Global English TEACHER’S RESOURCE 8 Sample by Cambridge International Education

Cambridge Global English With everything you need to plan and run your lessons, this teacher’s resource helps you get the most out of the series. You’ll find starter activities and additional lesson ideas not included in the student’s books, as well as answers for all activities.

Cambridge

There are clearly identified assessment and differentiation ideas to help you meet all your learners’ needs. The accompanying digital resource includes access to photocopiable flashcards and activities for additional differentiation, as well as further language development. Every unit includes a test to help you understand where your learners are on their journey.

✓

Provides teacher support as part of a set of resources for the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020

✓ Has passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide. To find out more visit cambridge.org/cambridge-international

TEACHER’S RESOURCE 8

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

This resource is endorsed by Cambridge Assessment International Education

TEACHER’S RESOURCE 8

Access audio files in the digital learner’s book, teacher’s resource or Digital Classroom. You’ll find videos in Digital Classroom.

Global English

• The ‘Learning plan’ for each topic shows you how your lessons link to the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020 • ‘Common misconceptions’ highlight areas that learners frequently find challenging and show you how to overcome them • Sample answers help you and your learners assess written work • Downloadable progress and unit tests, with answers, provide ready-made assessment opportunities

Cambridge

Global English

9781108921695 Altamirano, Mabbott, Little, Hubbard, Barker & Mitchell Global English TR 8 CVR C M Y K

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Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Lower Secondary. Visit www.cambridgeinternational.org/lowersecondary to find out more.

Second edition

Digital access

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

We are working with Cambridge Assessment International Education towards endorsement of this title.

Cambridge

Global English TEACHER’S RESOURCE 8

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

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

We are working with Cambridge Assessment International Education towards endorsement of this title.

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/978-1-10-892169-5 © Cambridge University Press 2021

First published XXXX

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 IN THE UK

It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.

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.

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

We are working with Cambridge Assessment International Education towards endorsement of this title. CONTENTS

Contents Introduction 05 About the authors 06 How to use this series 08 How to use this Teacher’s Resource 10

About the curriculum framework 15 About the assessment 15 Approaches to teaching and learning

Series-specific approaches

Setting up for success

Teaching notes

Acknowledgements 21

2 Design and architecture

1 Languages of the world

3 Our society

4 Advertising 127 159

6 Natural wonders

193

5 Natural resources

7 Historical figures

228

8 Storytelling 264 9 Music 298

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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

Improving learning through questioning

Scheme of work

Curriculum framework correlation

Audio files and audioscripts

Progress tests 1–3 and answers Progress report

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

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We are working with Cambridge Assessment International Education towards endorsement of this title. 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 International English as a Second Language curriculum framework. 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, whilst 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.

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 retained the literature lessons

• 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

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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.

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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.

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How to use this series

The Learner’s Book is designed for students 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.

The write-in Workbook offers opportunities to help students 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.

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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).

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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.

Lesson

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

Learning objective

Resources

Talk about languages and learning languages

8Ld.02-03 8Sc.04-05 8Sor.02 8Wca.01&04 8Ug.01

Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Learning languages presentation – Subject and object questions

1 My 3 language, your language

Outline of learning content

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 In Lesson 4.2, learners read about the (possibly) first advertisement ever published. It was during the Song dynasty.

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

As they progress in their learning, learners are expected to read increasingly complex texts; therefore, it is essential that they improve their ability to understand and use the information in these texts.

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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

8Ld.02, 8Ld.03

• Listening: Listen for general information, listen for detail.

• Learners can listen to and understand people talking about languages.

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 using how, e.g. How do you do this? How are you feeling today?

Learners may wrongly use how instead of what, e.g.

How to overcome

How do you think? Tell me about your plan.

Ask learners to think what information the question is trying to elicit. Are they asking about the way in which something is done?

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

•

Have learners choose and get together in small groups with other learners who have chosen the same project. You may wish to video-record groups as they are working as well as record their presentations.

A quiz (20–25 minutes) •

Divide the class into small groups. Ask the groups to write ten quiz questions about the unit.

•

When they have finished, they exchange their quiz with other groups and work to solve the exchanged quiz.

Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.

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.

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

Clauses ending in prepositions When a relative pronoun is the object of a preposition, the preposition often goes at the end of a clause: This is the book (that) I told you about. Also in what clauses: I don’t know what he is looking at. Infinitive clauses can have prepositions too.

Small children need other children to play with.

CROSS-CURRICULAR LINKS

Geography: Ask learners to listen again and write down the countries and cities the teenagers mention. Ask them to locate and label them on the map.

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

Differentiation ideas: This feature provides suggestions for how activities can be differentiated to suit the needs of your class. Critical thinking opportunities: 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.

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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.

• • •

•

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.

•

Each unit includes:

Additionally, the Teacher’s Resource includes:

Progress test 1: a test to use at the end of unit 3 to discover the level that learners are working at. The results of this test can inform your planning. Answers are provided. • Progress test 2: a test to use after learners have studied Units 1–6 in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again. Answers are provided. • 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. Answers are provided. • Progress report: a document to help you formatively assess your classes’ progress against the learning objectives. • 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. •

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.

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CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNI

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This test and mark scheme have been written by the author. These may not fully reflect the approach of Cambridge International Education. Assessment

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

We are working with Cambridge Assessment International Education towards endorsement of this title. ABOUT THE CURRICULUM FRAMEWORK

About the curriculum framework The information in this section is based on the Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks 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 and Lower Secondary English as a Second Language curriculum frameworks from 2020 are designed to enable young learners from an ESL background (who speak little or no English at home) to communicate effectively and with confidence in English. Children are not expected to have any experience of English before they start Stage 1. The curriculum frameworks involve developing the skills to access and understand a wide range of information, media and texts. It achieves this by focusing on active learning, developing critical thinking skills and intellectual engagement with a range of topics. Further to this, the curriculum frameworks aim to develop learners’ curiosity about other languages and cultures, and to build the learners’ confidence as successful language learners, able to communicate effectively and to enjoy reading a variety of texts with confidence.

The curriculum frameworks support teachers by providing an integrated approach to planning and teaching to develop effective communication skills in English. The five strands, and their respective learning objectives, work together to support the development of knowledge, skills and understanding in:

• Reading • Writing • Use of English • Listening • Speaking The updated curriculum frameworks do not alter any of these fundamental aspects of the original curriculum frameworks, but there are some important changes. For example, there is a new sub-strand of learning objectives within the Speaking strand, with new learning objectives to help support learners to achieve fluency and accuracy of pronunciation. The curriculum frameworks are also underpinned by greater integration of metacognitive development and strategies within lessons. A further focus of the updates has been to ensure learning objectives are written in a concise, clear and consistent manner, to support teachers in applying the curriculum framework to their own planning.

About the assessment

Information concerning the assessment of the Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks is available on the Cambridge Assessment International Education website: www.cambridgeassessment.org. This set of resources has been endorsed by Cambridge Assessment International Education following a rigorous review process. The endorsement means the content is suitable for supporting teaching and learning required by the curriculum frameworks.

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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. Whilst 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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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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Series-specific approaches

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SERIES-SPECIFIC APPROACHES

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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.

•

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 feature 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 learnt 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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ACKNOWLEDGEMENTS

Acknowedgements

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We are working with Cambridge Assessment International Education towards endorsement of this title.

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We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD

1 Languages of the world Unit plan Approximate number of learning hours

Outline of learning content

Learning objectives

Resources

Lesson

Talk about languages and learning languages

8Ld.02–03 8Sc.04–05 8Sor.02 8Wca.01&04 8Ug.01

Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Learning languages presentation – Subject and object questions

2 Teach yourself Tok Pisin

2.15

Learning a new language

8Ld.02 8Rd.01&04 8Sc.03 8So.01 8Sor.01 8Wor.02 8Us.02

Learner’s Book Lesson 1.2 Workbook Lesson 1.2 Photocopiable 1 Differentiated worksheets 1A, B and C

3 It’s good to learn languages

2.15

Listen to and give opinions about learning languages

8Ld.02 8Lo.01 8Sc.04 8So.01 8Wca.04

Learner’s Book Lesson 1.3 Workbook Lesson 1.3 Photocopiable 2

4 Do you speak emoji?

2.15

Discuss the advantages of using emojis

8Ld.01 8Lo.01 8So.01 8Sc.05 8Sor.02 8Rd.01 8Wca.04 8Ug.04

Learner’s Book Lesson 1.4 Workbook Lesson 1.4 Differentiated worksheets 2A, B and C Digital Classroom: presentation – Present continuous

1 My 3 language, your language

(continued)

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We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE

