in Exercise 2 does this photo illustrate? (5 minutes)

Learners read the questions and discuss their answers in pairs. You may wish to ask them to write a few notes in preparation for the writing exercise.

•

When they have finished, talk about their conclusions as a class.

•

Encourage them to support their opinions with examples.

Focus on the photo. Ask the class to match it to the correct text.

•

Encourage them to justify their opinions.

Differentiation idea: Less confident learners and learners who need more support can listen to the model conversation one or more times before attempting the speaking exercise. Other learners can try, then they can choose to listen to the recording and have the conversation again, improving it. Some learners may not need to listen to the model conversation at all.

Download the audio transcript on Cambridge GO.

•

Answers Text d

•

Focus on the example and explain that in English, we sometimes use you to refer to people in general, not someone specific. You may ask learners to look for more examples in the reading text.

5 Work with a partner. Ask and answer these questions about meeting and greeting in your culture. You can listen to a model conversation to help you. (5–10 minutes)

4 Match the words and phrases from the text with their meanings. (5–10 minutes)

Read the instructions. Explain that all the words in the box are from the texts in Exercise 2.

•

Before doing the exercise, ask learners to read the texts in Exercise 2 again. Then instruct them to find the words and circle them. This exercise will help them to contextualise the words and phrases.

•

Answers Learner’s own answer

6 Write a paragraph about meeting and greeting in your culture. Use the words and expressions in Exercise 4 and your answers to Exercise 5. (15–20 minutes) •

Tell learners to use the information they discussed in Exercise 5 and the notes, if they have made any, to write a paragraph about meeting and greeting in their culture. When they have finished, you may wish to ask some of them to read their paragraphs to the class.

•

They work independently and match the words to their meanings.

•

When they have finished, ask learners to work in pairs and discuss their answers.

•

You may wish to mime some actions from the exercise and ask learners to say the correct phrase, for example to kiss on the cheek, to shake hands with someone, to give someone a pat on the back, to nod your head, to put your hands together, to bow your head.

Differentiation idea: Less confident learners can work in pairs or in threes to generate ideas for the writing. They may also work together on a common text. You may wish to model the first sentence and then they follow independently. Less confident learners can also use the text in the box for support.

Answers a gesture b cheek c to wave d formal e to hug f tip g pat

Answers Learner’s own answer

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Writing tip (10 minutes)

Homework ideas

If learners have made notes during the conversation in Exercise 5, ask them to reread them and choose the ones they would like to use. If they haven’t, allow some time for them to think of ideas to include in the writing. Then, ask them to plan the paragraph, for example how they are going to begin, the order in which they will present their ideas and how to finish it.

•

Learners choose one of the countries mentioned in the reading text and write a short text about it. They can include illustrations.

•

Learners use the symbol at the beginning of the unit as a model and create their own ‘global community’ symbol.

•

Home–school link: Learners talk with the family about how they addressed parents, senior members of the family and teachers when they were young. They compare with what they do now. How similar or different are these customs?

Plenary ideas Consolidation (5 minutes)

Focus on the countries mentioned in the text. Help learners to find them on a map or globe. What do they know about these countries? Do any of the learners come from one of these locations? Are the learners living in one of the countries listed?

Workbook

For further explanation and practice, learners do page 8.

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

• Reading: Read and understand the main points of a text about famous gifts in history.

• Learners can talk about gifts and their significance.

7Rd.03, 7Rm.01

1.2 History: It’s better to give than to receive

7So.01

• Language focus: past simple, regular and irregular

7Ug.01, 7Ug.03

• Speaking: Discuss gift-giving customs, ask and answer questions in the past.

• Vocabulary: war, soldier, army, independence, dynasty

• Learners can talk about gift-giving customs. • Learners can read and understand a text about famous gifts in history. • Learners guess the meaning of unfamiliar words from the context.

21st-century skills

Critical thinking: Speculate and draw conclusions, give reasons for an argument’s plausibility. Learning to learn: Use context and make connections to aid understanding, plan ahead to overcome learning problems. Communication: Use appropriate language to negotiate meaning. Materials: Learner’s Book pages 22–23, Workbook pages 9 and 11–12, map of the world

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1 MAKING CONNECTIONS

Starter ideas

•

Gifts (10–15 minutes) •

Ask the class what gifts they have received that they have been especially excited about. Why were they special? Do they ever buy gifts? How do they choose a gift?

•

Focus on the pictures in the ‘Famous gifts in history’ text. Ask learners what they know about each. Generate interest by asking a variety of questions without revealing the answers to the exercise: Have you seen the Statue of Liberty? Where is it? If yes, what did you see there?

I know

I learned

Ask learners to work independently and write what they know about the pictures in column 1, what they would like to know and/or questions they would like to find the answers to in column 2. Tell them that they will fill in column 3 at the end of the unit.

b Look at the words in the History key words box. Find them in the text. What are they in your language? (10–15 minutes) •

Learners look for the words in the text and provide the equivalents in their language.

•

Are there exact equivalents? Are there words with similar meanings?

•

I want to know

Answers 1 Picture C 2 Picture A 3 Picture B

Assessment idea: Ask the class to do a K-W-L (KnowWant to know-Learned) exercise. Draw a table on the board. Label each column as shown:

It is important to tell to the class that they do not need to read the text in detail in order to do this exercise. Explain that they need to ‘scan’ the text; that is, read the text quickly in order to find specific information that will help them, for example words such as ‘horse’ or ‘egg’, which will help relate the pictures to the text. Learners need to learn different ways of approaching a text and understand that choosing how to read is an important step in building effective reading skills.

Critical thinking opportunity: Ask learners to describe the picture of the egg. Encourage them to speculate, for example Have they ever seen one like that? What would they use it for? Who was this gift for? From whom? Why did this person receive this gift? Encourage learners to speculate in the same way about the other gifts.

•

Tell learners they are going to read a text to find out about the pictures. Explain that they do not need to focus on new words, but on the general content.

•

It might be interesting for learners whose language is written in a different alphabet from English, for example Japanese or Greek, to compare the characters employed in writing each word. They can compare the words written in English with a few other alphabets.

•

You may ask learners to add more words related to war/independence, for example declaration, peace, treaty.

Answers Learner’s own answer

Main teaching ideas

1 Read the text and answer the questions. a Which picture goes with each piece of text? (5–10 minutes) •

Learners read the ‘Famous gifts in history’ text. Learners match each paragraph to the correct picture.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

plan to do it. What will they do to guess the meaning of the unknown words? What difficulties might they find? How could they solve them? Explain that it is important to plan ahead when they are about to do an exercise of any kind. In that way, they can look for solutions to potential problems.

CROSS-CURRICULAR LINK

2 Choose the correct sentence to complete each paragraph in the ‘Famous gifts in history’ text. Then listen and check. (15 minutes) •

Divide the class into pairs. Ask them to write a definition for each word on a slip of paper.

•

When they have finished, they can check their answers in a dictionary.

•

Learners can see how similar or different their definitions are from those in the dictionary. How can they improve their definitions?

•

Collect the papers. Pull a paper and read out the definition. Ask the class to say the word.

huge: extremely large in size or amount

•

Learning to learn: You may take advantage of this exercise to focus on deictic references; that is, how each sentence relates to the text, and what helped them relate the sentences to the correct paragraph.

celebrate: to take part in special enjoyable activities in order to show that a particular occasion is important centenary: the day or year that is 100 years after an important event

Check as a class and ask learners to justify their choices.

torch: a thick stick with material that burns tied to the top of it, used to give light engaged: having formally agreed to marry enamel: a decorative glass-like substance that is melted onto clay, metal or glass objects, and then left to cool and become hard, or an object covered with this substance

Download the audio transcript on Cambridge GO.

Answers a 2, b 3, c 1

3 Work with a partner. Find these words in the text and try to work out what they mean. Use the context and the pictures to help you. Check your answers in a dictionary. (15–20 minutes)

•

Answers brilliant: extremely intelligent or skilled

Tell learners that paragraphs 1–3 are not complete and they have to complete them using the four sentences provided.

•

Focus on the Reading tip. Ask learners to read it and model the exercise with one of the words in the list, for example brilliant.

•

Geography: Show a map of the world and help learners locate Paris, New York City, Greece and Troy. • When did the Ancient Greeks and the Trojans live? Ask the class to search the internet or look for information in the school library and draw a timeline. • Additional resources: You may direct learners to useful websites such as National Geographic and learn how archaeologists found the city of Troy. • The class can also watch a video about the Statue of Liberty on the UNESCO website.

Read and discuss the instructions with the class. Learning to learn/Metacognitive idea: Before learners do this exercise, ask them how they

cockerel: a young male chicken flaps (verb): to wave something, especially wings when or as if flying

Use of English Past simple: regular and irregular (10–15 minutes) •

Ask learners to read the list of verbs and find the past simple forms in the text.

•

Then focus on the examples. Ask learners to give more examples of their own.

30 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

•

Ask the class to work in pairs or small groups and write rules to remember how to use the past simple in affirmative, negative and interrogative sentences.

•

When they have finished, they can share their rules with the class.

5 Discuss these questions, giving reasons for your answers. (15–20 minutes) You can do this as a Think-Pair-Share exercise. Learners work individually and think about the questions. Then, they discuss the questions in pairs. Finally, they share their ideas with the class.

Answers Regular: sailed, pulled, waited, remained

Critical thinking opportunity: Learners are not going to find the answers to these questions in the text because they are higher-order thinking questions; that is, they put advanced cognitive demands on learners as they encourage them to think beyond literal questions. In order to come up with an answer, learners are required to think deeply about the questions, make inferences and draw conclusions.

Irregular: was/were, had, built, left, thought, got, became

Workbook For further explanation and practice, learners do pages 11 and 12.

Have the class work in groups of four. Groups take it in turns to look at the texts and ask questions, for example three questions per group.

•

The other half of the group answers without looking at the texts.

•

Assessment idea: While groups are working, you may appoint an observer. The role of the observer is to note down how the groups are performing against the rules about the use of the past simple they have written, for example someone forgot to use ‘did’ in a question, or made an irregular verb regular, etc. They write down the incorrect question or sentence. Explain that they don’t need to note down who made the mistake but rather what kind of mistake was made. •

Plenary ideas

K-W-L assessment (10 minutes) •

Ask learners to revisit the table they made at the beginning of the lesson. Elicit some of the things they wrote in each column.

4 Work in small groups. Take each paragraph from the text in turn. Half of the group looks at the text and asks questions. The other half of the group answers without looking at the text. (15–20 minutes)

Answers Learner’s own answer

When all of the groups have finished, collect the assessment notes from the observers. Write the examples on the board and ask the class to correct them. Refer them to the rules they have written.

•

Ask the class: What have you learned in this lesson? Have you found the answers you wanted to find? What are they? What is the most interesting thing you have learned in this lesson? Would you like to learn more about one of the gifts? Which one? Why? What would you like to do to learn more about it?

Homework ideas Ask learners to choose one of the places mentioned in the reading texts: Greece, Troy, New York or Paris. They search the internet or use reference books and find out more about one of these places. Then, they prepare a dossier. Workbook For further explanation and practice, learners do page 9.

Answers Learner’s own answer

31 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

1.3 Talk about it: What should I give? LEARNING PLAN Learning intentions

Success criteria

7Lm.01, 7Lo.01

• Listening: Listen to and understand information and opinions in a radio interview.

• Learners can listen to a radio programme and understand the main points in a dialogue.

7Sc.02, 7So.01

• Speaking: Ask for and give ideas and opinions.

• Learners can listen to a radio programme and give opinions about it.

7Ug.01

• Language focus: should/shouldn’t

• Learners can ask for and give opinions.

Learning objectives

21st-century skills

Critical thinking: Begin to understand social conventions; begin to develop awareness of cultural differences. Learning to learn: Plan ahead, anticipate problems and find ways to overcome them.

Communication: Use simple techniques to start, maintain and close conversations of various lengths.

Starter ideas

Main teaching ideas

Materials: Learner’s Book pages 24–25, Workbook pages 10 and 13–14, Photocopiable 1

Social situations (10 minutes)

Review with learners how to greet people in different contexts. Provide imaginary situations, for example they ring the bell at a friend’s house and his/her mother/little sister/father opens the door. Ask individual learners what they would say.

•

Establish what ‘social situations’ are. Ask the learners about themselves in different scenarios. Are they shy? Are they self-confident? How did they learn how to behave and what to say?

•

Ask the class: When do you give and receive gifts? Elicit situations from the class. Ask them: What sort of presents do people give for birthdays, anniversaries, weddings, other special occasions?

•

If you have a multicultural classroom, or you don’t share the learners’ culture, take advantage of the question above to get them to speak about different celebrations and the gifts that are exchanged in those ‘social situations’. You may wish to offer information about gift-giving customs in your own culture. This will help learners become aware of and respect cultural differences.

1 Listen to two people talking on a radio programme. What are they talking about? Which country do they mention? (10–15 minutes) •

Tell learners they are going to listen to a radio magazine programme. Do they ever listen to the radio? What kinds of programmes do they listen to? What do they prefer: the TV or the radio?

•

Brainstorm words for different kinds of radio programmes.

•

Tell learners to focus on the questions and listen to find the answers. Play the audio at least twice.

Download the audio transcript on Cambridge GO.

Answers Gift-giving; India

32 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

2 Listen again. Here are the interviewer’s questions. How do Razia and Sandeep answer them? (10–15 minutes) •

Focus on the questions. Tell learners to listen again very carefully to find the answers to these questions. Tell them that they can make notes to remember the answers. Play the audio a few times. Discuss the answers with the class.

•

Cultural differences: Notice that the interviewer and Sandeep use the word present, which means the same as gift. In British English, present is much more common than gift; gift is used on more formal occasions and in American English.