Approximate number of learning hours

Outline of learning content

Learning objectives

Resources

5 Beyond words

Read about gestures and other kinds of body language in different cultures

8Ld.04 8Lo.01 8Sc.02 8So.01 8Rd.01&04 8Wca.04 8Uv.05

Learner’s Book Lesson 1.5 Workbook Lesson 1.5

6 An A to Z of idioms

2.15

Learn some English idioms

8Ld.01–02 8Sc.04–05 8Rd.04 8Wca.02 8Wor.03

Learner’s Book Lesson 1.6 Workbook Lesson 1.6 Photocopiable 3 Photocopiable 4

7 Improve your writing

2.15

A letter to an exchange school

8Rd.01 8Ro.01 8Wca.02–04 8Wor.03 8Wc.02

Learner’s Book Lesson 1.7 Workbook Lesson 1.7

8 Project challenge

1.30

Do a project

8Sc.02 8So.01 8Sor.02 8Wca.02&04 8Wor.03

Learner’s Book Lesson 1.8

9 Literature

3.45

8Rm.02 8Rd.01 8Sc.03&05 8So.01 8Wca.01–02 8Wor.03

Learner’s Book Lesson 1.9 Workbook Lesson 1.8

Lesson

Read three poems

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

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BACKGROUND KNOWLEDGE

TEACHING SKILLS FOCUS

English merchants on the docks. ‘Pidgin’ derives from the Chinese pronunciation of the English word ‘business’. The Chinese merchants adopted and modified the word in such a way that, by the end of the century, it had become ‘pidgin’. Creole languages A creole language is a language that develops from simplifying and mixing different languages into a new one. A pidgin language can sometimes develop into a full-fledged language and thus become a creole. Creole languages generally systematise the grammar. They eliminate irregularities or change irregular verbs into regular ones. They have large vocabularies and they can become a first language.

Pidgin English A pidgin language is a grammatically simplified language which develops between two or more social groups that do not have a language in common. The vocabulary and grammar of this pidgin language are limited and quite often come from several other languages. A pidgin is not the native language of a community, but it is learned as a second language and often considered to have low prestige with regard to other languages because of its small vocabulary. The origin of the word dates back to the early 19th century, in the city of Guangzhou in the south of China, where Chinese merchants did business with

understanding of the text and can extend that understanding in critical and creative ways. As a teacher, you are encouraged to help learners adopt these strategies as they read texts in this course.

Reading strategies Successful learners have shown to effectively use a series of strategies in different contexts. However, less confident learners may need explicit teaching of these strategies to become better readers. Effective readers monitor their understanding as they read, and when they are confused or do not understand what they are reading, they often choose and use a strategy that will help them reconnect with the meaning of the text. Effective readers use certain strategies to understand what they read before, during and after they are reading. Before reading, they think about the topic and what they already know about it and make predictions about what might be included in the text. They then skim and scan to understand the overall meaning. During reading, the learners ask themselves questions and think about the information and ideas they read about, in order to check their understanding. After they finish read, the learners think about what they have read and relate it to their existing knowledge and experiences. They form clear ideas about their

Your challenge Learners can be taught to be effective readers, and less confident readers will certainly benefit from using different approaches, such as direct teaching, thinking aloud or modelling, discussion. Look through Unit 1 and highlight opportunities for giving explicit instruction on the use of different strategies. As you continue with the following units, tick off the relevant points where you can introduce different strategic approaches to a text. In what ways can you give learners feedback so that they get maximum benefit from it? Reflection • How can I identify what specific strategies learners need to develop? • What can I do to help learners be aware of the strategies that are the most beneficial for working on each kind of text?

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Common misconceptions How to identify

How to overcome

Learners may wrongly use how instead of what, e.g. How do you think? Tell me about your plan.

Ask questions using how, e.g. How do you do this? How are you feeling today? Compare with questions with what, e.g. What are you thinking about? What do you want? Ask learners: What do you think how means in these questions? And what? What do they each mean? Elicit answers.

Ask learners to think what information the question is trying to elicit. Are they asking about the way in which something is done?

Learners may misspell the present participle of certain verbs, e.g. writeng, studing, planing

Write correct and incorrect forms of present participles. Ask learners to identify the correct forms. Elicit answers.

Misconception

Write the infinitive and correct present participle forms of the verbs. Ask learners to look at them and explain the spelling rules: • When a verb ends in e, drop the e and add -ing, e.g. take + -ing = taking. • When a one-syllable verb ends in vowel + consonant, double the final consonant and add -ing, e.g. hit + -ing = hitting. • When a verb ends in vowel + consonant with stress on the final syllable, double the consonant and add -ing, e.g. swim + -ing = swimming.

Write the incorrect sentences. Underline the incorrect forms. Ask learners, e.g. Is there a word, a noun, that we can use instead of this -ing form? Elicit ideas. Elicit nouns that have equivalent -ing forms. Explain that we normally use the nouns.

Ask learners to think if there are equivalent nouns for -ing forms. If there aren’t, then they use the -ing form, e.g. Smoking is bad for your health. Smoking in the sense of smoking a cigarette doesn’t have an equivalent noun, so they should use the -ing form.

Learners sometimes use another part of speech instead of an abstract noun, e.g. It will be good for your healthy.

Write a few sentences with the incorrect word. Circle the mistake and ask learners, e.g. What do we need here: an adjective, a noun, a verb? Elicit ideas. Then ask: What’s the abstract noun for this?

As a class, make a word-building poster. Draw a table with different columns: verb, adjective, adverb, noun, abstract noun. Ask learners to fill it in with examples.

Learners may overuse gerunds where a separate noun form exists, e.g. I usually talk to him about my studying. Paul had been promoted five times during these years because of his hard working.

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How to identify

How to overcome

Learners usually misspell although, e.g. alough, althoug, althought, altough

Write the words ALTHOUGH in capital letters on the board. Then write the different incorrect forms you have detected. Ask learners to compare these forms with the correct words and say what’s wrong with them.

Give learners a set of letters that spell the words although plus a few extra letters, e.g. h, t, g. In pairs ask them to reorder the letters to form the word.

When using connectives of contrast, learners sometimes add an unnecessary second contrast marker, e.g.: Although the sun was shining but it was not very hot.

Write the incorrect sentence on the board. Circle both contrast markers. Ask the class: What do we use ‘although’ for? And ‘but’? Do we need to use both?

Revise the meaning and use of connectives of contrast. Write correct sentences and ask, e.g. What’s the meaning of ‘although’? Can you think of another word that means more or less the same? Elicit ‘but’. Ask, e.g. Is it necessary to use both? Does this sentence make sense with both? Why not?

Misconception

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

• Listening: Listen for general information, listen for detail.

• Learners can listen to and understand people talking about languages.

8Ld.02, 8Ld.03

1.1 Think about it: My language, your language

• Speaking: Talk about languages and learning languages, ask questions using question words.

8Wca.01, 8Wca.04

• Writing: Use complete sentences.

8Ug.01

• Language focus: questions: who/whose

• Learners can ask and answer a variety of questions.

• Vocabulary: first language, second language, nationalities, languages

• Learners can ask questions with who/whose.

8Sc.04, 8Sc.05, 8Sor.02

• Learners can talk about languages and learning languages.

21st-century skills

Critical thinking: Compare information and make inferences, predict what a text is going to be about. Collaboration: Use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening. Communication: Participate with appropriate confidence and clarity. Learning to learn: Participate sensibly and positively in learning activities in class.

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Materials: Learner’s Book pages 12–13, Workbook pages 8 and 11–12, index cards or sticky notes, sticky tack or adhesive tape, map of the world, internet access

LANGUAGE BACKGROUND

Starter ideas

Main teaching ideas

Getting started (10–15 minutes)

Ask learners how many languages they can name. Do they know where they are spoken?

•

Display a map of the world and ask them to find the countries where these languages are spoken.

•

Ask learners if they know how to say hello and goodbye in other languages. Do they know where those languages are spoken? Ask them to find the countries on the map.

1 Work in pairs. Talk about the languages you know and would like to learn. (10–15 minutes) •

Ask learners to work in pairs. They read the sentence openers and talk about the languages they know and would like to learn.

•

Encourage learners to explain why they would like to learn certain languages.

•

Whose papers did you take? (Whose is the object.) Which suits me better – the blue one or the grey one? (Which is the subject) Which sweater did you buy? (Which is the object)

Questions: who, whom, which When who, which or whose is the subject, the auxiliary (do, does, did) is not used. Who came? (Who is the subject.) Who did you call? (Who is the object.) Whose parents travelled to Indonesia last year? (Whose is the subject.)

You may consider telling the class to write the names of the languages on file cards and stick them on the map on the corresponding country. Ask the class: How many languages are spoken around the world? Elicit ideas from the class.

•

You may wish to direct learners to some websites where they can find this information, such as Ethnologue, Fluent In 3 Months and others where they can actually listen to people speaking different languages, such as Dani Voice Overs.

•

Focus on the questions How many different languages do people in the class speak? What are they? Elicit answers.

•

Can learners speak more than one language? What languages are spoken in their family?

•

You may wish to introduce the following concepts: first language/mother tongue, second language, foreign language, bilingual.

Digital Classroom: Use the video ‘Learning languages’ to introduce the theme and vocabulary of the unit. The i button will explain how to use the video.

CROSS-CURRICULAR LINK Social science: You may wish to ask learners to find out how many languages are spoken in their country. Is there an official language in their country? What is an official language? Are different languages spoken for different purposes, for example administration, education, family interaction?

Answers Learner’s own answer

2 Which of the following are nationalities? Which are languages? Which are both? (15–20 minutes) •

Ask learners to work in pairs. They discuss and decide.

•

Ask them to search the internet or in an encyclopaedia to find out about the languages and nationalities they don’t know about.

•

Then ask learners to share their findings with the class.

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with a lot of information. Play the recording once with books closed. Ask learners to identify the nationalities the teenagers mention. Then play the first extract. Ask questions to help them, such as What languages are mentioned? Does Kelly speak Cantonese? Who speaks Cantonese in the family? What language does she learn at school? Then ask learners to open their books. Play the rest of the extracts in turn, stopping after each to allow learners time to write. Play each extract at least twice.

Answers Nationalities: Australian, English, French, Indian, Canadian, Japanese, Spanish Languages: Cantonese, English, Mandarin, Bahasa Malaysia, Arabic, French, Hindi, Urdu, Sanskrit, Japanese, Spanish

3 Copy the chart into your notebook. Then listen and complete the information for each person. (15–20 minutes)

•

Tell the class that they are going to listen to some teenagers talking about languages. Ask them to copy the chart in their notebooks. They listen and complete the chart with the information they hear.

More confident learners can write down notes of interesting information they find about each speaker, for example languages spoken by different relatives, countries of origin of relatives, etc.

•

When they have finished, they share their answers with the class. Copy the chart on the board and ask volunteers to fill it in.

Critical thinking opportunity: Before listening, ask learners what they expect to hear in the recording. What do they think the teenagers will mention? Elicit ideas.

CROSS-CURRICULAR LINK

Geography: Ask learners to listen again and write down the countries and cities the teenagers mention. Ask them to locate and label them on the map.

Download the audio transcript on Cambridge GO.

Differentiation idea: Less confident learners may benefit from some scaffolding as they have to deal

Kelly

Nationality

First language(s)

Second language

Languages at Additional information school

Australian

English

–

Mandarin

Understands a few words of Cantonese

Malaysian

Bahasa Malaysia

English

Mandarin

Would like to become fluent in Mandarin

Azlan

Answers

Sophie

Canadian

(bilingual) English & French

–

Spanish

Her dad has taught her a few words of Arabic.

Dev

Indian

Hindi

English

Sanskrit

Knows a little Urdu Wants to learn Japanese or Spanish in the future

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Use of English

Answers a Kelly b Kelly’s grandparents c Kelly’s d Azlan e Azlan f Kelly and Azlan g Sophie’s h Dev

Question words 1 (5–10 minutes) •

Remind the class of the use of who/whose.

•

Focus on the examples and explanations. Read and discuss the Use of English box with the class.

•

Ask learners to supply more examples and write them in their notebooks. Workbook For further explanation and practice, learners do Workbook pages 11–12.

Use of English Question words 2 (10–15 minutes) Focus on the example. Ask learners what they notice about the question. What is the structure of the question? (Who + auxiliary + subject + verb.)

•

4 Complete the questions. (5–10 minutes) •

Ask learners to work in pairs. They read and complete the questions.

•

Check as a class.

Critical thinking opportunity: Is it similar or different from other questions, for example questions with what, where, etc.? Elicit answers.

Compare the question with the question in Use of English Questions words 1. What difference can they see? For example, the question in Question words 1 is asking about the subject – the person who does the action. In the second case, the question is asking about the object of the action.

Answers a Who lives in Melbourne? b Who emigrated to Australia fifty years ago? c Whose father speaks Cantonese and English? d Who knows a few words and phrases in Arabic? e Who wants/would like to become fluent in Mandarin? f Which two people learn Mandarin at school? g Whose mother speaks French as a second language? h Who speaks a little bit of Urdu?

5 Listen again and answer the questions in Exercise 4. (5–10 minutes)

•

6 Complete these questions. (5–10 minutes) •

Ask learners to read the questions and complete them.

Tell the class that they are going to listen to the recording again. They listen and answer the questions.

•

Ask learners to pair up with a partner, compare their answers and discuss any differences.

Play the recording again. Learners write down they answers.

•

When they have finished, check the answers as a class.

•

Digital Classroom: Use the grammar presentation ‘Subject and object questions’ to introduce subject and object questions. The i button will explain how to use the grammar presentation.

Differentiation idea: Before listening, remind less confident learners of the questions you asked in Exercise 3. What do they remember? They read the questions in pairs and predict the answers. Play each extract in turn to allow learners to listen and answer.

Answers a Which languages does Kelly’s father speak? b Which language does Azlan learn at school? c How many languages does Sophie speak fluently? d What does Dev like watching? e What does Dev want to learn in the future?

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7 Listen again and answer the questions. (10–15 minutes) •

Tell the class that they are going to listen to the recording again. They listen and answer the questions.

•

Play the recording again. Learners write down their answers.

Differentiation ideas: Before listening, remind less confident learners of the questions you asked in Exercise 3. What do they remember? They read the questions in pairs and predict the answers. Play each extract in turn to allow learners to listen and answer. As an extension, ask learners to work in groups. Ask them: How much can you remember about Kelly, Azlan, Sophie and Dev? Use your answers to the exercises in this lesson to say as much as you can about each of them.

Consolidation (10–15 minutes) Ask the class: How much can you remember about Kelly, Azlan, Sophie and Dev? Elicit answers from learners. Differentiation ideas: Less confident learners may use the answers to the exercises in this lesson to say as much as they can about each of them. More confident learners may make an oral summary of the information they remember about each of them. They may also make comments about who they feel more identified with. Assessment idea: Ask the class: What is the most interesting thing you have learned in this lesson? What would you like to learn more about? How can you learn more about that?

•

Plenary ideas

8 Work in groups. Ask and answer questions about languages in your family. (10–15 minutes) •

If the learner’s family is bilingual or multilingual, they may collect a few expressions in the languages spoken at home to teach the class the following day.

•

Learners find out about the languages spoken in their country. Do people speak more than one language? What are they? Where are they spoken? What is their status? For example, in Spain there is one official language, Spanish, and three co-official languages, Galego, Basque and Catalan.

Group members take it in turns to ask and answer questions about languages in their families following the model of the audio.

•

Home–school link: Learners tell the family what they have learned in this lesson.

Workbook For further explanation and practice, learners do Workbook page 8.

Students can refer back to the prompts in Exercise 1 as support for this exercise.

•

Ask learners to work in small groups.

•

Answers a English and Cantonese b Mandarin c Two d Films in English with subtitles. e Japanese or Spanish – or maybe both

Homework ideas

Differentiation ideas: Less confident learners may listen to the recording once again before doing the exercise. Answers Learner’s own answers.

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1.2 Geography and languages: Teach yourself Tok Pisin LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.02

• Listening: Listen and practise expressions in an unknown language.

• Learners can read and understand a text about the history of English.

8Rd.01, 8Rd.04

• Reading: Read and understand a text about Papua New Guinea and its language; read for detail.

• Learners can use prepositions in time phrases.

• Learners can talk about languages in the world.

8Sc.03, 8So.01, 8Sor.01

• Speaking: Discuss one’s abilities to speak languages.

• Learners can read a text and look for specific information.

8Wor.02

• Writing: Complete a summary; answer questions; join sentences.

• Learners can write a timeline.

8Us.02

• Language focus: conjunctions: although, while, whereas

21st-century skills

• Vocabulary: eastern, population, independent, isolated, communities, develop, official language, percentage, English-based, creole, pidgin

Critical thinking: Predict; develop awareness of linguistic differences; interpret and make deductions. Communication: Use appropriate strategies to develop a conversation.

Learning to learn: Understand essential grammatical terms and concepts, participate sensibly and positively in learning activities in class.

Materials: Learner’s Book pages 14–15, Workbook page 9, map of the world, enough copies of a world map for each group (optional), access to the internet and a printer (optional), encyclopedias, Photocopiable 1, Differentiated worksheets 1A, B and C

LANGUAGE BACKGROUND Connectives Connectives or linking words are used to link phrases and sentences. They can also be used to connect paragraphs.

While/whereas and although are connectives of contrast. Connectives of contrast are used to balance two facts or ideas that contrast, but do not contradict each other. They may come after or before the main clause, for example:

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CONTINUED While/Whereas some languages have more than ten different vowel sounds, others have five or fewer. Mai gets a lot of homework, while/whereas her sisters get very little.