•

You may wish to ask learners to discuss their answers in pairs before sharing them with the class. This will give less confident learners the opportunity to revise what they have done and to ‘rehearse’ their answers before sharing them publicly.

3 Work in groups. You’re going to do a radio interview, like the one in Exercise 1. (15–20 minutes) •

Tell the class that they are going to conduct a radio interview. Divide the class into pairs and ask learners to choose their role.

•

They practise asking the questions with the correct pronunciation and intonation.

•

Encourage them to use some of the phrases in the box. Tell learners that these are useful phrases to keep the conversation going and to show that they are listening actively. You may wish to explain what active listening is and why it is important.

Critical thinking opportunity: Encourage learners to identify the potential difficulties they expect to have when doing this exercise, for example are they linguistic? Is it lack of vocabulary? of ideas? Ask them to think how they can overcome the difficulties. Discuss as a class. Thinking about and voicing the problems they may encounter, and then planning ahead how to solve those problems, are useful learning strategies.

Answers a Sweets and dried fruits

For further explanation and practice, learners do pages 13 and 14.

•

Workbook

b Yes, you should never give white flowers as these are for a funeral.

c In red, blue, green or yellow paper because these colours bring happiness and money.

d When people get married, when they move into a new house or when they have a new baby. e Money should be in odd units like 11, 51, 101, 501 and so on because these numbers are supposed to bring you good fortune. f Special presents, like toys, clothes or books.

g After all the guests have gone home. h At a wedding.

Remember (10 minutes) •

Remind the class of the use of should and shouldn’t. Focus on the examples and explanation.

•

Encourage the class to think of the social situations they discussed at the beginning of the lesson. Can they think of things they should and shouldn’t do on those occasions, for example: You should always give a present to the person who invited you to their birthday. If you are in China, you shouldn’t accept a present immediately.

•

Learners can play the game in Photocopiable 1.

Differentiation idea: If some learners are having difficulties with pronunciation or do not feel too confident about what questions to ask, you may form a separate group and play the audio for them. Assessment idea: A learner from each group can video the conversations in their group. After they have finished, they can play the recording back and discuss how well they have performed and what they would change the next time. They can also play it back to the rest of the class. Answers Learner’s own interview

Plenary ideas Radio interview (20–25 minutes) Ask pairs of learners to act out their radio interview for the class.

33 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Homework ideas •

Learners look for information about gift-giving customs in their country and write a guide for foreign visitors.

•

Home–school link: As preparation for the next class, learners ask parents for photographs of their families and ask for some information about family members.

Workbook For further explanation and practice, learners do page 10.

1.4 Think about it: You and your family

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Ld.02

• Listening: Listen to a description of a family. • Speaking: Ask and answer questions about your own family. • Writing: Write about your own family.

• Learners can talk about their families. • Learners can listen and understand a description of a family. • Learners can write about their families. • Learners can use the possessive ‘s correctly.

7Sc.02 7Wca.04

21st-century skills

• Language focus: apostrophe ’s and s’ • Vocabulary: family relationships – ancestor, mother’s mother, mother’s father, great-grandparents, nephew, niece, only child, relatives

Communication: Start and manage conversations effectively. Critical thinking: Begin to develop awareness of different social customs; examine possible solutions to a given problem. Learning to learn: Listen and respond positively to feedback, using metacognitive strategies, e.g. planning ahead to overcome difficulties. Materials: Learner’s Book pages 26–27, Workbook page 15, family photos; Photocopiables 2 and 3

LANGUAGE BACKGROUND

• ‘s can also be added to a noun referring to an animal: The vet cleaned and bandaged the wound on the horse’s leg. • ‘s is also used to show that something belongs or is associated with a group of people or an institution: It’s the school’s responsibility to keep the buildings clean and comfortable.

34 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

CONTINUED There were special conditions for the bank’s clients. • ‘s is also used after nouns and names referring to places: Many people brought their country’s flag to the match. London is Britain’s largest city. • If a person’s name ends with s, we can also put the apostrophe after the final letter.

Starter ideas Discussion (10–15 minutes) •

Ask the class: How many words for family members can you remember in 30 seconds? Elicit as many as possible. Show a photo of your family and speak briefly about it.

•

Ask learners to show their photos and talk about their families. Have they always lived in the same town or city?

important differences that might cause some confusion, for example in some languages there are different words for uncle/aunt depending on the side of the family, such as mother’s side vs father’s side.

•

Say: Your father and mother are your parents, your grandfather and grandmother are your grandparents. What word do you use to refer your uncles, aunts, cousins? Elicit relatives.

•

Tess’ mother was from Scotland. James’ house was sold yesterday. • With plural nouns ending in s, only the apostrophe is used to make the possessive and it is placed after s: All the learners’ books were in the classroom. I always go to my parents’ house at the weekend.

Tell them about your grandparents and, if possible, your great-grandparents. Encourage them to do likewise.

Main teaching ideas

1 Work with a partner. Match the definitions to the words. (15 minutes)

Focus on the words in the topic vocabulary box and ask the class to explain the meanings in their own words or with examples.

•

Ask them to read the definitions and match them to the correct words.

•

Ask learners to compare their answers with a partner.

•

Write on the board these informal words for members of the family: grandma, granny, grandpa, granddad, mum, dad. Ask the class: Who do they refer to? Elicit the answers.

•

It may be useful to compare the words used to describe family relationships in English with the learners’ own language, as there may be

Answers a relatives b niece c nephew d mother’s mother e mother’s father

f only child g great-grandparents h ancestors

2 Look at these informal words for members of the family. Who do they refer to? (5 minutes) • • •

Learners read through the words and circle the ones they know. Tell learners to work in pairs and work together to decide what the words they don’t know mean. When they have finished, ask learners to report back to the class and correct any mistakes together.

Answers grandma, granny – grandmother grandpa, granddad – grandfather mum – mother dad – father

35 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

3 Work with a partner. Ask and answer these questions about your family. (15 minutes) •

•

• • •

Ask learners to read the questions and circle all the family words they know. Tell learners to look at the questions again and think of the answers. Ask them to make a few notes in preparation for the speaking exercise. Elicit the meaning of potentially difficult or new vocabulary and provide examples: date of birth, were/was born, emigrate. You may need to point out that ‘cousin’ in English usually means your direct first cousin rather than anyone more remotely related (as the word can be used in some Asian countries). Ask learners to take notes of their partner’s answers. Circulate, helping with vocabulary and checking for correct pronunciation. When they have finished, ask pairs to report back to the class.

Use of English

d sisters’ e father’s f ancestors’

5 Listen and answer the questions. (15 minutes) •

Focus on the questions. Tell learners they are going to listen to an interview and find the answers to the questions.

•

Play the audio at least twice. Elicit ideas.

•

Learning to learn: Ask learners to reflect and explain how they found the answer. In this way, you are helping them to think of their own mental processes and what they do to learn.

Download the audio transcript on Cambridge GO.

Answers a her grandmother b Carlos c very near

Answers Learner’s own answer

Answers a cousin’s b grandmother’s c grandparents’

•

in a particular place. This will require them to refer back to the rules and examples they have discussed.

Apostrophes ’s and s’ (10 minutes)

Read through the Use of English box with the class.

•

Discuss the questions with learners and provide more examples and explanations.

•

Elicit examples from learners.

•

Critical thinking opportunity: Invite learners to compare with their home language and think of the difficulties they may have. Ask: Are apostrophes used in your home language? How are they used? How is the possessive expressed in your language? Why do you find this use of the possessive difficult?

4 Put the apostrophes in the right position in these sentences. (15 minutes) •

Learners complete the exercise.

•

Check by asking individual learners to come to the board and write a sentence with the apostrophes in the correct place.

Critical thinking opportunity: Invite learners to explain why they have put the apostrophe

d her cousins e California f father’s side because her mother is an only child

6 You’ve had an email from a distant relative who is researching your family history. Write your reply. (15–20 minutes) •

Ask learners to read the questions and make notes of things they would like to include.

•

When they have finished, they write the first draft.

•

Ask them to exchange drafts with a partner. Encourage them to make comments, for example are the ideas clear? Is the information interesting?

•

Ask them to comment on two things they like or find interesting about the text and one thing they think needs improvement.

•

Learners receive back their writing and act upon the feedback.

•

When they have finished, you may ask volunteers to read their texts.

36 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

Homework ideas

Answers Learner’s own answer

Plenary ideas

•

Home–school link: Learners take home the text they wrote in Exercise 5 and ask parents for more information about their family.

•

Learners use the additional information they have received from parents to expand the text. They can also include photographs and make a family tree.

Consolidation (15–20 minutes)

•

Learners complete Photocopiable 2. You will need to explain to them what a DNA test is. They will learn about these in Lesson 1.5.

Workbook For further explanation and practice, learners do page 15.

Learners then complete Photocopiable 3 in pairs.

•

1.5 Geography: Family history LEARNING PLAN

Learning intentions

Success criteria

7Rm.01, 7Rd.01

• Reading: Read about people tracing their ancestors, read and understand details and specific information in a non-fiction text.

• Learners can read and understand a text about migration.

7Sc.04

• Speaking: Talk about migration, use academic vocabulary related to science and geography. • Language focus: which/that, who and whose in defining relative clauses

7Us.04

Learning objectives

• Learners can use vocabulary related to science and geography. • Learners can speak about their family history. • Learners can join sentences using relative pronouns.

21st-century skills

Critical thinking: Read and draw conclusions, select key points to create a new account. Collaboration: Participate actively in group and whole-class activities.

Materials: Learner’s Book pages 28–29, Workbook pages 16 and 18–19, map of the world, Differentiated worksheets 1A, B and C

•

Take advantage of this discussion to encourage learners to model the vocabulary from Lesson 1.4.

•

Ask the class: How do people find out about their family history? What do you know about your family history? How did you find out?

•

Elicit ideas about how information is passed through families, such as diaries, letters, word of mouth.

•

Ask whether stories change when they are passed down.

Starter ideas Family connections (10–15 minutes) •

If learners have done the homework and home– school link activities in Lesson 1.4, ask them to share their work with the class.

37 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Find out more: science and geography (15–20 minutes) Ask learners to close their books. Write DNA on the board and ask learners if they know what the letters stand for. What is DNA? Elicit ideas from the class.

•

Ask learners to open the Learner’s Book and look at the words in the key words box. Ask: Which are continents? Which are countries? Which is a point of the compass?

•

Show a map of the world and ask learners to locate the continents and countries. What continents are missing?

•

Draw a compass on the board. Ask learners to identify other points of the compass.

•

Ask learners to locate their country on the map and find the countries to the north, south, north-east, etc.

Geography: Ask learners to locate on the class map all the countries that are mentioned in the reading text. • Zak says: ‘I wondered how they crossed from Asia into Alaska and then into Canada. I discovered there was once a land bridge that linked the two continents.’ Where do learners think there was a natural bridge across the continents 15 000 years ago? Encourage them to look at the map and find a suitable place, such as the Aleutian Islands. • Additional resources: You may wish to help learners look for more information about the Aleutian Islands and migratory waves.

•

CROSS-CURRICULAR LINK

2 Answer the questions. (15–20 minutes) •

Divide the class into small groups and ask them to read and discuss the questions.

Differentiation idea: Ask learners to give examples with the new vocabulary. Less confident learners can write them down in their notebooks for reference. You may also start a word web with the science vocabulary of this lesson.

•

When all groups have finished, ask them to share their conclusions with the class. Encourage them to give reasons for their answers.

Main teaching ideas

Critical thinking opportunity: This is a useful opportunity to develop inferencing and interpretation.

Read the Did you know? box together. Was their understanding of DNA correct?

•

Answers a a DNA test; ancestors travelled from Africa through Europe

Learners read the article ‘A remarkable journey’ to find out about a scientific approach to researching family history.

•

1 Look at the map and read the article to find out about a scientific approach to family history. What does the map show? (15–20 minutes)

b a land bridge that linked the two continents; no c Jakarta, Indonesia; from Africa, through Asia d fascinated/amazed/interested/pleased

Focus on the map. Encourage learners to describe it and explain what it shows.

Answers Migration

Encourage groups to think what questions they would like to ask Serena, Zak and Vikal.

Use of English which/that, who, and whose in defining relative clauses (15 minutes) •

Focus on the examples and the question in the box. Ask the class to examine the examples carefully. What do the relative pronouns do? Elicit that they help join the sentences and give essential information about someone or something that will help understand who or what is being referred to.

38 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

•

Supply more examples of pairs of sentences and ask learners to join them.

•

They pair up with a partner and discuss their ideas. They come up with a plan.

•

Elicit more examples from the class.

•

You may ask learners to copy the examples in their notebooks for reference.

They get together with another pair and make a final plan.

Digital Classroom: Use the grammar presentation ‘Defining relative clauses’ to introduce relative pronouns in defining clauses. The i button will explain how to use the grammar presentation.

Answers Learner’s own answer

Plenary ideas Consolidation (15–20 minutes)

Workbook

•

Ask learners to trace the routes Serena, Zak and Vikal describe on the class map.

•

Ask them to work in groups, look for information in books or on the internet and make a rough estimate of the distance covered by the children’s ancestors in their journeys. How many kilometres did the ancestors travel before they reached their destination?

For further explanation and practice, learners do pages 18 and 19.

3 Join these sentences together with which/that, who or whose. (10 minutes) Focus on the exercise and ask learners to join the sentences. Check as a class.

•

Learners do Differentiated worksheet 1A, B or C.

Homework ideas •

Learners search the internet and look for information about the countries their ancestors came from. If there are no immigrants in their families, they may look for information about the countries mentioned in this lesson. They choose a country they are interested in and prepare a presentation for the class.