Starter ideas

Although school was very hard for me, I have passed all my exams. I can eat anything, although I’m not really keen on fish.

•

1 One country many languages (10–20 minutes)

What do they know about this country? Elicit information from learners.

Main teaching ideas

If learners have done the homework exercise in Lesson 1.1, ask them what they have found about other languages spoken at home and in the community.

•

Ask learners what they remember from the previous class, for example What’s a first language/ second language? What language is spoken in Australia? etc.

1 Read the text. What is the most surprising fact about Papua New Guinea? (5–10 minutes)

•

Ask: Which are the most widely spoken languages? Elicit ideas.

•

You may wish to have learners visit websites such as Fluent In 3 Months and find out information about languages in the world.

Ask them what they would like to learn about this topic. What questions do they have? Have them write the questions in the W column. Tell them you will go back to the table at the end of the lesson.

•

Assessment idea: On a large sheet of poster paper, draw a K-W-L table and ask learners what they know (or think they know) about Papua New Guinea.

CROSS-CURRICULAR LINK

Social science: Ask the class, for example, What countries have the most languages? You may wish to direct learners to some websites where they can find more information about languages, for example Ethnologue. Learners choose a few phrases which they would like to know how to say in other languages. They search the internet or reference books and write them. They teach them to their classmates.

•

Focus on the photographs. Ask learners what they think Papua New Guinea is like, such as its weather, flora and fauna, life in general.

•

Tell the class to read the text and ignore any unknown words at this point.

•

When they have finished, ask them what they think the most surprising fact is.

•

Discuss as a class.

2 Read the text again and complete the notes. (10–15 minutes) •

Focus on the words in the key words box.

•

Ask the class to look for the words in the text and explain what they mean in their own words. Focus in particular on the meaning of ‘creole’ and ‘pidgin’, and make sure they understand the difference between the two.

2 Before you read (10–15 minutes) •

Learners do Photocopiable 1.

•

Display a map of the world. Ask the class to look at the map and find where Papua New Guinea is.

•

Which languages do they think are spoken in Papua New Guinea? Elicit ideas. Encourage learners to use words such as: north, east, west, in.

Ask learners to reread the text and look for the information they need to complete the notes. They can work in pairs to complete them.

•

Check as a class.

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Answers Country: Papua New Guinea Capital: Port Moresby Population: just over 7 million Official languages: Tok Pisin, English, Hiri Motu Total number of languages: about 800 Languages used in education: Tok Pisin, English

3 Answer these questions. (10–20 minutes) Learners work individually. Focus on the questions. Tell learners to read the text again and answer them. Then ask them to pair up with a partner and compare their answers before discussing them as a class.

Critical thinking opportunity: Tell learners that they may not find the exact answers in the text. Encourage them to reflect on what they have read and make deductions, especially when answering parts a and c.

Differentiation idea: You may ask more confident learners to use the exercise as a model and write three pairs of sentences on a sheet of paper. They exchange their sentences with another pair and join them with although, while and whereas. Answers a Although my dad only spent a month in Australia, he learned a lot of English when he was there. b Although geography is his favourite subject, he didn’t know where Papua New Guinea was. c Although she speaks really good English, she’s never been to an English-speaking country. d Although I didn’t do much revision, I got good marks in the test. e Some people are good at languages, while/ whereas others find it very difficult to learn another language. f I prefer reading and writing, while/whereas my friend likes speaking and working in groups. g English is quite easy to learn in the early stages, while/whereas French is quite difficult. h Russian uses the Cyrillic alphabet, while/whereas Polish uses the Roman alphabet.

As an extension, you may ask learners what the official language of their country is. Are there any co-official languages? Is a pidgin or creole spoken?

•

When they have finished, you may ask them to compare their answers with a partner before checking them as a class.

•

Answers a Because most communities there are isolated and have little contact with each other or with the outside world. b It’s a creole language spoken by most people in Papua New Guinea. c Your first language is your native language; an official language is the language used by the government and in business.

5 Work with a partner. How good are you at learning a new language? Listen and practise the expressions in Tok Pisin. (10–15 minutes) Tell learners they are going to work with a partner and find out how good they are at learning a new language.

Use of English

•

Then tell them to listen to the audio recording.

although, while and whereas (10–15 minutes)

•

Play the audio once for learners to familiarise themselves with the content. Play it a second time, pausing after each exchange.

•

They practise the expressions in Tok Pisin and judge how good their pronunciation is.

•

Tell the class to work in pairs. They take 30 seconds to try to memorise the phrases. Then they test each other to find how much they can remember.

•

Learners do Differentiated worksheet 1A, B or C.

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Read and discuss the Use of English box with the class. Give more examples. Write them on the board and ask the class to copy them into their notebooks.

•

Ask learners to supply more examples of their own and write them in their notebooks.

4 Join these sentences using the conjunctions. (10–15 minutes) •

Tell learners to read and join the sentences.

Download the audio transcript on Cambridge GO.

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learners’ country, they can search the internet to find more information about creole languages, countries where they are spoken (for example, Jamaica), variants of English-based creole languages and examples of words and phrases. They could then prepare a short report and present it to the class.

Answers Learner’s own answers.

Plenary ideas Consolidation (15–20 minutes) Assessment idea: Display the K-W-L poster and ask learners to read the questions they wrote. Have they found the answers in the lesson? What questions remain unanswered? Where can they find the answers? Ask learners to think about their performance during the lesson. How happy are they with what they have done? What would they have done differently? Why?

•

You may wish to have learners start a learning log where they write down their ideas about their learning at the end of a lesson.

Homework ideas

Workbook

For further explanation and practice, learners do Workbook page 9.

Learners look for information about the language or languages spoken in their country and write about them. If creole languages don’t exist in the

•

Home–school link: Learners teach the words in the new language to their family. They can ask family members, especially grandparents, if they know any words in a foreign language or dialect. They can copy the words in their notebooks and then teach the words to the class.

•

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1.3 Write about it: It’s good to learn languages LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.02, 8Lo.01

• Listening: Listen to short interviews about learning languages.

• Learners can listen to and understand opinions in interviews.

8Sc.04, 8So.01

• Speaking: Give opinions about learning languages.

8Rd.01

• Reading: Read and answer questions; choose correct words to complete sentences.

• Learners can discuss advantages and disadvantages of learning languages.

8Wca.04

• Learners can give opinions about learning languages.

• Learners can use -ing forms correctly.

• Writing: Write notes; write answers to questions.

• Language focus: -ing forms as subjects and objects

21st-century skills

• Vocabulary: work, health, travel, meet people socially, entertainment, education, at ease, advantage, improve, skills, evidence, do business

Critical thinking: Compare points and arguments from different sources, compare structures in different languages. Collaboration: Provide justification for their ideas or suggestions, stay on task. Communication: Start and manage conversations with confidence.

Materials: Learner’s Book pages 16–17, Workbook pages 10 and 13–14, map of the world, Photocopiable 2

LANGUAGE BACKGROUND

-ing forms We can use -ing forms (gerunds) as the subject or complement of a verb. Reading in this light is bad for your eyes. (subject) My favourite free time activity is reading. (complement)

Infinitives (for example, To smoke is bad for you) are possible in these cases, but are formal and not common. The -ing form is used like a noun, but it is still a verb and can have an object. Doing exercise is very good for your health. My favourite activity is reading poetry. I hate ironing summer clothes.

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Starter ideas ‘Pidgin’ English and foreign languages (10–15 minutes) •

If learners looked for information about pidgin English for homework, ask them to share their findings with the class.

•

Ask them to locate on the map the countries where pidgin English is spoken.

•

You may wish to show the class a YouTube video where people are speaking pidgin English.

2 Match the words from the interviews with the correct definitions. (5–10 minutes)

Learning languages (5 minutes) Ask the class why they think it’s good to learn another language. What languages would they like to learn? Why? How would that language help them?

•

• •

Talk through the task with the learners. Tell them to look at the a–f options to read the topics. Make sure they understand the meaning of the words and phrases. Then tell them to listen and match the topics to the names. Play the audio at least twice. Learners match the names and the topics. Play the audio once again. Then check as a class.

• •

•

You may consider playing the audio again. Stop where the words are spoken, so that learners have a context in which to make their decision.

•

Check the answers with the class.

Answers 1 d; 2 e; 3 c; 4 b; 5 a

Use of English

-ing forms as subjects and objects (10–15 minutes) •

Focus on the Use of English box and read the examples with the class.

•

Remind learners of verbs followed by -ing, for example love, hate, enjoy, etc.

1 You’re going to hear some short interviews about speaking another language. What does each person focus on? Match the topics to the names. (10–15 minutes)

Focus on the words and the definitions. Tell learners that the words on the left appear in the audio. Ask them to match the words to their definitions.

Main teaching ideas

•

Discuss with learners what helped them decide.

•

Explain that -ing forms can also be used as subjects of sentences.

•

Elicit more examples with the class.

Critical thinking opportunity: Looking for patterns: ask learners to think of examples of -ing forms in their own language. Elicit a few and write them on the board. Ask them to compare and contrast the structures used in each language. How similar or different are they? Workbook For further explanation and practice, learners do Workbook pages 13–14.

Download the audio transcript on Cambridge GO.

Answers 1 d; 2 c; 3 e; 4 b; 5 f; 6 a

3 Listen again. Complete the sentences using a verb in the -ing form. (10–15 minutes) •

Focus on the sentences. Tell the class that you are going to play the recording again.

•

They listen and complete the sentences.

•

Check as a class.

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Differentiation idea: Encourage more confident learners to repeat the sentence where the words and phrases occur and write it on the board. Less confident learners may copy the sentences in their notebooks. Then they can listen to the recording again and identify them.

Answers a Being b Knowing c listening d Learning e Understanding

4 Listen again and answer these questions. (10–15 minutes) Allow some time for learners to read the questions first. Check that they understand the vocabulary.

•

Do learners remember the information? Can they answer some of the questions without listening? Elicit ideas.

•

Play the audio again a few times. Learners answer the questions.

6 Work in groups. Give your views about the advantages of learning other languages. Use some of the words and phrases in Exercises 2, 3, 4 and 5. (15–20 minutes)

•

Answers Learner’s own answers.

Divide the class into groups. Ask learners to discuss the advantages of learning other languages.

•

Tell them to try to use some of the words and phrases they have learned in the lesson.

•

Learners do Photocopiable 2.

•

Set a time limit and then ask ‘scribes’ to share the group’s conclusions with the class.

Differentiation idea: You may wish to ask them to pair up with a partner and compare their answers. They discuss any differences before checking as a class. This will give less confident learners the opportunity to confirm their answers or correct them if necessary.

•

Answers a Because they are more at ease. b Being able to say ‘hello’ and ‘thank you’ in the language of that country. c Because he can enjoy watching French TV series. d Because it improves your brain power. e They have better reading skills and a wider vocabulary. f The first is that you’re more likely to be successful. The second is that you earn more money.

5 Listen to the interviews again. Put your hand up when you hear each of these words and phrases. (10–15 minutes) •

•

Tell the class to look at the list of words. Explain that you are going to play the audio again. They listen and put up their hands every time they hear the words listed in the exercise. Play the audio at least twice.

•

Ask a volunteer to write the main ideas on the board. Do groups share common ideas?

Assessment idea: Ask learners to appoint a ‘scribe’. The role of the scribe is to make notes of the ideas discussed and keep a record of how often group members take part in the discussion. Differentiation idea: Less confident learners may take some minutes to write down their ideas before discussing as a whole. They can then use the notes to help them. Ask more confident learners to expand the scope of the question and reflect on whether there are disadvantages. Critical thinking opportunity: Encourage learners to think about how their life would be different if they spoke more than one language. Tell them to think about their future and what influence knowing languages would have. Answers Learner’s own answers.

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Plenary ideas

•

Consolidation (15–20 minutes) •

Ask learners to imagine they are an interviewer and they are going to interview a person who speaks many languages. What questions would they like to ask? How do they expect this person to answer?

•

Reflection: Ask the class what they have enjoyed most in the lesson. Are they happy with their performance? What would they change in order to improve?

Home–school link: Learners tell the class about what they have learned in the lesson. They ask family members, relatives and friends what they think is the advantage of learning languages. They make notes about the answers. Workbook For further explanation and practice, learners do Workbook page 10.

Homework ideas Learners use the information they obtained from family and friends to prepare a short report of the answers and present it to their class.

•

1.4: Think about it: Do you speak emoji? LEARNING PLAN

8Ld.01, 8Lo.01

Success criteria

• Listening: Listen for detail, listen and identify opinions.

• Learners can discuss the advantages of using emojis.

• Speaking: Talk about emojis, discuss advantages and disadvantages.

• Learners can listen to a conversation and understand opinions of speakers.

8So.01, 8Sc.05, 8Sor.02

Learning intentions

Learning objectives

8Rd.01

• Writing: Write notes, complete sentences.

• Learners can give opinions. • Learners can use the present continuous.

8Wca.04

• Reading: Read and understand definitions.

8Ug.04

• Language focus: present continuous with a variety of verbs

• Vocabulary: emoji

21st-century skills

Critical thinking: Discuss and give reasons for opinions. Collaboration: Use head nods and eye contact when other learners are speaking to show that they are listening, provide justification for their ideas or suggestions. Communication: Present points clearly and persuasively. Learning to learn: Write notes to help learning.

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Materials: Learner’s Book pages 18–19, Workbook pages 15 and 18–19, images of emojis, GIFs, icons and stickers used in social media, large sheet of poster paper, Differentiated worksheets 2A, B and C

2 Now match a meaning to each emoji. (5–10 minutes) •

Ask the class if they know what these emojis mean. Elicit answers.

Starter ideas

•

Social media (5–10 minutes)

Focus on the meanings. Still in pairs, learners match the meanings to the correct emoji.

•

Check as a class.

CROSS-CURRICULAR LINK

Main teaching ideas

1 Match a description to each emoji. (10–15 minutes)

• •

Use of English

Ask the class if they know the meaning of the word ‘emoji’. What language do they think it is from? Elicit ideas.

Present continuous (15–20 minutes) •

Remind learners of the use of the present continuous. Read the uses and examples.

Focus on the meaning of ‘emoji’ in Exercise 1. Were their ideas correct?

•

Explain that in English there are action verbs and stative verbs. Action verbs describe actions, for example play, work, run, write, etc., and they can have both simple and continuous forms. Stative verbs describe possession, measurements, feelings and emotions, senses and perceptions, thoughts, opinions, for example be, have, like, think, know, believe, love, hate, remember, understand, want, wish, weigh, measure, etc. and are not normally used in the present continuous.

•

Focus on the examples and elicit more examples from the class.

•

Answers a This is a joke. I’m not being serious. 9 b This is very funny. I’m laughing a lot about it. 6 c I’m not sure. I’m thinking about it. 8 d I love this! 2 e I’m rolling on the floor with laughter. 3 f I’m feeling happy, warm and positive. 4 g Please, thank you, I bow to you, or a prayer. 5 h I’m laughing so much that I’m crying. 1 i OK, that’s fine. 7 j Cool. 10

ICT: Show images of emojis, GIFs, icons, stickers, etc. used in social media. Elicit the names of these elements from the class. Ask learners if they use them. What do they use them for? Focus on the opener questions: Did learners know that more people ‘speak’ emoji than English? Why do they think this is? Have an open-class discussion about the usefulness of emojis and other similar graphic elements.

Critical thinking opportunity: Ask learners if they use these emojis. Do they use them to mean the same? Can the same emoji mean different things? What other emojis do they use?

In pairs, ask learners to match the emoji to the correct description. Check as a class.

Answers 1 c, 2 h, 3 b, 4 a, 5 j, 6 e, 7 i, 8 f, 9 g, 10 d

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•

Explain that some verbs can have an action meaning as well as a state meaning, such as the verb ‘think’. When ‘think’ means ‘I have an opinion’ it’s used in the present simple, for example I think emojis are useful. When ‘think’ refers to the mental process, it is used in the continuous form, for example What are you thinking about? The verb to be can also be used in the present continuous to describe a temporary condition: She’s very generous. (state – her permanent quality) You’re being really childish! (action – you are temporarily behaving this way) Elicit examples from the class. Ask volunteers to come to the board and write them. Ask learners to copy them in their notebooks.

4 Listen to this radio interview with Professor Rory Jones. What the professor’s opinion of emojis? What do you think the presenter’s opinion is? (10–15 minutes) •

Tell the class that they are going to listen to a professor and a radio presenter saying what they think about emojis. Ask the class: What do you think each of them is going to say? Elicit ideas.

•

c No thanks. I’m tired. d It’s great! I’m having a good time. e I’m playing table tennis.

Digital Classroom: Use the grammar presentation ‘Present continuous’ to review the present continuous. The i button will explain how to use the grammar presentation. Workbook

Play the recording at least twice. Elicit ideas from the class. Who is positive about them? Who isn’t?

Download the audio transcript on Cambridge GO.

Answers The professor thinks that emojis are good. The presenter is not as enthusiastic as the professor and thinks that there might be some disadvantages to using emojis.

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

•

Ask learners to work in pairs. They take it in turns to ask and answer the questions.

Some answers could be fairly variable, for example Is basketball boring or am I tired? Accept possible alternative answers as long as the present continuous is used.