•

Answers a which/that b who c which/that d whose e which/that

4 Work in pairs or groups. How would you explain to your parents or friends what you have learned from reading ‘A remarkable journey’? (15–20 minutes) Do this exercise as Think-Pair-Share.

•

Learners first work individually. Encourage them to plan what they will tell their parents or friends in note form.

•

Home–school link: Learners tell the family what they learned after reading ‘A remarkable journey’. They can ask parents if there are similar stories of emigration in their families. Where did their ancestors come from? Do they know why they migrated? Do they still have family in those countries? Are they in touch?

Workbook For further explanation and practice, learners do page 16.

39 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

1.6 Talk about it: You and your school LEARNING PLAN Learning objective

Learning intentions

Success criteria

7Ld.02

• Listening: Listen to a conversation about secondary school, listen for detail.

• Learners can listen for general information.

7Sc.04

• Speaking: Ask and answer questions about what you’ve done at school this term. • Reading: Read about people’s experiences at school.

7Ug.06

• Language focus: present perfect

• Learners can ask and answer questions about school experiences.

7Rd.01

• Learners can listen and find specific details in a conversation.

• Learners can read and understand a text about school experiences. • Learners can use the present perfect to speak about recent actions.

• Vocabulary: school subjects, sports, feelings 21st-century skills

Learning to learn: Take effective notes in class, use notes to construct original output. Collaboration: Listen to, acknowledge different points of view respectfully.

Communication: Know how to present points clearly and persuasively.

Materials: Learner’s Book pages 30–31, Workbook pages 17 and 20–21, Differentiated worksheets 2A, B and C

LANGUAGE BACKGROUND

Past simple vs present perfect We use the simple past when the action started and finished in the past and we know exactly when it happened: I was in Paris last year/in November/two years ago. We also use the past simple to talk about regular or habitual events in the past: When I was a child, I played in the street with my friends. Sometimes we don’t need to use a time expression because when we know the time:

Leonardo Da Vinci painted the Mona Lisa. (We know that he did this a long time ago.) We use the present perfect when the action started in the past and continues up to now or to talk about an event that has finished in the very recent past. The time is not important. Either it is not mentioned or we use time expressions such as ever, never, before, already, just, yet, so far, up until now: I’ve been to Paris three times so far.

40 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

Starter ideas

‘scanned’ the text. The second time, they reread the text more carefully, looking for details that would help them answer the questions.

School discussion (15 minutes)

• • •

Ask learners what memories they have of their early years at school. Did they attend the same school during all the years of primary? What memories do they have of teachers and schoolmates? Do learners all come from the same primary school? If not, how do their primary schools compare? Ask them if they had schoolmates of different nationalities. If yes, where were they from? Ask the class: What are the main differences between your secondary school and your primary school? Ask them to think about the subjects they do, the school day, the size of the school, the classrooms and activities outside lessons. Elicit ideas.

Main teaching ideas

Learners read the texts and decide. Encourage them to give reasons to support their decision. Remind learners to use context to understand the meaning of new words. Tell them to look for and circle words or phrases that show the attitude of the students. When they have finished, ask learners to work in pairs and discuss what they have circled. Have they circled the same things?

•

Answers Mostly positive

2 Answer the questions. (10–15 minutes) •

• •

Use of English Present perfect simple (15 minutes) •

Review the form of the present perfect and the simple past. Elicit examples from the class. • Focus on the Use of English box and discuss the differences in use between the tenses. • Use the examples given by the learners to point out further differences, for example the adverbs and time phrases used with each. Digital Classroom: Use the grammar presentation ‘Past simple vs present perfect’ to focus on the form of the tenses. The i button will explain how to use the grammar presentation.

1 A teacher has asked new students to describe their first few weeks at secondary school. Read what two of them said. Are they mostly positive or negative about their new school? (10 minutes) •

Answers a a few weeks b jazz band, trumpet, volleyball c finding the classroom d History e it is going well up to now

•

Tell learners to read the questions and reread the texts, this time paying attention to detail to find the answers. When they have finished, discuss the answers as a class. Learning to learn: Invite the class to think about the different ways in which they have read the texts. The first time they read fairly quickly, looking for specific information; that is, they looked for positive and negative words. They

Workbook For further explanation and practice, learners do pages 20 and 21.

3 Complete the sentences using the present perfect of the verb in brackets. (10 minutes) • •

Learners complete the sentences using the present perfect. Check as a class.

Assessment idea: Discuss with the class the mistakes they might have made. What kind of mistakes were they? Did they use the wrong form of the verb (past for past participle)? Was it the wrong auxiliary? Ask learners to think what they could do next time to improve. Encourage them to think of strategies that can help them, for example using different colours to write the correct forms have/has, make a list of irregular verbs, etc. Answers a made b have had c I’ve enjoyed d haven’t played e has been f have; seen

41 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

4 Before you listen, read the questions in the survey. Who do you think wrote the survey? Who is going to answer it? (5 minutes) •

•

Learners go through the survey questions in pairs or small groups and predict who wrote them and who will answer. Then they share their impressions with the class. Take advantage of this exercise to predict the vocabulary they will hear in the audio and some of the content. This will make it easier for learners to understand what they hear.

•

Play the audio at least twice for learners to familiarise themselves with the content and find the answers to the question. They check if their predictions were correct. Ask what helped them decide, for example some key vocabulary. Learning to learn: Learners generally try to understand everything they hear and are sometimes frustrated when they cannot. Ask them to focus only on finding the answer to the question.

•

4 Ancient Greeks 5 Anisha – marks OK but A in science; Felipe – A in English 6 Anisha – jazz band, trumpet; Felipe – football 7 Anisha – volleyball; Felipe – football 8 Anisha – no; Felipe – yes, late for lesson 9 Anisha – yes, said ‘Good morning’; Felipe – yes, about being late 10 Both – yes

5 Listen to Anisha and Felipe doing the survey. Have they done well at school this term? (10–15 minutes) •

3 Experiments

7 With a partner, ask and answer the questions in the class survey. (15–20 minutes) •

Ask learners to record their answers to the survey in note form.

•

They work in pairs. Each member of the pair prepares their part.

•

Play the recording again for all learners to recall how Anisha and Felipe did the survey.

•

Pairs do the exercise.

2 Anisha – history; Felipe – geography

Answers Teachers; students

Answers 1 Anisha – science; Felipe – English

Answers Yes

Download the audio transcript on Cambridge GO.

6 How did Anisha and Felipe answer each question? Listen again. (10 minutes) •

Learners can discuss how Anisha and Felipe answer each question before listening again.

•

Play the audio, pausing after the answers to each question.

•

You may ask learners to take notes of the answers to discuss later. When they have finished, they may compare Anisha’s and Felipe’s experiences.

Differentiation idea: More confident learners may not need so much support prior to doing the exercise. However, less confident learners will benefit greatly from this scaffolding, as it will help them plan the task. You can assist them by asking them what difficulties they think they might have and encouraging them to think of possible solutions. Critical thinking opportunity: Note-taking is a useful skill to develop, as learners have to make judgements about what information is really necessary to record and concentrate only on key ideas. •

When they have finished, ask learners to report back to the class. They may collect results and see how many have given similar answers, which school subjects or sports are the most popular, etc.

•

Circulate, checking for correct pronunciation and helping if necessary.

•

Learners do Differentiated worksheet 2A, B or C.

42 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

Homework ideas

Answers Learners’ own surveys

•

Learners write a survey about past school experiences and use it to ask parents and relatives about their school experiences. They use the survey in the Learner’s Book as a model, making all the necessary changes, for example questions should change from present perfect to simple past.

•

Home–school link: Learners ask their parents about their school memories and experiences. They take notes and prepare a short text. If possible and suitable, they may accompany it with a photograph. Make a class poster with all the contributions.

Plenary ideas Reflection (15 minutes) When learners have finished Exercise 7, ask them to reflect back on their performance. What was the most difficult aspect of the task? What did they do to overcome the difficulties? What can they do in the future to perform better?

•

You may invite learners to start a ‘Reflection’ section in their notebooks and write down the ideas they have come up with in this discussion.

Workbook

•

For further explanation and practice, learners do page 17.

1.7 Improve your writing: Write about it Learning objectives 7Sor.02, 7So.01,

Learning intentions

Success criteria

• Speaking: Give opinions and discuss ideas to plan a task.

• Learners can discuss the steps needed to plan an exercise.

• Writing: Brainstorm ideas, plan and write an account of their first days at school, express and support their opinions.

• Learners can brainstorm ideas and plan an account.

7Wca.02, 7Wc.02

LEARNING PLAN

• Learners can give and support their opinions in writing.

21st-century skills

Learning to learn: Use notes to construct original output. Communication: Know how to present points clearly and persuasively, use appropriate strategies to develop a conversation. Learning to learn: Know the appropriate format for a piece of written work, use notes to construct original output.

Materials: Learner’s Book pages 32–33, Workbook page 22

Starter idea

•

Blog posts (15 minutes)

Ask them what they wrote about and, if possible, encourage them to show their writing to the class.

•

Ask, for example: Do you ever read blog posts or online articles in newspapers or magazines? What topics are you interested in? Have you read any

•

Ask the class if they have a blog or they have ever written a blog post for the school/class blog.

43 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

interesting articles or blog posts recently? What were they about? Did you discover any new and interesting facts? Elicit answers from the class. •

Bring extracts from books about school stories or blog posts written by students and share them with the class.

•

Write the checklist on the board. Learners copy in their notebooks.

Step 1: Work in groups. Discuss these questions. •

Have learners work in groups of three or four. They read and discuss the questions and make decisions.

•

Ask learners to read a few and decide which they like best, find the funniest, most interesting, etc.

•

Ask: What makes these stories attractive/interesting? Is it the stories themselves, the language, the style? Elicit answers from the class.

Assessment idea: Circulate and spend a few minutes with each group, listening to them while they are working and asking questions about the decisions they have made. Make notes for each group.

•

Tell the class that they are going to write an account of their first weeks at secondary school for the school website.

•

As a class, discuss its characteristics. Elicit ideas. Help with questions, for example: How do you begin the account? Would you use an introduction? What kind of language would you use? What kind of adjectives? Would it be formal or informal? Would your report have sections?

Task: Write an account of your first weeks at secondary school for the school website. Standards:

1. Know appropriate format for a piece of writing.

introduce the main subject from the very beginning

•

clear organisation, possibly with captions or subheadings

• • •

3. Use essential grammar generally effectively. 4. Write a plan for a piece of writing.

Observed behaviour:

clear language

Positive results:

use factual information or evidence/anecdotes

Problems:

end with a restatement of your views

Notes/recommendations/actions:

use rhetorical questions

use positive or negative vocabulary.

•

2. Know appropriate register for a piece of writing.

•

You can keep cards to record your impressions. See an example below: Group: Date:

Summarise learners’ ideas on the board for future reference. Ideas may include, for example:

•

Main teaching ideas (60 minutes)

Focus again on the extracts they have read previously and on the student descriptions in Lesson 1.6. Ask learners if they think they reflect the characteristics they have discussed. What other features can they find?

•

Revise tenses, for example the past simple and the present perfect, and school subjects.

•

Elicit possible sentence openings, for example: So far this term …, On my first day …, At first …, Then …, My favourite subject(s) …

•

With the class, write a set of criteria that they will use as a checklist to assess their work.

Step 2: Write a plan for your account. •

Learners write a plan for their report.

•

They can use the plan on page 33 as a model.

Step 3: Ask another student to check your plan. •

When they have finished drafting their plan, learners exchange it with a partner.

•

They ask questions and make comments on each other’s plans, for example order of ideas, kind of ideas included, anecdotes, etc.

44 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

Step 4: Write your account.

Plenary idea

Learners work individually and write a first draft of their report.

Discussion (15–20 minutes) •

Step 5: Read through your account and check for mistakes.

Learners read their accounts to the class. They ask and answer questions about them.

•

Learners read through their account and use the checklist to make sure they have included everything they intended.

Publishing idea: You could upload the accounts to the class or school blog.

Homework ideas

Step 6: Ask another student to read your report and comment on it. They exchange their drafts with a partner.

•

Learners collect information about their family history and add it to the notes they made in Lesson 1.5.

•

Home–school link: Learners can show the account to the family and explain what they have done.

Assessment idea: Learners use the set of criteria and the questions in the Learner’s Book to assess each other’s work. Invite them to write two things they particularly like about the text and one thing they would improve.

Step 7: Write a final version to be published on the school website.

Workbook

For further explanation and practice, learners do page 22.

When learners receive their draft back, they edit it using the feedback received.

1.8 Project challenge

LEARNING PLAN

Learning intentions

Success criteria

7Sor.01, 7Sc.04

• Speaking: Discuss a project, discuss ideas, express opinions, give examples.

• Learners can discuss aspects of a project.

7Wca.02, 7Wc.02

• Writing: Brainstorm ideas, plan and write a guide and a profile.

Learning objectives

• Learners can write a profile. • Learners can plan and write a guide. • Learners can express opinions and give examples.

21st-century skills

Critical thinking: Select key points from diverse resources to create a new account. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Collaboration: Work with others to plan and execute class projects.

Materials: Learner’s Book pages 34–35

45 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Starter ideas

•

A quiz (15 minutes)

Group members take turns to ask the questions in Exercise 2.

•

One group member can record the conversations. When they have finished, they can play the recording back to the class.

• •

Divide the class into small groups. Ask groups to write ten quiz questions about the unit. When they have finished, they exchange their quiz with other groups and solve it.

Assessment idea: When all group members have finished, they look at the self-assessment questions. They first answer them individually. Then, they may discuss them in their groups.

Main teaching ideas • •

Tell the class that they are going to work in groups or pairs to do a project. Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them. Have learners choose a project and get together in small groups with other learners who have chosen the same project.