•

3 Use verbs in the present continuous to say what each emoji means. (10–15 minutes)

•

Check as a class.

•

Learners do Differentiated worksheet 2A, B or C.

Differentiation idea: Doing the exercise in pairs will help less confident learners as they will have some more time to think about their answers. They can also copy them in their notebooks. Answers Note: other answers are possible. a I’m sitting on the beach under an umbrella. b It’s raining a little but the sun’s coming out.

5 Listen again. What are the advantages of using emojis, according to Professor Jones? (10–15 minutes) •

Tell the class that they are going to listen to the interview again. This time they listen and take notes of the advantages of using emojis that the professor mentions.

•

Play the recording at least twice again.

•

Ask learners to pair up with a partner and compare notes. They discuss any differences.

•

Check as a class.

Answers According to the professor, the advantages of using emojis are: everyone can understand them; it’s quick to send a message with an emoji; emojis make communicating easy so people are communicating more; emojis don’t replace words and sentences, they add to them; emojis help us to express ourselves.

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6 Work in groups. Discuss these questions (15–20 minutes) •

Ask learners to work in groups. They read the questions and discuss them.

Differentiation idea: Ask learners to take a few minutes to reflect on the questions. They make notes of their ideas. This will help less confident learners when they have to give their opinions. They can use their notes as help. When they have finished, ask groups to appoint a spokesperson. Groups share their opinions with the class.

Answers Learner’s own answers.

Consolidation (10–15 minutes) Bring a large sheet of poster paper and ask learners to write a sentence or two about what they liked most about the lesson. They can include an emoji.

Homework ideas •

Learners use the notes they made in class to write a short paragraph about what they think about emojis. They may include their family’s ideas about them.

•

Home–school link: Learners ask parents and other relatives what they think about using emojis.

•

Plenary ideas

Workbook

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

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1.5 Social studies: Beyond words LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.04, 8Lo.01

• Listening: Listen and understand people’s opinions.

8Sc.02, 8So.01

• Speaking: Talk about the importance of non-verbal communication across cultures.

• Learners can read and understand an article about nonverbal communication.

• Reading: Read about gestures and other kinds of body language in different cultures.

• Learners can listen to each other’s opinions respectfully.

8Rd.01, 8Rd.04

• Learners can talk about the importance of non-verbal communication across cultures.

8Wca.04

• Writing: Write notes, complete sentences.

8Uv.05

• Language focus: abstract nouns to describe human interaction, e.g. friendliness, confidence

• Learners identify and use abstract nouns.

21st-century skills

• Vocabulary: confidence, confusion, embarrassment, friendliness, impatience, insanity, receptiveness, body language, gesture, touch, aboriginal, low/high-contact culture

Critical thinking: Examine possible solutions to a given problem and state how effective they are. Collaboration: Use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening, provide justification for their ideas or suggestions. Communication: Can use simple techniques to start, maintain and close conversations of various lengths.

Learning to learn: Use notes to construct original output, use a learner’s dictionary (monolingual or bilingual) and other reference resources to enhance their knowledge of vocabulary. Values: Understand the contribution of different cultures to learners’ own lives. Accepting others and showing respect for cultural differences.

Materials: Learner’s Book pages 20–21, Workbook pages 16 and 20–21, dictionaries or access to online dictionaries

Starter ideas

as mad, how much, this one, come here, not sure, don’t like, etc. Elicit ideas from the class.

Non-verbal communication (10–15 minutes) •

Tell the class that you are going to make some gestures and that they have to say what you mean. Make a few gestures learners may understand, such

•

Ask the class how they know what you mean. Elicit the concept of ‘body language’ and ‘non-verbal communication’.

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•

Ask the class what they think ‘non-verbal communication’ is. Elicit ideas. Help with additional vocabulary as necessary.

•

You may wish to write any new words on the board for future reference. Focus on the lesson. Ask what the relationship is between the title and the concept of non-verbal communication.

•

Ask them if they think there are differences across cultures in the way non-verbal communication is used. You may show some gestures that are common in other parts of the world and ask if they mean the same (or anything at all!) in their culture.

Main teaching ideas

1 What is the purpose of the newspaper article opposite? (15–20 minutes)

Focus on the headline and ask them what they think the article is about. What kinds of non-verbal language is the article going to refer to? How do they know? (The section titles.) Elicit ideas. Ask the class to read and decide what the purpose of the article is. Check as a class.

CROSS-CURRICULAR LINK Social studies: You may wish to direct learners to appropriate websites, such as verywellmind, and show them examples of non-verbal communication. You may wish to also explain how the tone of voice and intonation can convey different messages. Say, for example, I’m here in different tones of voice and elicit learners’ ideas.

Use of English

Abstract nouns (10–15 minutes) •

Read the Use of English box with the class. Read the examples and add more some more.

•

Focus on the different suffixes: -ness, -ment, -ion, -ence, -ity. Explain that these suffixes are used to make abstract nouns.

•

Ask learners to work in pairs. They read each scenario and take it in turns to act out and respond.

•

2 Work in pairs. Act out each scenario. Respond in the correct way. (10–15 minutes)

CROSS-CURRICULAR LINK

Languages: Ask learners if they ever read online or printed newspapers. What differences, if any, do they find between them? Ask learners to reread the article. Discuss how the article is laid out (an introduction under the headline and four sections). Ask them what the purpose of each section is. How would they summarise the main idea of eachsection? Discuss the usefulness of dividing a text into paragraphs and tell them to use this concept when they are writing their own texts.

Answers Learner’s own answers.

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

3 Find abstract nouns in the article in Exercise 1 to match these adjectives. (15–20 minutes) •

Ask learners to reread the article and find abstract nouns to match the adjectives.

•

When they have finished, check as a class.

•

Ask them if they can add more abstract nouns to the list.

•

Dictionary skills: Bring dictionaries to the class or use online dictionaries. Ask the class to find more abstract nouns for each category.

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•

Draw a table on the board with the following categories: noun, adjective, verb, adverb.

•

Ask learners to get together in groups and discuss the questions. Set a time limit.

•

Ask learners to work in pairs or small groups and build word families for the words they have found.

•

When groups have finished, they share their conclusions with the class.

•

Ask volunteers to fill the chart on the board and ask the class to copy it into their notebooks.

Answers a friendliness b embarrassed c impatience

Assessment idea: Plan how much time you will give the exercise. Ask groups to appoint an observer who will provide assessment of the group’s work. Provide or create a set of criteria with the class, for example respect turn-taking, participate actively in conversation, encourage other group members to contribute, listen attentively, explain opinions and ideas clearly, etc. As groups work through the questions, the observer will make notes of the group’s performance.

d confusion e confidence f silence

4 Choose an appropriate adjective or abstract noun from Exercise 3 to complete these sentences. (5–10 minutes) •

Ask learners to read the sentences. They look at the adjectives and abstract nouns in Exercise 3 and complete the sentences.

•

When they have finished, check as a class.

Plenary ideas

Consolidation (10–15 minutes) •

As a class, discuss kinds of jobs where it is important to know about differences in non-verbal communication across cultures and countries. Encourage learners to give reasons.

Differentiation idea: More confident learners can make their own sentences using these and other abstract nouns they may have found in dictionaries in Exercise 3.

After the group has finished the exercise, the observer will provide feedback. The group can then discuss the feedback and think of ways in which they can improve.

Answers a friendliness b silence c embarrassed d confusion e impatience f confidence

5 Values. Work in groups. Look at the words in the Social studies key words box and discuss these questions. (15–20 minutes)

Focus on the words in the box. Ask learners to explain the meanings in their own words.

• •

Ask learners to read the questions and think about the answers.

•

Values: If you have a multicultural class, encourage learners to consider the contribution of the different cultures to their own lives. How can they better understand other cultures? Emphasise the importance of accepting others and showing respect for cultural differences.

Assessment idea: In a class discussion, groups share their perceptions of their work against the set of criteria they used in Exercise 5. Have other groups had similar difficulties? How can they help each other improve?

Homework ideas •

Learners write a short script for a dialogue between two imaginary people introducing opportunities for different kinds of non-verbal communication features.

•

Then, they can video record themselves playing both parts and using the correct features.

•

They can show the video to the class the following day.

Differentiation idea: Ask less confident learners to make notes to help them in the discussion.

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•

Home–school link: Learners share the article they have read for the lesson with their family. Are there differences between what non-verbal communication adults and younger members of the family use?

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

1.6 Talk about it: An A to Z of idioms LEARNING PLAN Learning intentions

Success criteria

8Ld.01, 8Ld.02

• Listening: Listen to conversations and understand the meaning of idioms.

8Sc.04, 8Sc.05

• Speaking: Role-play conversations using idioms.

8Rd.04

• Reading: Read idioms and match to meanings.

8Wca.02, 8Wor.03

• Writing: Write conversations using idioms.

Learning objectives

• Learners can listen and understand conversations. • Learners can understand the meaning of idioms. • Learners can write conversations using idioms. • Learners can role-play conversations using idioms.

• Language focus: idioms

21st-century skills

Critical thinking: Compare idioms in own language and in English.

Creative thinking: Develop new content based on models, act parts in role-plays or dramas. Collaboration: Give supportive feedback to other learners’ comments Communication: Use facial expressions and eye contact appropriately to support verbal communication.

Learning to learn: Participate sensibly and positively in learning activities in class.

Materials: Learner’s Book pages 22–23, Workbook page 17, A3 sheets of paper or card and drawing materials, Photocopiable 3, Photocopiable 4

Starter ideas

Videos galore (10–15 minutes) •

•

If learners have done the homework exericse, ask them to show their recordings and explain what they have done. Publishing idea: You can organise a video club session with another class. Learners show their

videos to the guest class and explain what they have done. The guest class can have an awards ceremony and vote for the most interesting/funniest/ best special effects, etc.

Word family games (20–25 minutes) Learners do Photocopiable 3.

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Main teaching ideas

•

Language tip (5 minutes) Ask the class: If something happens ‘once in a blue moon’, what do you think this means?

•

Help with additional questions: Have you ever seen a blue moon? Is it common to see a ‘blue moon’?

•

Explain that this is an idiom. Focus on the language tip box and read the explanation together.

•

Ask learners if there are idioms in their language. Can they give some examples? What do these idioms mean?

•

Tell learners that they are now going to learn about idioms in English.

1 Read the A to Z of idioms. Can you guess what some of them mean? (10–15 minutes)

•

Ask learners to work in pairs and read the idioms. Are there any they know? Can they guess what they mean? Read and discuss the meanings. Elicit ideas.

Then, learners share their explanations in an open-class discussion.

2 Match each picture to an idiom.

Ask learners to look at the pictures and match them to an idiom.

•

Elicit the answers. Encourage learners to justify their decisions.

•

Answers a I was over the moon. b on the one hand … on the other hand c It’s out of this world! d It’s a zoo out there!

Download the audio transcript on Cambridge GO.

Answers Learner’s own answers.

4 Work in pairs. Explain these idioms in your own words. (15–20 minutes) •

Ask learners to work in pairs. They read and discuss the meanings.

•

Then, share their explanations as an open class.

•

You might want to divide up the idioms in Exercise 4, giving two or three to each pair to work on. Then they share their ideas with the class.

•

Differentiation idea: With less confident groups, you may wish to play each mini conversation twice if necessary. Pause and ask learners what they think the idiom means.

•

Then ask them to think of an equivalent in their own language. How similar or different are they?

3 Listen. Answer these questions about each of the idioms. (15–20 minutes) •

Tell learners that they are going to listen to mini conversations where the A to Z of idioms are used. They listen and work out the meaning.

•

Pause after each group of six idioms and ask questions a and b.

•

Play each mini conversation in turn. Pause and ask learners what they think the idiom means.

Differentiation idea: Ask less confident learners to write down their definitions or explanations before they share them. The notes will help them speak more confidently. More confident learners may create a fill-in-the-blanks exercise with these idioms. Then they exchange the exercise with another pair and complete it. Answers a It’s very easy. b It wasn’t going well and then it became even worse. c It was easy. d You’ve done or said something that is going to upset or offend someone. e There’s no way of knowing what will happen. f I have no idea at all. g I was very happy. h It’s very annoying. i He was really annoying.

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5 Match the idioms to the explanations. (30–45 minutes) •

Still working in pairs, ask learners to read the idioms and the explanations and match them.

•

Then check as a class.

•

Give groups a copy of Photocopiable 4. Learners play a snakes and ladders-style board game in groups of four. They use the idioms to talk about situations they or other people have been in.

•

Play idioms charades. Write the A to Z idioms on slips of paper. Ask learners to choose a slip of paper and act out the idiom in front of the class. The class tries to guess the idiom.

•

Reflection: As a class, learners discuss what they have found the most difficult in this lesson.

•

How do they think they can remember idioms more easily? Which idiom do they like most? Which is the funniest?

Homework ideas

6 Listen again. Work in pairs. Choose six idioms you like and write six short conversations to include them. Then practise your conversations and act them out in front of the class. (40–45 minutes) •

Tell learners to choose six idioms and write six short conversations using the ones in the lesson as a model.

•

Play the recording again.

•

Learners write the conversations.

•

Learners choose two or three idioms. They make a picture for each to illustrate the meaning and write the idiom.

•

Publishing idea: The following class, you may collect all the pictures and have learners make an idioms booklet.

•

Home–school link: Learners can teach some of the idioms to their family and act out the conversations they have created.

Consolidation (15–20 minutes)

Answers 1 e 2 g 3 f 4 i 5 a 6 b 7 h 8 d 9 c

Plenary ideas

For further explanation and practice, learners do Workbook page 17.

Assessment idea: When they have finished, they may exchange them with another pair and comment on each other’s work, for example the conversation clearly illustrates the idiom, it’s easy to understand what the idiom means, the conversation sounds natural, etc. Learners make changes if necessary.

Workbook

Answers Learner’s own answers. •

When learners are happy with their final draft, they rehearse their conversations. Remind them to use non-verbal communication features where needed.

•

Then ask volunteers to act their conversations for the rest of the class.

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1.7 Write about it: Improve your writing LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Rd.01, 8Ro.01

• Reading: Read a model letter, read and understand the functions of each paragraph, read and match questions to paragraphs.

• Learners can read and understand the functions of paragraphs in a letter.

8Wca.02, 8Wca.03, 8Wca.04, 8Wor.03, 8Wc.02

• Writing: Write a letter following a model, spell words correctly, use correct punctuation, use correct layout for a letter, organise ideas into paragraphs.

• Learners can write a letter following a model.

• Learners can use correct spelling and punctuation.

21st-century skills

• Learners can organise ideas into paragraphs.

Critical thinking: Assess strengths and weaknesses of possible solutions.

Creative thinking: Employ new ideas and content in solving a task or exercise.

Collaboration: Make contributions that are on task and explain them fully.

Learning to learn: Recognise areas of strength or weakness in learning the subject.

Materials: Learner’s Book pages 24–25, Workbook page 22, copy of a formal letter to show or enough copies to share with groups

Starter ideas

Main teaching ideas

Writing letters (10–15 minutes)

1 Work in pairs. Read the letter on the opposite page. Match each paragraph of the letter to the questions below. (10–15 minutes)

Ask the class if they have ever written a letter. When do we write letters? For example, to ask for information or to apply for a job. Who do we usually write letters to? For example, companies, school authorities.

•

Share a copy of a formal letter with the class and ask learners what the layout of the letter is, for example the sender’s address at the top, the address of the person receiving the letter on the left hand side, the date, the greeting — Dear Sir or Madam, or the title Ms, Miss, Mrs or Mr followed by the name of the person to whom you are writing, the body of the letter, closing phrase, for example Yours faithfully or Yours sincerely, and the signature.

•

Focus on the task. Read the task with the class and brainstorm the kind of information they would like to ask from a school that offers exchange language programmes. Elicit ideas and write them on the board.

•

Tell the class that they are now going to read a sample letter and analyse how the body is organised.

•

Ask learners to work in pairs. They read the sample letter and match the questions to the correct paragraph.

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•

2 With your partner, discuss how you will answer the questions in Exercise 1. (10–15 minutes) •

Still working in pairs, learners read the questions and discuss how they will answer them in their own letters.

•

Ask them to make notes of their answers. Tell them to write as many ideas as they can think of. They will have time to choose the most useful later. When they have finished brainstorming ideas, ask learners to reread the task and decide which ideas they will use. Explain that it is important to reread the instructions to stay on task.

3 Using your answers and following the model letter on the opposite page, write a draft of your own letter. (25–30 minutes)

•

When learners get their work back from their partner, they write the final draft.

•

Once they have finished, volunteers can read their letters to the class.

•

Select some of the learners’ letters to display in the classroom, choosing those that show a variety of positive reasons for learning languages.

•

Publishing idea: If the school has a website where learners can upload their work, you may ask the class to upload the letter to the site. Alternatively, you may wish to start a class blog or website where learners can upload class work and projects.

Plenary ideas

Consolidation (20–25 minutes)

As a class, discuss what elements a successful letter like the one they have to write should have, such as use the right style of writing and language. In this case, it should be fairly formal, use paragraphs, check for correct spelling and use of tenses, use the correct heading and sign-off phrases, and include all the necessary information: what language or languages they have studied, what languages are on offer at the school, their experience of learning a foreign language, when they started learning, for how long they have been doing it, what they enjoy about it, why they think it’s useful/important, etc.