Project 1: Family history (60 minutes)

1 Read this account of an older family member. You’re going to write something similar.

• •

Focus on the photograph and ask learners why the photograph is in black and white. What do they notice about the lady in the photo, for example her hairstyle, clothes? Where do they think the photo was taken? Who is the lady in the photo? Ask the class to read the text and find out about the lady. Tell the group that they are going to use this as a model to write about a family member.

2 Think of an older member of your family. Do some research to find out as much as you can about them.

Remind groups of the notes they made at home about family members and family history (Lesson 1.5 home–school link). Learners read the questions and organise their notes accordingly.

•

3 Write a profile of this person you have chosen. Use Cecilia’s profile of her great-grandmother to help you. • •

Learners use their notes to write a first draft of the profile of the person they have chosen. They revise and edit as necessary.

4 Work in groups. Other members of the group ask you the questions in Exercise 2. They can ask other questions if they want to. •

1 Work in groups. There are going to be two sections in the guide. Discuss the following questions and write down your ideas. Groups read the questions and make notes.

2 Divide the work among the members of your group.

They divide the work among group members.

3 Design and write your guide. •

Groups decide how they are going to design the guide. Then each group member carries out their task.

•

Project 2: A guide to social customs (60 minutes)

•

Once learners have finished their work, they get together with their groups.

•

They write a first draft of the guide. They read the draft and make adjustments.

4 Exchange guides with another group. Make constructive comments and suggestions. •

Groups exchange their guides and comment on each other’s work.

•

Invite group members to make at least two positive comments about the guide they have received and one thing they would improve or find missing.

Self-evaluation and reflection •

Download the self-evaluation checklist from Cambridge GO and ask learners to use it to evaluate their project.

•

When all groups have finished, ask learners to read and reflect on the questions in the Learner’s Book.

•

You may wish to have learners write their reflections in their reflection journals.

•

Home–school link: You may wish to record groups as they are working, so that learners can show the recording to their families.

46 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

1.9 Read and respond: Fiction LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Rm.02

• Reading: Read and answer questions, appreciate style.

• Learners can read and appreciate a story.

7So.01

• Speaking: Discuss behaviour; discuss style and characters in a piece of fiction, discuss values.

• Learners can express opinions and support them with examples.

7Wca.03, 7Wca.02

• Learners can give opinions about characters and their motivations.

• Writing: Answer questions, write a story.

• Learners can brainstorm ideas and plan a piece of writing. • Learners can write and edit their work.

21st-century skills

Critical thinking: Speculate; discuss opinions, assess strengths and weaknesses and possible solutions. Creative thinking: Employ new ideas and content in solving a task or exercise.

Learning to learn: Identify helpful resources for their learning, using a learner’s dictionary and other reference sources.

Materials: Learner’s Book pages 36–38, Workbook page 23, Photocopiable 4

Starter ideas

Main teaching ideas Before you read (10–15 minutes) •

Focus on the title of the story and the illustrations. Does it give learners a clue about what it is about? Elicit ideas.

•

Encourage learners to predict what the story is going to be about and where it is set. Invite them to justify their opinions.

•

Tell them to read the short text about the author. What do they know now about the story that they didn’t know before? Is there anything surprising about the information they have read?

Story types (10 minutes)

Discuss stories with the class. What sort of stories do they like? Do they prefer to read funny or more serious stories? Encourage them to talk about stories they have read, and provide them with details of books you have read.

•

Bring extracts of the beginning of different kinds of stories suitable for the age of the learners, some based on real events or people, some fictional and fables. Share them with the class and ask them, for example: What sort of story do you think this is? Do you think it’s a story about real people or is it fiction? Why? Which one would you like to read? Why do you find it interesting?

1 Read and listen to the first part of the story. (15 minutes) •

Tell learners to listen and read the first part of the story.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

Ask if they think it is based on real events and real people or if it is a fable. Encourage them to give reasons for their answers.

•

Remind them of what a fable is – a traditional story that teaches a moral lesson.

Critical thinking opportunity: Ask learners about their experience of reading the text. Was it difficult to understand? Did they find many new words? Learning to learn: Ask learners what they do when they read a story and do not understand all the words. Do they try to guess the meaning from the context or do they look for all the words in the dictionary? What do they think a key word is?

Assessment idea: This exercise lends itself to assessing how learners organise themselves to work in a group, whether they understand what steps are needed to complete a task, and how individual learners are able to explain the task to others and direct the group’s work. After they have finished, you may ask groups to discuss how well they did the exercise and whether they could improve their organisation.

3 Answer these questions. (15–20 minutes)

•

Answers Learner’s own answer

•

Ask the class to reread the extract and circle the words they do not know.

•

Ask the class to work individually. They reread the text and find the answers to the questions.

•

With a partner, they try to guess the meaning from the context.

•

Discuss the meanings as a class.

When they have finished, ask learners to pair up with a partner and discuss their answers before discussing as a class.

•

Then focus on the glossary and ask learners to check if their ideas were correct. Check as a class. What helped them decide?

Critical thinking opportunity: These questions offer learners the chance to think beyond the literal questions. When they predict how the story continues and ends, they need to draw conclusions and infer how each character is going to behave based on what they have read.

Download the audio transcript on Cambridge GO.

Answers Fable – begins with ‘Once upon a time’, moral theme of being generous

2 Work in groups. Summarise this part of the story in no more than ten sentences. (15–20 minutes) •

Ask learners to read the steps and clarify doubts.

•

Get the class to work in groups. Each member of the group says what they remember of the key points of the story. Emphasise the importance of making sure every member of the group has a chance to say something.

•

They choose one group member to write down the summary with everybody’s help.

•

As a group, learners check that all the ideas are there and the spelling and language are correct.

•

Each group takes it in turn to read their summary. The rest of the class listens to check that the details are correct.

Answers a Answers will vary but may include kind, generous, powerful, rich b Answers will vary but may include clever, greedy, unfortunate, generous c Learner’s own answer

4 How many times does the writer use the word ‘gold’? Why do you think he repeats the word? (10 minutes) •

These questions are not part of the Stage 7 curriculum framework so you might consider using them as an extension.

•

Ask learners to reread the text and look for the word ‘gold’. How many time is it repeated?

•

Encourage them to think why the writer repeats it.

Answers 13; Learner’s own answer

48 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

1 MAKING CONNECTIONS

5 Fables and traditional stories often feature an action that is repeated. What is the action in this part of the story that is repeated? Can you think of another traditional story where an action is repeated? (10 minutes)

•

Focus on the rubric and ask learners to find the action that is repeated in this story. Elicit ideas.

8 Choose one of the following scenes and imagine what the people in the story said to each other. Write a short dialogue. (20–25 minutes) Assessment ideas: Discuss with the class what a good dialogue would look like and write a set of criteria in learner-friendly language. The criteria may include, for example: correct use of tenses, correct punctuation and spelling, variety of vocabulary, use of direct speech, the thoughts and feelings of the characters, how the characters speak and behave, how the characters develop or change in response to events.

Ask learners if they know other traditional stories where an action is repeated. Elicit examples. Ask learners to explain what the stories are about and what action is repeated.

•

Answers Learner’s own answer

Answers The peasant returning the palace; Learner’s own answer

6 What do you think is going to happen next? (5 minutes)

•

Learners read the scenes and draft their dialogues. When they are happy with it, they revise it against the criteria.

•

Learners get together with a partner or in a small group and exchange their dialogues. They read each other’s work and give feedback using the set of criteria. They make at least two positive comments about them and one thing they would like to improve.

Answers Learner’s own answer

7 Values. Work in groups. Discuss these questions. (20–25 minutes) •

Ask the class to reread the text and circle the words they do not know. Can they guess what they mean?

Ask learners to work in groups and answer the questions.

•

Ask learners to predict what is going to happen next. Why do they think so?

•

Learners receive their writings back and act upon the feedback. They write their final text.

•

Ask groups or pairs to share their dialogues with the rest of the class.

Answers Learner’s own answer

Plenary ideas

•

You may do this exercise as Think-Pair-Share.

•

Ask learners to read the questions and answer them. Then they get together in pairs or small groups and compare and contrast their answers.

Consolidation (15 minutes) •

Ask learners about their experience of reading the text. Was it difficult to understand? Why? How did they overcome the difficulties?

Finally, discuss the answers as a class.

•

Ask learners to get together with a partner and act out one of their dialogues.

•

Learners practise asking and answering questions and making statements using the present perfect simple and past simple, using Photocopiable 4.

•

Critical thinking opportunity: Ask learners to speculate about what might have happened if the peasant had had a different personality type. •

Values: Ask learners to reflect what the moral of the story is. Allow enough time for learners to reflect and give reasons.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2 a nod

Homework ideas •

Ask learners to look for a fable or a story with a moral and bring it to the class on the following day.

•

Home–school link: Learners can read and discuss the extracts with the family. They can ask parents what they think about the story. Workbook For further explanation and practice, learners do page 23.

c shake

b bow

3 a only

b nephew

d put

d relatives

ancestors

great-grandparents

Use of English 1 1 saw

5 was

2 had

6 did you have

3 were

7 didn’t see

4 took

2 a friend’s c teachers’

Check your progress

Working individually, learners do the three parts of the test. Answers General knowledge quiz

d parents’

3 a The story is about a king who gave a lot of money to the poor.

b I’ve got a gold watch which/that belonged to my great grandmother.

c In my class there’s an Australian girl whose sister is a famous tennis player.

d This is a very interesting book which/that tells you how to trace your family history.

uge wooden horse (Trojan horse); so the Trojans 1 H would think it was a gift and bring it inside their city

b headteacher’s

2 Rothschild Fabergé Egg 3 France and the USA 4 A broken chain

5 100th anniversary, a period of 100 years

6 White

7 AFRICA, EUROPE, ASIA

Summary checklist •

Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.

•

Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.

•

You may invite them to keep a diary where they can record their ideas and reflections.

8 DNA

9 Canada

10 Land bridge Vocabulary

1 how are things?

good afternoon

good morning

how are you?

nice to meet you

see you later

50 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

2 TIME TO CELEBRATE

2 Time to celebrate Unit plan Approximate number Outline of learning of learning hours content

Learning Resources objectives

1 Happy New Year

1.5–2

Talk about New Year celebrations.

7Lm.01 7So.01 7Sor.02 7Rm.01 7Rd.03

Learner’s Book Lesson 2.1 Workbook Lesson 2.1 Differentiated worksheets 3A, B, C Digital Classroom: video – Chinese New Year; presentation – Prepositions of time

2 Three festivals

1.75–2.5

Learn about three festivals.

7Rd.03 7Rm.02 7Sc.01 7Sc.02 7Uv.02

Learner’s Book Lesson 2.2 Workbook Lesson 2.2 Photocopiable 5

Talk about welcoming the spring.

7Ld.01 7Sc.02 7Rd.03 7Wca.02 7Ug.09

Learner’s Book Lesson 2.3 Workbook Lesson 2.3 Photocopiable 6

Talk about birthday ceremonies.

7Ld.02 7Sc.01 7Rd.01

Learner’s Book Lesson 2.4 Workbook Lesson 2.4

Read and talk about naming traditions.

7So.01 7Ro.01 7Ug.11 7Us.04

Learner’s Book Lesson 2.5 Workbook Lesson 2.5 Differentiated worksheets 4A, B, C Digital Classroom: presentation – Non-defining relative clauses

1.5–1.75

5 Starting out in life

1.5–1.75

4 Special occasions

3 Welcoming 2–2.25 the spring

Lesson

6 April Fools’ Day

1.5–1.75

Describe April Fool’s Day traditions.

7Ld.01 7Ld.02 7So.01 7Sc.04 7Ug.12

Learner’s Book Lesson 2.6 Workbook Lesson 2.6 Photocopiable 7

7 Improve your writing

1.5–1.75

Write a description of an event.

7Ro.01 7Rd.02 7Wca.02 7Wc.02

Learner’s Book Lesson 2.7 Workbook Lesson 2.7 Unit 2 Sample answers

51 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Approximate number Outline of learning of learning hours content

Learning Resources objectives

8 Project challenge

1.25–1.75

Do a project.

7Sc.04 7Sor.01 7Wca.02 7Wc.02

Learner’s Book Lesson 2.8 Unit 2 Project self-evaluation checklists

Talk about two poems.

7So.01 7Rm.02

Learner’s Book Lesson 2.9 Workbook Lesson 2.8 Photocopiable 8

9 Two 2–2.25 poems about festivals Cross-unit resources Unit 2 Audioscripts Unit 2 End-of unit test Unit 2 Progress report Unit 2 Wordlist

BACKGROUND KNOWLEDGE

Lesson

a poet, and this has helped her develop a deep understanding of what children like. Some of her books are: Earthways, Earthwise: Poems on Conservation, Otherworlds, Dragonsfire and Midnight Forest. John Foster is probably one England’s best-loved children’s poets. He was a teacher for over 20 years while writing poetry for children. Many of his poems use traditional forms and end rhymes, and his haikus and other short poems use strong, simple imagery. Some of his books are: Dinosaur Poems, Fantastic Football Poems and Twinkle Twinkle Chocolate Bar. Additional resources: You may show the class videos about popular festivals around the world.

Swahili is a language spoken mainly in some countries of Africa: Tanzania, Uganda and Kenya, Burundi, Mozambique, Somalia, the Democratic Republic of the Congo, and South Africa by about 98 million people. It is the official language of Tanzania, Uganda and Kenya, and is used as a lingua franca throughout East Africa. The Yoruba people are an African ethnic group that lives in western Africa. There are about 44 million Yoruba people, most of which are from Nigeria and Benin, where they make up 16% of the population. They are one of the largest ethnic groups in Africa. Judith Nicholls is one of England’s best-known writers of children’s poetry. She has published over 50 books. She was a teacher before becoming

TEACHING SKILLS FOCUS

Differentiated assessment This method of assessment should be a continuation of the type of differentiation we use in a unit. Therefore, it should be linked to: • the method of performance during practice of a skill • the learners’ level of cognitive ability • the learners’ skill level.

Some informal assessment ideas The most common way is to give learners some questions to respond to, for example: • What is the most important thing you have learned in this lesson? • What important question do you have that is still unanswered?

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2 TIME TO CELEBRATE

CONTINUED

Common misconceptions

Your challenge Look through Unit 2 and highlight opportunities for introducing differentiated assessment. As you continue with the following units, tick off the relevant points where you can differentiate assessment. Can you think of the most effective way to differentiate assessment in each case? How will learners react to this form of assessment? Reflection • What do I need to take into account to introduce differentiated assessment in my class? • What do I need to do to introduce portfolio assessment in my class?

• What was the most difficult part of the lesson/ discussion/homework? • How can you apply this knowledge to the real world? Portfolios are an effective way of getting learners to revisit their work and think about ways of improving it. Many learners usually do their homework, hand it in, check the grade when they get it back and forget about it. A portfolio is a useful collection of work that shows progress and achievement over a period of time. If designed carefully, it may motivate learners, provide examples of work to parents and teachers, chart learners’ growth and engage them in self-reflection.

How to identify

How to overcome

Learners use the wrong preposition, e.g. The meeting is in 20th June. Are you open in lunchtimes? I’m afraid I can only make it on July.

Write examples on the board. Ask questions, e.g. what do we use with days and dates/months/ times, etc.? Circle the preposition.

Draw a three column chart on the board or on a large sheet of paper. Write on top of each column: at for a precise time; in for months, years, centuries and long periods; on for days and dates. Ask learners to give examples for each and write them in the correct column.

Misconception

Learners use the wrong participle to form the adjective, e.g. I’m really frightening of spiders.

Learners use the wrong punctuation in non-defining relative clauses.

Write the wrong sentences on the board. Ask: Are you afraid of spiders or do you frighten the spiders?

Explain the difference in the meaning of -ed and -ing adjectives. Try to make them funny enough so they’re memorable, e.g. I’m bored/I’m boring. Learners circle or underline the adjectives and say what they mean.

Write an example of a defining and a non-defining relative clause. For each sentence, ask: Is this information essential to understand who/what we are talking about? Or is it additional information? Can I delete this and still understand who or what I’m referring to? Then consider: What other difference is there? (Such as the use of the comma). In which sentence do we use a comma?

Write on the board a few defining and non-defining clauses without commas. Ask learners to underline the clauses and decide if they are giving essential or extra information. They put in the commas as necessary.

53 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2.1 Think about it: Happy New Year LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Lm.01

• Listening: Listen for gist, listen for detail.

• Learners can learn vocabulary for festivals and celebrations.

7So.01, 7Sor.02

• Speaking: Speak about New Year celebrations, summarise the main ideas of a reading text.

• Learners can learn about New Year celebrations.

7Rm.01, 7Rd.03

• Reading: Read about New Year celebrations, deduce meaning of words from context.

• Learners can use time phrases made up of a preposition and a noun (on New Year’s Eve, at midnight …).

• Language focus: time phrases made up of a preposition and a noun: on New Year’s Eve, at midnight • Vocabulary: multi-word verbs: go on, get together, set off

21st-century skills

• Learners can listen to an interview and understand what it is about. • Learners can speak about how their families celebrate New Year.

crops, lunar, fireworks, festivities, lantern, dragon, wisdom

• Learners can use multi-word verbs.

Critical thinking: Compare and contrast information.

Learning to learn: Begin to use metacognitive strategies to maximise learning success. Communication: Know how to present points clearly and persuasively.

Values: Respect cultural and social differences.

Materials: Learner’s Book pages 42–43, Workbook pages 24 and 27–28, map of the world, photos of different celebrations around the world, Differentiated worksheets 3A, B, C

•

Show photos or video clips of celebrations around the world. Ask the class to describe what they see. Would they like to be there too?

Starter idea

Digital Classroom: Use the video ‘Chinese New Year’ to introduce the topic of festivals and celebrations. The i button will explain how to use the video.

Getting started (10 minutes)

•

Ask the class to describe what the people are doing. How similar or different is this celebration from celebrations in their country?

•

Ask the class why people celebrate New Year. Elicit ideas.

•

Ask learners if they like special celebrations. What occasions are celebrated in their family? What do they do on the special day? Ask: What special celebrations are there in the country? What do people do on those days?

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2 TIME TO CELEBRATE

LANGUAGE BACKGROUND Prepositions of time: at, in, on We use: • at for a precise time • in for months, years, centuries and long periods • on for days and dates

at lunchtime in 1990

at sunset at the moment

on Saturday on Mondays on the 31st of March on 25 December 2020 on Christmas Day on New Year’s Day on my birthday

in the 1950s in the 18th century in the Middle Ages in the past/in the on New Year’s future Eve

Main teaching ideas

1 Work with a partner. Read the text and write a list of six words and short phrases that sum up Chinese New Year. Compare your lists. (10–15 minutes)

Focus on the text. Ask learners to read it, and in pairs, write six words and phrases that sum up Chinese New Year.

•

at night

The stars shine at night.

at the weekend

I don’t go to school at the weekend.

at Christmas/Easter

We get together with all the family at Christmas.

at bedtime at sunrise

on days and dates

at in precise time months, years and long periods at 10 o’clock in June at 9.00 a.m. in winter at midnight in the autumn

Provide some examples: • I’m going to school at 9 a.m. • Shops close at 8.30 p.m. • Angela went home at lunchtime. • In Canada, it snows in December. • Do you think we will travel to Mars in the future? • Do you work on Mondays? • My birthday is on the 12th of November. • Where will you be on New Year›s Day? Highlight the use of the preposition of time at in the following:

When they have finished, they share their ideas with the class.

Critical thinking opportunity: This exercise provides good practice for learners to differentiate between main and supporting ideas. •

Focus on the photo. Ask the class to find a sentence in the text to use as a caption for it. (One of the highlights of the Chinese New Year is the dragon dance.)

•

Learners decide and justify their choice.

Differentiation idea: More confident learners may come up with a caption of their own.

Critical thinking opportunity: Write these words on the board and ask: What is the connection between Chinese New Year and the following? Spring, the moon, cleaning the house, the colour red, fireworks, lanterns, dragons. Ask learners to read the list and find the connection with Chinese New Year. Elicit explanations from the class. Answers Answers will vary, but may include celebration, oldest, new moon, decorate, fireworks, gifts in red packets, Lantern Festival, lantern, full moon, dragon dance, long life and wisdom

2 Complete the table with words from the text. (5–10 minutes) •

Write a few words on the board, for example dance, visit.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

Ask the class to make a few sentences. Write one sentence with each on the board.

•

Circle the verbs and ask, for example: What is (dance)? Is it a verb, a noun, an adjective? Elicit the answer, e.g. a verb. Proceed in the same way with the other examples. Draw a table similar to the table in Exercise 2. Write the verbs in the verb column.

•

Ask the class to provide the nouns for those verbs, for example dancer, visitor.

•

Ask the class to work in pairs and fill in the table in the Learner’s Book with the missing words. Check answers as a class.

•

Tell learners they are going to listen to a description of New Year. They have to say which country it is about and find similarities and differences with Chinese New Year.

•

Ask learners to make notes of the differences.

•

Play the audio a few times.

•

Then elicit answers from the class.

•

In this exercise, learners first listen for gist; that is, they listen in order to understand the main idea of the text and try to answer the first question: What country the text refers to. After that, they try to find out specific details, such as similarities and differences between Chinese New Year and celebrations in Cuba. In this type of listening, they cannot ignore anything because they do not know exactly what information from the listening passage will be necessary to complete the task. That is why it is important to play the audio a few times.

You may wish to ask learners to add more examples to the table.

Answers Verbs

celebration welcome new moon decoration symbol light

celebrate clean arrive decorate receive walk

Nouns

•

4 Listen to this description of New Year. Which country is it about? Which traditions are similar to Chinese New Year traditions? (15 minutes)

Download the audio transcript on Cambridge GO.

3 Match the words from the text to the definitions. (5–10 minutes)

•

Then they read the definitions and match them to the correct word. Check answers as a class.

•

Ask learners to find the words in the text and circle them. This will help them to contextualise the vocabulary.

•

To extend this work, you may wish to write these multi-word verbs on the board and ask learners to find them in the text and guess what they mean: go on, set off, get together. Ask the class to give more examples using these words. Less confident learners may find it useful to write the examples in their notebooks to use for reference.

Answers a dragon b lantern c lunar d wisdom e crops f fireworks

Answers Cuba; clean houses, candles in windows, family meal

5 Listen again. What can you remember about the New Year traditions in this country? (10 minutes) •

Play the audio again.

•

Elicit responses from the class about New Year traditions in Cuba.

•

To extend this exercise you may wish to ask learners what the connection is between Chinese New Year and the following: spring, the moon, cleaning the house, the colour red, fireworks, lanterns, dragons.

Answers Learner’s own answer

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2 TIME TO CELEBRATE

Prepositions preceding nouns in time phrases (5–10 minutes)

Assessment idea: You may wish to do this exercise as Think-Pair-Share. Allow some individual thinking time before learners work in pairs and then in their group. Encourage them to make notes of their discussion. When groups have finished discussing, they share their ideas with the class.

•

Use of English

•

Ask learners to read the notes in the Use of English box and complete the sentences. Elicit more examples of questions from the class.

Digital Classroom: Use the grammar presentation ‘Prepositions of time’ to revise this area where learners often make mistakes. The i button will explain how to use the grammar presentation.

Critical thinking opportunity: Encourage learners to justify their opinions and give examples to support them.

Answers in; on; at

For further explanation and practice, learners do pages 27 and 28.

Ask learners to complete the sentences. When they have finished, they check their answers in pairs before checking as a class. Encourage learners to explain why they have chosen each preposition, for example ‘Spring’ is a season, so we have to use ‘in’.

Answers a in b on c in d at

7 Work in groups. Talk about how you and your family celebrate New Year. Use these questions as a guide. (15–20 minutes) •

•

Answers Learner’s own answer

Plenary ideas

6 Complete the sentences with the correct preposition. (5–10 minutes)

•

Values: By learning about how people celebrate in different cultures and the different ways in which their classmates’ families celebrate, learners will gradually develop tolerance and respect for cultural and social differences.

•

Workbook

• •

Life skills – communication: If learners have some individual thinking time before they present their ideas to the class, they will be able to plan what they are going to say and present their points clearly and persuasively.

Ask learners to think about how they celebrate New Year with their family using the questions as a guide. Encourage them to make notes of their ideas. Invite them to revise the traditions of the Chinese New Year and Cuban New Year and include a reference to those they share. Learners may take turns to ask, as if it was an interview. Encourage them to take notes of their partner’s answers.

Reflection (15 minutes) •

•

Ask learners to locate Cuba and China on a map or globe. How far are these countries from theirs? Do they know people who come from those countries? Learners work in pairs or small groups and search for information about either China or Cuba and prepare a blog entry with information about it.

Homework ideas •

• •

Learners use the notes they made during the discussion in Exercise 7 to write about the how they celebrate New Year in their families. They may complete the information by asking parents for more information. Learners complete Differentiated worksheet 3A, B or C. Home–school link: Learners ask their parents about family celebrations when they were young. How different or similar are they from how they celebrate nowadays? Do they have any special memories of those celebrations? Workbook For further explanation and practice, learners do page 24.

57 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2.2 World religions: Three festivals LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Rd.03, 7Rm.02

• Reading: Read and understand the main points of a text about festivals, deduce meaning of new words from the context.

• Learners can describe a festival. • Learners learn about three festivals around the world.

• Speaking: Ask and answer questions to find information, describe festivals in their country.

• Learners can talk about festivals in their country.

7Uv.02

7Sc.01, 7Sc.02

• Learners can ask and answer questions to find out information.

• Language focus: prepositions with time phrases

21st-century skills

• Learners can summarise ideas and information.

Critical thinking: Begin to understand and analyse links between ideas, compare different types of information (e.g. looking for similarities and differences). Learning to learn: Use notes to construct original output.

Communication: Use appropriate language to negotiate meaning.

know about these festivals and what they would like to learn about them.

Additional materials: You may wish to ask learners to read information and watch short videos about the festivals.

Name a festival. What does it celebrate? (10 minutes)

Starter ideas

Ask the class to think of a festival they are familiar with. Ask them to explain what it celebrates and how people celebrate.

Materials: Learner’s Book pages 44–45, Workbook page 25, dictionaries, Photocopiable 5

Identifying festivals (10 minutes) •

•

Show photos illustrating Diwali, Wesak and Eid al-Fitr. Do learners know what these festivals are called? Where do they think they were taken?

Main teaching ideas

Write the names of the three festivals on the board. You may wish to show the class some short video clips about these festivals.

•

Divide the class into three groups. Ask each group to look for information about one belief system.

•

Suggest a few websites where they can get information from. Supervise their search as necessary.

•

Ask each group to give a short presentation about the belief system they have researched.

Ask learners to describe them. How similar or different are they from Chinese New Year and New Year in Cuba?

Critical thinking opportunity: Draw a K-W-L table on the board and ask learners to think about what they

Find out more (15–20 minutes)

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2 TIME TO CELEBRATE

3 Look up in a dictionary any words you don’t know. (5–10 minutes)

CROSS-CURRICULAR LINK Religious studies • Hinduism • Islam • Buddhism

1 Look at the words in the World religions key words box. Which five have the same suffix (a group of letters at the end of a word)? (5–10 minutes)

Ask groups to read their text.

•

Have them try to guess the meaning of unfamiliar words from the context. If learners still find the meaning elusive, supply dictionaries and have them look up the meanings.

•

They can write down the meanings in their notebooks.

Answers Learner’s own answer

Focus on how we usually form words for beliefs in English: we add the suffix -ism except for Islam and Christianity.

•

Answers Buddhism, Catholicism, Hinduism, Sikhism, Judaism

4 Copy the chart into your notebook. Then complete your group’s section of the chart. (5–10 minutes)

2 The class is going to work in three groups. Each group reads about one of the festivals. (5–10 minutes)

•

They read their text.

Group A

•

Then they copy the chart into their notebooks and use the information in the text to complete it.

•

Check as a class.

Differentiation idea: More confident groups should close their books while answering, so that they are answering from memory. Less confident learners can answer with books open, so that they reread the appropriate answers from the text.

Festival

Religion

When?

How long?

Key features

Diwali

Hinduism

End Oct/beg Nov

5 days

Places decorated with small oil lamps called diyas, brightly coloured rangoli patterns on the floor, fireworks

Eid al-Fitr

Islam

Ninth month of Islamic calendar

1, 2 or 3 days

Fasting during the day, prayers, family meals in evenings with lots of sweet dishes

Wesak

Buddhism

Full moon, April, May or early June

Between a few days and a month

Wear white, take gifts to temple, processions, clean and decorate home, in Thailand and Indonesia carry paper or wooden lanterns

Ask learners to read the text.

Divide the class into three groups and assign a festival to each.

•

Answers

•

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

5 In your group, take turns to ask other groups about their festivals. Ask these questions and complete the rest of your chart. (15–20 minutes) •

7 Write captions for the photos of Eid al-Fitr and Wesak. (5–10 minutes) Ask learners to write captions for the photos. When they have finished, invite them to read them to the class.

Ask a few members of each group to move to another group, for example two members from Group A move to Group B, members from Group B move to Group C and members of Group C move to Group A.

Answers Learner’s own answer

Using the information in the chart in Exercise 4, learners ask and answer questions about each other’s festivals and fill in the missing information.

Language tip (5 minutes)

•

Remind them to ask about any words they do not know. They write down the explanations.

Plenary ideas

•

Circulate, checking for correct pronunciation and use of language.

Differentiation idea: Ask learners to reread the text. Still working in groups, they write three more questions about their text. Then they ask other learners to answer them.

Consolidation (20 minutes) •

Organise learners into small groups and ask them to find out what traditional food is eaten during festivals in their country or region and how this food is made. They write a blog entry or a small dossier for foreign learners visiting their country.

•

Learners can complete Photocopiable 5.

Homework ideas

Answers Learner’s own answer

Remind the class of the correct prepositions to use in each case. Ask learners to give more examples.

•

Ask learners to write about a festival in their country and describe it to an English-speaking friend. Tell them to use the texts in the Learners’ Book as a model. They have to say what they like best about the festival.

•

Home–school link: Learners share the information about the festivals with the family. They ask parents and elders about festivals in their region and how they were celebrated. They make notes. The next class they can tell the class about them.

6 Ask about any words you don’t know. (5–10 minutes)

Ask learners to work in small groups. They ask each other about words they do not know using the questions as models.

Answers Learner’s own answer

Workbook For further explanation and practice, learners do page 25.

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2 TIME TO CELEBRATE

2.3 Write about it: Welcoming the spring LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Ld.01

• Listening: Listen for detail, listen and guess the meaning of new words, listen and understand the main points of a talk.

• Learners can listen to and understand the main points of a talk.

7Sc.02

• Speaking: Describe festivals, ask and answer questions.

• Learners can learn about two spring festivals.

7Rd.03

• Reading: Deduce meaning from context, understand specific information.

• Learners can learn how to use compound adjectives.

• Learners can guess the meaning of unfamiliar words from the context.

7Wca.02

• Writing: Take notes.

7Ug.09

• Language focus: compound adjectives

21st-century skills

• Learners can describe a festival.

Learning to learn: Uses metacognitive strategies (e.g. time management, affective control) to maximise learning. Communication: Use simple techniques to start, maintain and close conversations of various lengths.

Materials: Learner’s Book pages 46–47, Workbook pages 26 and 29–30, map of the world, Photocopiable 6

Starter idea

Local festivals (10 minutes) •

If learners have written about a festival in their country, ask a few volunteers to present their festival to the class.

•

Remind learners of the festivals they have discussed so far. Which do they find the most interesting/ exciting/attractive? Why?

•

Ask the class to write down three words or phrases that they think of when they picture a celebration.

•

Learners share their words in a group. They compare their ideas.

•

As a class exercise, ask groups to share their words on the board. Are there any similarities?

Main teaching ideas 1 Look at the picture. What does it show? What’s going to happen? Read the text to find out. (10–15 minutes) •

Focus on the picture. Give the class enough time to look and think. Elicit answers.

•

Ask: Where do you think this photo was taken? What makes you say that?

•

Then ask the class to read the text and find out if they were right.

•

Learning to learn: Remind learners that they don’t need to understand every word in the text. Encourage them to guess the meaning of unfamiliar words from the context.

Answers Russian festival of Maslenitsa. Learner’s own answer

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2 Write five questions about Maslenitsa to ask your partner. Then ask and answer them. (10–15 minutes) •

Ask learners to work in pairs. Individually, they think of five questions to ask their partner.

•

They ask questions with the question words in the exercise. When they have finished writing their questions, they take it in turns to ask and answer their questions.

Answers Learner’s own answer

Use of English Compound adjectives (10 minutes)

4 With a partner, talk about the Maslenitsa painting on page 46. Use the compound adjectives in Exercise 3 to describe what you can see. (5 minutes) •

Have learners work in pairs. They look at the painting and describe it in as much detail as possible. Ask them to use the compound adjectives in Exercise 3.

•

Answers a frost-covered trees b homemade pancakes c dome-shaped onion d beautifully decorated blanket e fun-filled day

Ask learners to read the note and the examples in the Use of English box.

•

Have them find and circle the examples in the Maslenitsa text.

•

Ask them to look back at the texts about Diwali and Eid al-Fitr in Lesson 2.2 and find two compound adjectives.

5 Listen to this interview about a festival in South America, the carnival of Barranquilla. Which day of the festival is it? (10–15 minutes)

•

Answers Learner’s own answer

Ask them to read the clues to help them.

•

Check as a class.

•

Answers brightly coloured

Workbook

For further explanation and practice, learners do pages 29 and 30.

3 Complete the sentences using compound adjectives. (5 minutes) •

Focus on the exercise. Learners work individually and complete the sentences. Then they compare their answers with a partner.

•

Check answers as a class.

•

Tell the class that they are going to listen to an interview about a carnival in Barranquilla.

•

What information do they expect to hear? Elicit ideas.

•

Ask learners to listen carefully and find out which day of the festival it is.

•

Play the recording once. Elicit the answer.

•

Ask learners what helped them find the answer.

•

Tell the class that there are signposts that help us follow what we are listening to. These words help us understand what the speaker is talking about. Play the audio again and ask learners to identify the signposts that helped them find the answer to the question, for example The first day, the Battle of Flowers, it’s happening right now.

Differentiation idea: If some learners have difficulties finding the answer, play the audio once. Ask: Have you found the answer? Ask learners to make a show of hands but not say the answer. Play the audio again to give less confident learners another opportunity to listen. Then elicit the answer.

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2 TIME TO CELEBRATE

Download the audio transcript on Cambridge GO.

•

Answers The first day

6 Listen again and make notes about where and when the carnival takes place, how long it goes on for, the Battle of Flowers. (15–20 minutes) Tell learners that they are going to listen for details. They are looking for specific information and can ignore anything that does not sound relevant. In this way they can narrow down their search and get the details they need.

Answers Learner’s own answer

Plenary ideas Consolidation (20 minutes) •

Show a map of the world to the class. Ask learners to locate all the countries and cities that were mentioned in Lessons 2.1–2.3.

•

If learners ask, explain that brightly coloured doesn’t have a hyphen because it’s an adverb preceding an adjective. Similarly, homemade is often written now as one word, whereas it used to be hyphenated: home-made.

•

How far are these countries from theirs? Do they know people who come from those countries?

•

Learners complete Photocopiable 6.

•

Play the audio a few more times and ask learners to find the information.

•

Ask them to make notes.

•

When they have finished, ask them to compare their notes with a partner.

•

As a class, discuss what they have found.

Learners choose a country or city and do some research about it, for example traditions, food, music, festivals, etc. They write a short dossier about it.

Assessment idea: When learners have finished the exercise, ask them to reflect on what they found difficult and how they overcame the difficulty. Discuss as a class. You may ask them to write down their ideas in their reflections journal.

Assessment idea: In the next class, learners exchange their dossier with a partner. They point out two things they like about it and one thing they would do to improve it. They work on the text again. When they have finished, they can read their text to the class.

•

7 Use your notes from Exercise 6 to write a description of the carnival of Barranquilla for a travel website. Try to include these compound adjectives: world-famous, four-day, second-largest, brightly coloured. (20–25 minutes) •

Ask the class to work individually or in pairs.

•

Learners use the notes they have made to write a description of the carnival in Barranquilla.

Assessment idea: When learners have finished, they exchange their descriptions with another learner or pair and comment on it. •

Homework ideas

•

Publishing idea: Learners can create a class blog and publish their writing in the blog.

•

Home–school link: Learners tell the family about the carnival in Barranquilla. Then they ask parents or elders if a carnival was celebrated in their region/ country when they were young. What was it like? Are there any spring festivals in the country? Learners ask the family for information. Workbook For further explanation and practice, learners do page 26.

Ask learners to read their descriptions to the class.

63 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2.4 Think about it: Special occasions LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Ld.02

• Listening: Listen and understand how people celebrate birthdays.

• Learners can learn words and phrases to describe people’s ages.

7Sc.01

• Speaking: Talk about and describe how people celebrate age.

7Rd.01

• Reading: Read about descriptions of how people celebrate certain stages of life.

• Learners can understand information and details in a short talk.

• Learners can ask and answer questions about celebrations. • Learners can describe celebrations.

• Vocabulary: revision of family relationships, great-grandmother, niece, nephew, celebration 21st-century skills

Communication: Use simple techniques to start, maintain and close a conversation.

Critical thinking: Compares different types of information (e.g. looking for similarities and differences). Learning to learn: Find ways to overcome learning problems.

Materials: Learner’s Book pages 48–49, Workbook page 31, photos of people of different ages, map of the world

Starter ideas

Discussion (5 minutes)

Show photos of people of different ages.

• •

Ask the class to describe the people. Make sure they try to explain how old the people are.

•

Ask learners to talk about family members. How old are they?

Vocabulary (10 minutes) •

Focus and discuss the vocabulary in the topic vocabulary box.

•

Give examples and elicit examples from the class.

•

Ask learners to look at the photos in the lesson and describe them using the words and phrases in the box.

Main teaching ideas 1 Listen to Ella talking to her friend Lisa. What does Ella learn about Lisa? How much can you remember about what she says? (15 minutes) •

Tell the class that they are going to listen to Ella and Lisa. They have to listen and find out about Lisa. Tell them that they can make notes to help them remember.

•

Play the audio at least twice. Check as a class.

Differentiation idea: Give learners some additional support. Play the audio once and ask the class: What are they talking about? Elicit answers. •

Allow for different results according to learners’ confidence. Some learners may only be able to say that Ella learns about Lisa’s family while others will be able to give more details.

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2 TIME TO CELEBRATE

Assessment idea: Ask learners if they have found the exercise difficult. What was the most difficult thing about it? •

Learning to learn: Encourage the class to think about how they can overcome the difficulties involved in doing a listening exercise, for example by discussing what it’s going to be about or brainstorming vocabulary they think they might encounter.

Download the audio transcript on Cambridge GO.

•

Answers Learner’s own answer

4 Listen to an interview with Lorena. Her sister is in the photo. What is she celebrating? (5–10 minutes) • •

Ask learners to look at the photo. What is the girl celebrating? Elicit ideas. Ask learners how they celebrate birthdays. Are all birthday celebrations equally important? Tell the class they are going to listen to Lorena. Ask them what words or information they expect to hear. Elicit ideas. Play the audio. Ask learners to listen and find out what the celebration is.

Answers She has a 25-year-old sister, a 2-year-old niece and a month-old nephew, an 18-year-old brother, an 89-year-old great-grandmother, a 45-year-old mother and a 48-year-old father

Learners take it in turns to ask and answer questions, giving more details and using the questions and answers as a model.

•

Ask learners to reread the topic vocabulary box. Tell them to listen to the conversation again and use the words and phrases in the box to describe the ages of the family members.

•

Play the audio again.

•

Allow some time for learners to check their answers. Check answers as a class.

•

Differentiation idea: Less confident learners can write down the words before checking and volunteering an answer.

Answers a He’s a baby. b She’s a toddler. c He’s in his late teens. d She’s elderly. e They’re middle-aged.

3 Work in small groups. What’s the age range of people in your family? Tell the group about them, starting from the youngest. Ask and answer questions to give more detail. (5–10 minutes) •

Download the audio transcript on Cambridge GO.

2 Listen again. Use the words and phrases in the vocabulary box to describe the ages of the family members. (5–10 minutes)

Ask learners to work in small groups. They talk about the age range in their families.

Answers Her fifteenth birthday (quinceañera)

5 Listen again. Then answer the questions. (15 minutes) •

• • •

Tell the class that they are going to listen again and this time they are going to try to find the information to answer the questions. Ask the class to read the questions. Then play the audio at least a couple of times. Allow some time for learners to discuss their answers with a partner. Discuss answers as a class.

Differentiation idea: Less confident learners may find it useful to have the script after they have done the exercise. They can check their answers against the script and keep it as a model for future use. Answers a Mexico b 15 c close friends and family d formal e no, only girls have this special celebration f she was worried she’d fall over her long dress

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

6 Work in small groups. Look at the photo. What do you think it shows? Answer these questions. Compare your answers with the answers of other groups. (10–15 minutes) • •

Ask learners to work in small groups. They look at the photo and discuss the answers to the questions. Ask them to make notes of their ideas. Ask group members to get together with members of other groups. They form new groups and compare and contrast their answers.

Answers Learner’s own answer

Plenary ideas Consolidation (15 minutes)

If anyone in the class is from Mexico, ask them to describe the celebration in more detail, for example the kind of food offered, how people get invited, and so on.

•

If you have an international class, take advantage of this situation and encourage learners to describe birthday celebrations in their countries.

Homework ideas •

Home–school link: Learners ask parents if they celebrated their birthday when they were young. What was the celebration like?

•

Learners use the information provided by parents to write a short text about it. If appropriate, they can include some photographs. The following class, they can share their texts with the class.

•

Ask learners to locate Mexico on the map.

•

Ask them to compare birthday celebrations in Mexico with celebrations in their countries.

For further explanation and practice, learners do page 31.

•

Workbook

2.5 Social studies: Starting out in life

LEARNING PLAN

Learning intentions

Success criteria

7So.01

• Speaking: Speak about naming traditions, ask and answer questions, use relative clauses.

• Learners can learn about naming traditions.

7Ro.01

• Reading: Read a text about naming traditions.

Learning objectives

7Ug.11, 7Us.04

• Language focus: non-defining relative clauses with which, who and where

• Learners can describe naming traditions in their country. • Learners can use non-defining relative clauses with which, who and where.

21st-century skills

Creative thinking: Use own ideas to create new content. Learning to learn: Use notes to construct original output, understand essential grammatical concepts. Metacognition: Anticipate learning problems and find ways to overcome them. Collaboration: Participate actively in group and whole-class activities.

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2 TIME TO CELEBRATE

Materials: Learner’s Book pages 50–51, Workbook pages 32 and 34–35, map of the world, photos of you as a baby or photos of babies, Differentiated worksheets 4A, B, C

2 Answer the questions (10 minutes)

Starter ideas Baby photos (10 minutes) If learners have done the Homework and Home– school link activities in Lesson 2.4, ask them to share their work with the class.

•

Take advantage of this discussion to encourage learners to revise and use useful vocabulary from Lesson 2.4.

•

Before you read (5 minutes)

•

When they have finished, they get together with a partner and discuss their answers.

•

Check answers as a class.

Critical thinking opportunity: These questions require learners to engage in higher-order thinking because, even if part of the information is in the text, they need to read and draw conclusions. Answers a Crying baby contest in Japan

Bring photos of yourself as a baby if appropriate or photos of babies. Tell the class when you were born, who chose your name, how your family celebrated your birth, presents your parents received, etc.

Main teaching ideas

Ask learners to read the questions and find the answers.

•

Ask learners: What were you like when you were a baby? Elicit ideas and anecdotes.

•

Ask the class how people celebrate the birth of a baby where they live. Is there a special ceremony? Do people prepare special food? What clothes do they wear? Ask learners what names are popular. Is it popular to give children names of TV stars?

c Learner’s own answer

3 Look at the words in the social studies key words box. Answer these questions. (10–15 minutes) •

Focus on the phrases in the box and discuss the questions as a class. Do learners know anything about the Swahili-speaking people or the Yoruba community? Where do they think these people live?

•

b appearance or circumstances at time of birth, to express hopes for the future

•

Ask learners to read the article more carefully and say what ceremonies and traditions are described. Ask learners how they know that traditions are important to people. Elicit ideas.

Answers Family members all attend the crying baby contest; elderly relatives choose birth name

Ask learners to find these countries on a map of the world.

•

Elicit ideas and encourage learners to search the internet or look up information in books. See the Background information section for more information.

Answers a a Bantu language spoken on the east coast of Africa

Ask learners to read the article quickly and find the names of the countries that are mentioned. Ask them to locate the countries on the map.

•

1 Read about traditions associated with children around the world. How do you know that the traditions are important for members of the family? (10 minutes)

•

b an African ethnic group that inhabits western Africa

Use of English (15–20 minutes) which, who and whose in non-defining relative clauses •

Remind the class of the use of relative pronouns from Lesson 1.5.

•

Ask: Which words do we use to join sentences when we are talking about people? And about things? And which can we use for both?

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

Write a few pairs of sentences on the board and ask the class to join them.

c My maternal grandfather, who was Spanish, died before I was born.

•

Read the examples and the explanations in the box. Ask the class to examine the examples carefully.

d The name Kusuma, which means ‘flower’, comes from Sanskrit.

•

Learning to learn: Ask learners to compare and contrast the example sentences in the Use of English box with the sentences written on the board. What is the difference between them? Which sentences give essential information? Which give extra information? What other difference is there? (The use of the comma.)

e My sister, who is always called ‘Beth’ at home, is named Elizabeth.

5 Work in groups. Talk about the names in your family. (10–15 minutes) •

Digital Classroom: Use the grammar presentation ‘Non-defining relative clauses’ to review this type of clause. The i button will explain how to use the grammar presentation.

Learners work in groups and discuss the answers to the questions. Encourage learners to make notes of the ideas they have shared.

Answers Learner’s own answer

Workbook

For further explanation and practice, learners do pages 34 and 35.

Consolidation (15 minutes) •

Learners share their answers with the class.

•

Learners complete Differentiated worksheet 4A, B or C.

4 Use a non-defining relative clause with which, who or whose to combine these sentences. (10 minutes)

Plenary idea

Homework ideas

Ask learners to read the pairs of sentences and join them, using Example sentence a as a model.

•

Learners write about names in their family using the information they shared with their group and the questions as a guide.

•

When they have finished, check answers as a class.

•

Home–school link: Learners ask parents and other family members about their names. Who chose them? Do they have a special significance? Learners can make notes and share them with the class.

•

Supply more examples of pairs of sentences and ask learners to join them.

Answers a My friend Yannis, who lives in Athens, has the same name as his cousin.

b Simba, which is a popular name in my country, means ‘lion’.

Workbook For further explanation and practice, learners do page 32.

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2 TIME TO CELEBRATE

2.6 Talk about it: April Fools’ Day LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Ld.01, 7Ld.02

• Listening: Listen and understand a talk about a tradition, listen and deduce meaning from the context. • Speaking: Discuss a tradition, support ideas, ask and answer questions.

• Learners can learn about a British tradition. • Learners can talk about a similar tradition. • Learners can deduce the meaning of idiomatic expressions from the context. • Learners can discuss and give reasons for their arguments.

7So.01, 7Sc.04

• Language focus: participle adjectives • Vocabulary: idiomatic expressions to fall for something, by the way, nice one!, Guess what?, to catch on, hang on a minute, the wrong way round

7Ug.12

21st-century skills

Critical thinking: Make connections between ideas and draw conclusions, compare different types of information (e.g. looking for similarities and differences). Collaboration: Listen to and acknowledge different points of view respectfully. Communication: Know how to present points clearly and persuasively.

Learning to learn: Use metacognitive strategies, i.e. predicting, making inferences, to maximise learning.

Materials: Learner’s Book pages 52–53, Workbook pages 33 and 36–37, map of the world, Photocopiable 7

LANGUAGE BACKGROUND

Participles as adjectives Present and past participles are verb forms that can be used as adjectives. The past participle, ending in -ed, is used to talk about how someone feels: I’m really interested in learning more about ancient celebrations.

Starter ideas Fun days (10 minutes) •

Show photos of celebrations around the world, for example Carnival in Venice, Holi in India, Burning

My sister is frightened of spiders. The present participle, ending in -ing, is used to talk about the person, thing or situation that causes the feeling: It was a very boring film. I can’t solve this exercise – it’s so frustrating!

Man in the USA, Lantern Festival in Thailand, etc. Ask the class to guess where these celebrations are taking place. How do they know? Encourage them to focus on details in the photos that reveal the places.

69 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

Ask learners if they play jokes on their friends and family.

•

Do they think it is acceptable to play jokes on people?

•

Read the opener with the class. Locate the places on the map.

•

Ask the class: Do you think a fun day is a good idea? Elicit ideas.

Answers Person with ‘April fish’ stuck to their back – ‘Poisson d’avril’ in France. You stick a paper fish on somebody’s back without them knowing. Young men throwing paint powder at each other – Holi in India. People throw coloured water at each other and put paint on their faces. A leopard in a forest – A National Park called ‘Leopard Land’ posted a photo of a leopard which was black with yellow spots (wrong way round). Person dressed as a Transformer at a comics convention – April Fools’ Day celebration in Harbin in China.

Main teaching ideas

1 Listen to a conversation between Hasan and Zahra. What are they talking about? What day is it? (10 minutes)

Focus on the title of the lesson. Ask the class if they have ever heard of April Fools’ Day. What do they think it means? Elicit ideas.

•

Tell the class they are going to listen to an audio about a British tradition.

•

Learning to learn: Ask a few questions to get learners thinking about the topic of the exercise. What do they think it is going to be about? What words do they expect to hear? Elicit ideas.

3 Listen again. Then answer the questions. (10–15 minutes) • • •

Tell the class that they are going to listen to the audio again. They listen and answer the questions. Check answers as a class.

Answers a A National Park called ‘Leopard Land’ posting a photo of a leopard that was black with yellow spots. b People believed the newspaper headline ‘Russia reclaims Alaska’, when Alaska is part of America. c She thought it was just something they did where she is from. d It wasn’t exciting compared to the other things; he had stuck a fish on her back. e Learner’s own answer

•

Play the audio once. Were their predictions correct? What is April Fools’ Day?

•

Show a map of the world and ask the class to locate the countries that are mentioned. How far are these countries from where they live? What do they know about these countries?

Download the audio transcript on Cambridge GO. Answers April Fools’ Day; 1st April

2 Work with a partner. What is the connection between each picture and April Fools’ Day? Give as many details as you can. (5 minutes) •

Ask learners to work with a partner. They look at the photos and discuss them.

•

Then they share their ideas with the class.

Use of English Participle adjectives ending in -ed and -ing (10 minutes) • • • •

Focus on the Use of English box and ask learners to find and circle the coloured words in Exercise 3. They read the rules and complete them. Supply more examples and elicit some from the class. Learners can write some of the examples in their notebooks. Answers -ed, -ing

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2 TIME TO CELEBRATE

Workbook For further explanation and practice, learners do pages 36 and 37.

6 Work in groups. Discuss these questions. Use the expressions in Exercise 5 if you can. (10–15 minutes)

4 Choose the correct adjective in each sentence. (10 minutes)

•

In groups, learners read the questions and discuss them.

•

Have them use the idiomatic expressions in Exercise 5. They can also use some of the phrases in the text. Encourage them to make notes of their answers.

•

Ask learners to read and complete the sentences.

•

When they have finished, check answers as a class.

Differentiation idea: If you have shared the audio script with the class after doing Exercise 5, less confident learners can refer back to it. They can look for and use some of the vocabulary in their discussion.

Critical thinking opportunity: Ask learners to explain how the meaning of the sentence would change if they chose the other option.

Answers Learner’s own answer

Answers a interesting b tired c confusing d amusing e amazed

Plenary ideas

Consolidation (15 minutes) •

Learners can complete Photocopiable 7.

•

Ask learners: What do they know about Britain? How far is it from where they live? Do they know anyone from Britain? Any famous people?

•

Ask them to search the internet and find some information about Britain and British traditions. They can write short blog posts for the class blog.

5 Listen again. Put your hand up when you hear these idiomatic expressions. (15 minutes)

Focus on the idiomatic expressions and their meaning.

•

Ask the class to listen and put up their hands when they hear them.

•

Play the audio again. Stop every time learners spot an idiom.

•

Elicit their answers.

•

Differentiation idea: It would be useful to ask learners to write on the board the sentences where the idioms occur. This would help those who have more difficulty doing this task. When they have finished, they can copy the examples in their notebook together with an explanation of their meaning. Answers Learner’s own answer

Homework ideas •

Learners look for information about fun activities that families traditionally do together in their community. They write a blog post for the class blog or make a short presentation about it.

•

Home–school link: Learners tell family members about April Fools’ Day and ask them if there were similar traditions in their community when they were young. They ask the family what they think about April Fools’ Day. Would they like to adopt it? Workbook For further explanation and practice, learners do page 33.

71 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

2.7 Improve your writing: Write about it LEARNING PLAN Learning objectives

Learning intentions

Success criteria

7Ro.01, 7Rd.02

• Reading: Read the description of an event, understand the writer’s intention.

• Learners can read a description of an event and understand the main points made in it.

7Wca.02, 7Wc.02

• Writing: Brainstorm ideas, plan and write a description of an event, express and support their opinions.

• Learners can read and understand the intention of the author.

• Learners can brainstorm ideas and plan a description. • Learners can give and support their opinions in writing. • Learners can agree on a set of criteria to assess their writing.

21st-century skills

Learning to learn: Know appropriate format for a piece of written work, use notes to construct original output.

Social responsibility: Make informed choices.

Communication: Know how to present points clearly and persuasively.

Materials: Learner’s Book pages 54–55, Workbook page 38, photos of a celebration, festival or traditional event

Starter ideas

Language review (15 minutes)

Show photographs of a celebration, festival or traditional event you have attended. Describe it in a few words, trying to make it dull and uninteresting.

•

Ask the class what they think about your description. Invite them to say how they would improve it, for example by giving interesting details and information.

•

Discuss writing descriptions of events with the class. Ask them what they would include, for example information about when, where and why the event is celebrated, what people do, food or clothes typical of the event, etc.

•

Bring a few samples of descriptions of different events or ask the class to revisit the texts they have read in this unit.

•

As a class, they identify the typical features of a description of an event.

•

Summarise learners’ ideas on the board for future reference.

Main teaching ideas 1 Read the description of an event. What is the writer’s intention? Has she succeeded? (10 minutes) •

Learners read the description and discuss the writer’s intention. They justify their opinions.

•

Would they like to go to this festival? Why?

•

Ask learners to work in pairs to reread the description and find some of the features they discussed at the beginning of the lesson.

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2 TIME TO CELEBRATE

In their opinion, what makes this description successful? For example, the language used, the organisation, interesting details, etc.

•

Have them underline or circle interesting vocabulary they might use in their writing.

•

Ask learners to decide what the function of each paragraph is, for example introduction, conclusion, description of an important feature, the food, personal response from the writer, etc. Are the paragraphs easy to read? How are they linked?

Answers To describe the festival of San Juan; yes

4 Write a description of a celebration, festival or traditional event in your country for a partner school in another country. Use the description on the opposite page as a model. (25–30 minutes) •

2 Remember that you can use participle adjectives ending in -ing to express your feelings about what you’re describing. (10 minutes)

•

organise writing into paragraphs

•

paragraphs start with a topic sentence

•

use idiomatic expressions

•

use participle adjectives

•

use compound adjectives

•

use non-defining relative clauses.

•

Write the criteria on the board. Learners copy them in their notebooks. Individually, learners plan and write their first draft using the plan and the description of an event in Lesson 2.7 in the Learner’s Book.

Remind learners of the use of participle adjectives. Ask them to find three such adjectives in the text.

•

Brainstorm with them other participle adjectives they can use in their description.

•

Answers exciting, frightening, amusing

Ask learners to focus on the vocabulary used to describe the dresses.

•

Have them look back at previous lessons in this unit and look for more compound adjectives they could use.

•

If they have collected useful vocabulary in a special section in their notebooks, they can refer back to this.

•

Brainstorm other compound adjectives with them that they can use in their description.

Explain that a plan should be flexible and that they can make changes as they write.

Assessment idea: When learners have finished writing their first draft, they share it with a partner. They use the set of criteria to assess each other’s work. Invite them to write two things they particularly like about the text and one they would improve. When they receive their draft, they edit it using the feedback received.

3 You can also use compound adjectives, to add colour and detail. (10 minutes)

•

As a class, discuss and agree on a set of criteria for a successful description based on the features learners discussed at the beginning of the unit, for example:

•

Answers Learner’s own answer

Writing tip (5–10 minutes) •

Remind learners of non-defining relative clauses.

•

Focus on the Writing tip in the box and tell them to make sure they include some when they write their descriptions.

Answers brightly coloured

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

•

Plenary ideas Consolidation (15–20 minutes) •

Learners read their descriptions to the class. They ask and answer questions about them.

•

Publishing idea: If you are keeping a class or school blog, ask the class to upload their texts to it.

Workbook

Homework ideas

For further explanation and practice, learners do page 38.

Learners can look for photos or videos to accompany their description and add them to their blog post.

•

Home–school link: Learners can show the description to the family and explain what they have done. They discuss writing with the family and make notes of their ideas. They can then revisit their text and decide whether to add them.

2.8 Project challenge LEARNING PLAN

Learning intentions

Success criteria

7Sc.04, 7Sor.01

• Speaking: Discuss ideas, express opinions, give a presentation. • Writing: Brainstorm ideas, plan and write a descriptive text.

• Learners can discuss aspects of a project. • Learners can give a presentation. • Learners can plan and write a descriptive text. • Learners can express opinions and give examples.

7Wca.02, 7Wc.02

21st-century skills

Learning objectives

Critical thinking: Select information from diverse resources to create a new account. Learning to learn: Summarise information on a selected topic when doing a project. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Collaboration: Work with others to plan and execute class projects, ensure everyone has a fair share of work.

Materials: Learner’s Book pages 56–57

Main teaching ideas

Starter ideas

•

A quiz (15 minutes)

Tell the class that they are going to work in groups or pairs to do a project.

•

Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to learners.

•

Have learners choose a project and get together in small groups with other learners who have chosen the same project.

•

Divide the class into small groups. Ask groups to write ten sentences about the unit. There should be a mix of true and false sentences.

•

When they have finished, they exchange their sentences with other groups and answer the exchanged sentences.

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2 TIME TO CELEBRATE

Project 1: Celebrations and traditions (60–90 minutes)

2 In your groups, look up these festivals on the internet. Which do you find the most interesting? Learners look for information about the festivals. They discuss which is the most interesting.

1 What are the traditions in your country? Learners think and brainstorm ideas. They make notes.

2 Find out about the following traditions.

3 Discuss which festival you’re going to choose for your poster. •

Learners research the traditions of different countries.

•

3 Prepare your presentation. Here is an example to help you. Learners prepare the presentation. They use the presentation in the Learner’s Book as a model.

•

When they have finished, they may exchange their presentation with another group or pair and give each other feedback.

4 Give your presentation.

Learners give their presentation.

•

Learners decide which festival they are going to do their project about. Have them use the phrases in the book during their discussion. Try to get groups to choose different festivals so that there is a variety and the whole class can benefit from learning about them.

Once groups have decided which festival they will do their poster on, they return to their search and find information to answer the questions. Critical thinking opportunity: Ask groups in what other way they can use the questions, for example they might be useful to help them plan their work.

5 Decide how to plan, organise and produce the work. •

Each group decides who will be responsible for what aspect of the project. Encourage groups to prepare a plan for their work and stick to it.

Assessment idea: You can record the presentations and share them with each learner afterwards. They can use these recordings in their self-assessment and you can discuss their performance individually.

4 Find the answers to these questions.

•

Assessment idea: Ask groups to discuss and agree on a set of criteria for assessing the final product of their project. What should a good information poster look like and what information should it include? Explain that the questions in Exercise 4 might help.

6 Make the poster. Then use it to give a presentation to the rest of the class. •

You can brainstorm with learners what makes a good presentation and use this as a checklist for them to assess their performance. You could elicit some of the following points: • Speak loudly and clearly enough so that everyone can hear you. • Check your pronunciation. • Avoid a monotonous tone. • Change the speed and intonation of your voice. • Keep eye contact with all the class. • Be aware of your body language. • Use clear and interesting visual aids. • Download the self-evaluation checklist from Cambridge GO and ask learners to use it to evaluate their project.

Project 2: A festival poster (60–90 minutes) 1 Work in small groups. This picture shows the Songkran festival in Thailand. What’s happening? Describe the picture.

Focus on the photograph and ask learners to describe it. Have them make notes of what they say, for example useful phrases or vocabulary.

Groups work on their project.

Assessment idea: When they have finished their poster, they revise it against the checklist they have created and make any necessary adjustments. • •

They rehearse their presentation. Groups present their project to the class.

Self-evaluation checklist and reflection • • •

Learners read the questions and make notes of their answers. They can keep a learning journal with reflections on their performance. You can use these notes to discuss their performance individually with learners.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Life skills Collaboration: Before groups or pairs begin to work, emphasise the importance of making sure everyone has a fair share of work and is responsible for it, and of working collaboratively. Assessment idea: While learners are working on their projects, circulate making notes about how they work in groups and pairs, how they handle materials, fluency and levels of correctness in the use of language.

Homework ideas Home–school link: You may wish to record the presentations so that learners can show their performance to their families. Alternatively, you may ask them to give their presentations during an open day.

2.9 Read and respond: Two poems about festivals LEARNING PLAN

Learning intentions

Success criteria

7So.01

• Speaking: Give opinions and react to two poems, read poems aloud.

• Learners can read and appreciate poems.

7Rm.02

• Reading: Read and understand poems.

• Learners can compare and contrast poems.

21st-century skills

Learning objectives

• Learners can give opinions about poems.

Critical thinking: Compare two poems (e.g. looking for similarities and differences).

Creative thinking: Employ new ideas and content in solving a task or exercise. Learning to learn: Use metacognitive strategies.

Materials: Learner’s Book pages 58–60, Workbook page 39, map of the world, Photocopiable 8

Starter ideas

Favourite poems (15 minutes) •

•

Ask the class if they ever read poems. If they do, ask what their favourite ones are. Invite volunteers to tell the class about them. If learners do not read poems, ask them why. Is there a special reason or is it just that they haven’t had the opportunity?

Critical thinking opportunity: Have a few poems of different kinds available and ask learners to read them. Which do they like most? Why? What do they find

interesting about the poem? For example, images, sound of words, etc. Ask them to read the poems aloud. How is it different from reading silently? How do they feel when they hear a poem read aloud? What words do they like the sound of most?

CROSS-CURRICULAR LINK Literature: Ask learners to define what a poem is. How is it different from a story? Elicit ideas: written in verse, verses may rhyme or not, the topics can be very different, for example love, pain, sadness, events, etc.

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2 TIME TO CELEBRATE

Main teaching ideas 15

1 Read and listen to the poem. If this was a video clip, what would you see? (10 minutes) •

•

Tell the class to listen and read the poem. Play the recording and elicit ideas from the class. Encourage them to describe the images in as much detail as possible. Ask learners to refer to the glossary if they find it difficult to read the poem.

Answers The start of a dragon boat race

Answers Onomatopoeia – the word ‘thump’ sounds like the action of thumping something. Alliteration – Wings dip, whip water into waves; Simile – waves rise like flames; like pumping, thumping dragon-hearts Personification – flags tug at their fetters, desperate to join the fun

4 Read and listen to the second poem. If this was a video clip, what would you see? (10 minutes)

Download the audio transcript on Cambridge GO.

Differentiation idea: Ask learners to look at the poems you have shared with them and find examples of these techniques.

•

2 Read and listen to the poem again. Then answer the questions. (15 minutes) • •

Ask learners to read the questions and answer them. Then they get together in pairs or small groups and compare and contrast their answers. Finally, discuss the answers as a class.

Critical thinking opportunity: This exercise engages learners in higher-order thinking skills as the questions take them beyond the literal meaning. It also helps learners approach the reading of the poem from a multisensory perspective, which helps them develop a new and wider way of enjoying a poem.

Answers a First verse is before the race begins; the rest of the poem is after the race has started b to build suspense c waves in the water d gongs, drum

3 Read the description of four poetry techniques. Find one example of each in verses 3 and 4. (15–20 minutes) • • •

•

Focus on the Language tip box. With the class, read the explanations for each poetry technique. Learners reread the poem and find examples. These concepts are not part of the Stage 7 curriculum framework so you might consider using these questions as an extension.

Download the audio transcript on Cambridge GO. Answers Chinese New Year celebrations/dragon dance

5 Look at the words in the glossary. What do they all describe? (10–15 minutes) Ask learners to read the words in the glossary and explain what they describe. (Movements) Critical thinking opportunity: Ask learners to say the words aloud. How do the words feel? Can they move in that way? How does it feel? Answers Movement

6 Answer these questions. (10–15 minutes) • • •

Ask learners to reread the poem. With a partner, they discuss the questions. Then discuss answers as a class. These concepts are not part of the Stage 7 curriculum framework so you might consider using these questions as an extension.

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CAMBRIDGE GLOBAL ENGLISH 7: TEACHER’S RESOURCE

Answers a they rhyme b regular rhythm c brightly coloured, silky-scaled dragon

7 Values. Work with a partner. Practise reading the poem aloud. Take turns to read a line each. (10–15 minutes) •

Learners work in pairs and read the poem aloud. Allow some time for them to rehearse.

•

Ask volunteers to read the poem to the class.

Working individually, learners do the three parts of the test. Answers General knowledge quiz 1 red; fire 2 Twelve grapes Diwali – Hinduism; Eid al-Fitr – Islam; Wesak – 3 Buddhism 4 Russia; February or March 5 Japan; a crying baby contest

Answers Learner’s own answer

Check your progress

6 Mexico

8 Values. Give a class performance of the poem. (10 minutes) •

•

Divide the class into two groups. One group reads the poem aloud while the other group performs the actions. Then the groups change roles.

Workbook

8 Persia

9 1st April 10 France

Vocabulary 1

verbs

nouns

to celebrate

a celebration

to dance

a dance

to decorate

a decoration

to light

a light

to symbolise

a symbol

Answers Learner’s own answer

7 Africa

For further explanation and practice, learners do page 39.

Plenary ideas

a symbol b celebrate c dance d decorate; light

•

2 1 g, 2 c, 3 b, 4 f, 5 d, 6 e, 7 h, 8 a

Consolidation (20 minutes)

•

Learners read the poems you have shared again. How do they compare with the two poems they read in the lesson? Elicit ideas. Learners complete Photocopiable 8.

Homework ideas •

Learners look for poems they like in English or in their language and bring them to the class.

•

Home–school link: Learners can ask parents about poems they read when they were their age. They can look for them in books or on the internet and bring them to the class.

Use of English 1 a at, b on, c in 2 a horse-drawn b homemade c brightly coloured d snow-covered 3 a Our room, which is on the top floor, has a view of the city. b My sister, who lives in Germany, is a civil engineer.

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2 TIME TO CELEBRATE

c The carnival, which is held in February or March, attracts visitors from all over the country. d Cartagena, which is a city in Columbia, has an international film festival.

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Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.

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Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.

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You may invite them to keep a diary where they can record their ideas and reflections.

e Rosa, whose parents are from Kenya, speaks both English and Swahili fluently.

Summary checklist

79 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

Global English TEACHER’S RESOURCE 7 Sample

Articles inside

Approaches to teaching and learning

How to use this Teacher’s Resource

Introduction

About the authors

How to use this series