•

5 Write the final version of your letter. (15–20 minutes)

•

Assessment idea: Ask learners to pair up with a partner. They exchange their letters and use the checklist in this exercise to comment on each other’s work.

Check as a class. Ask learners to justify their decisions.

•

As a class, make a list learners can then use to assess their work.

•

Learners write the first draft of their letter using the letter on page 25 as a model.

4 Check your letter. (10–15 minutes) Critical thinking opportunity: When learners have finished writing their first draft, ask them to check their work against the list of elements they wrote as a class. What are the good and the weak points of their letter? Have them make corrections, add or change as necessary.

•

Ask learners to work in small groups. Give each group a large sheet of paper, A3 or larger, and ask them to create a poster advertising the school language exchange programme. Ask them to include a slogan or catchphrase to make people really interested.

•

When they have finished, display the posters around the class.

•

Ask the class what they have found the most difficult in this lesson. How can they overcome the difficulties?

Homework ideas •

Learners ask a partner for a copy of their letter. They reply to the letter as if they were a learner from the exchange school.

•

Home–school link: Ask parents or older siblings about their experience of learning languages. What have they found the most interesting? And the most difficult? Workbook For further explanation and practice, learners do Workbook page 22.

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1.8 Project challenge LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Sc.02, 8So.01, 8Sor.02

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

• Learners can discuss aspects of a project.

8Wca.02, 8Wca.04, 8Wor.03

• Writing: Brainstorm ideas, organise ideas, plan a guide, write notes, write a guide, write a lesson plan.

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

• Language focus: revision of Unit 1 • Vocabulary: revision of Unit 1 21st-century skills

• Learners can teach a class.

Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model.

Collaboration: Work with others to plan and execute class projects.

Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning.

Materials: Learner’s Book pages 26–27, internet access, printer, sheets of paper and drawing materials to make word cards (optional), dictionaries (online or hard copies)

Starter ideas

A quiz (20–25 minutes)

Divide the class into small groups. Ask the groups to write ten quiz questions about the unit.

• •

When they have finished, they exchange their quiz with other groups and work to solve the exchanged quiz.

Main teaching ideas

You may wish to video-record groups as they are working as well as record their presentations.

Project 1: A guide to non-verbal communication (45–60 minutes) •

Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.

Tell learners that they are going to write a guide to non-verbal communication in their country for visitors of their own age.

•

Tell them to use the article in Lesson 1.5 as a guide.

•

Have learners choose and get together in small groups with other learners who have chosen the same project.

Remind them that it is very important to plan their article. Go through the steps as a class.

•

Provide additional explanations if necessary.

•

Tell the class that they are going to work in groups or pairs to do a project.

•

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•

You may wish to bring some dictionaries to the class in case learners need to look up words or, if conditions permit, they can use a Cambridge Online Dictionary, for example the Cambridge Essential English Dictionary or a bilingual dictionary.

they have included all the information they wanted.

1 Work in groups. Discuss what you will include in each of the following sections. Learners get together in groups.

•

They read the sections and brainstorm what they will include in each.

•

If you have visited websites with the class, remind learners to revisit them for information and ideas.

•

Once they have finished their brainstorming sessions, group members choose the ideas that are most appropriate.

•

When this step is finished, learners write a final version, taking into account the comments and corrections made by their peers.

7 Write a final version. •

Once they have finished revising their work, learners write the final version.

•

They decide what visuals, if any, they will use to accompany the guide.

Reflection •

Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.

•

You may wish to have an open-class discussion.

•

Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).

They begin writing the notes for the guide.

2 Remember you can use abstract nouns, such as friendliness, embarrassment and impatience.

Remind groups of the language they can use in the project.

•

You may wish to ask learners to show their draft to other learners and ask them to comment on and proofread it.

•

Differentiation idea: Less confident learners may benefit from going back to the relevant lessons and revise the language and vocabulary they have learned.

•

3 Can you use any of the following words and phrases?

Learners reread their notes and decide where they can include the words and phrases listed in this exercise.

4 Decide how you’re going to present your guide. •

•

Group members discuss each option, such as they resources they need, resources available, share of work, etc. and decide which the best option is.

Groups write the first draft of the guide.

6 Check what you have written for spelling, punctuation and grammar. •

You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.

Project 2: Learn a new language! (45–60 minutes) Tell learners that they are going to research a language they don’t already know and teach ten to fifteen words and simple phrases to their classmates.

1 Work in groups. Decide on a language and give your reasons. •

Remind learners of what they learned in Lesson 1.1 and the languages they discussed at the beginning of the unit.

•

Ask groups to discuss and decide what language they will choose and why.

They give reasons for their choice.

5 Write a draft of your guide. •

•

Once they have finished the first draft, group members revise it, checking for punctuation, grammar and spelling. They also check that

2 Choose the words and phrases you want to teach. How will you choose them? •

Learners read the words and phrases in the table. Would they like to use those or will they choose different ones?

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•

Ask groups to write a list. What criteria will they use to decide? For example, how nice they sound, how useful they are, etc.

3 Make sure you know how to pronounce the words. You can use language websites on the internet to help you.

•

Once groups have decided which words and phrases they will include, they search for the equivalents in the chosen language. They search the internet to find how they are pronounced. If you have visited suitable websites at the beginning of the unit, you may remind learners to revisit them for information and help.

Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.

Homework ideas •

Learners make a small poster with pictures of some of the examples of non-verbal communication they included in their guide.

•

If learners have done Project 2, have them write a short paragraph about how well their classmates learned the new words.

•

Plenary ideas

4 Decide how you will teach the words to your classmates.

As a group, learners decide what the best way to teach the words will be.

•

They may take your own model of teaching as an example.

•

They prepare the resources they need for the class and decide what role each group member will have.

Home–school link: Learners can show the recording of their work to the family and explain what they have done.

•

5 Teach the class your words and phrases. Then ask them to complete the checklist to evaluate your lesson.

They teach the class.

Reflection

•

You may wish to have an open-class discussion.

•

Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).

•

You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section

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1.9 Read and respond: Poetry LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Rm.02, 8Rd.01

• Reading: Explore poetry, read a poem about languages, read a tongue twister and a limerick.

• Learners can read and understand a poem, a tongue twister and a limerick.

8Sc.03, 8Sc.05, 8Sc.03, 8So.01

• Speaking: Recite a poem, say a tongue twister, say a limerick, give opinions.

• Learners can recite a poem.

8Wca.01, 8Wca.02, 8Wor.03

• Writing: Answer questions, complete a limerick, write verses for a poem.

• Learners can say a limerick.

• Language focus: rhyming words

• Learners can create new verses for a poem.

21st-century skills

• Learners can say a tongue twister.

• Learners can discuss a poem, a tongue twister and a limerick.

Critical thinking: make inferences and draw conclusions

Creative thinking: develop new content from existing models

Collaboration: make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions

Values: accepting others and showing respect for other cultures.

Materials: Learner’s Book pages 28–30, Workbook page 23, copies of different poems to share with the class, map of the world, internet access (optional)

Starter ideas

Poems, poems (15–20 minutes) •

•

Ask the class: What is a poem? Draw a spidergram on the board. Write the word ‘POEM’ in the hub and brainstorm words, phrases, feelings or associations that come to mind when thinking about poems and poetry. Ask learners if they like reading poetry. Encourage them to explain why or why not. Of those who do, do they read poetry frequently? What kinds of poems do they read? Do they remember any particular poem they have read? Do they have a favourite poet? Ask: What do poets write about? Elicit ideas from the class.

•

Bring a few poems of different types, for example with and without rhyme, love poems, poems about places, etc. Share them with the class and ask learners to choose one they like. Encourage them to say what they like about it.

Main teaching ideas 1 Read and listen to the poem ‘I Speak the Language’. How many languages are mentioned? (10–15 minutes) •

Tell the class that they are going to read a poem about languages. What do they expect to find in a poem about languages? Elicit ideas.

•

Ask learners to read the poem and find the languages that are mentioned. Elicit the answer.

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CROSS-CURRICULAR LINK Geography: Ask learners to locate on the map the countries where those languages are spoken. What do learner know about the culture of those countries? Would they like to learn more about them? Why is it important to learn about other cultures? Emphasise the importance of accepting others and showing respect for other cultures.

Answers Eight languages are mentioned.

4 Find out how to say ‘hello’ in two more languages. Write another verse for the poem. (15–20 minutes) •

Ask learners to reread the poem. Ask: Can you add more ways of saying hello? Ask learners to search the internet and find more ways of saying hello in other languages.

•

Have learners work in pairs or groups of three. They choose two languages and find how to say hello.

Download the audio transcript on Cambridge GO.

Answers Learner’s own answers.

2 Values. Read the poem again and answer the questions. (15–20 minutes) Ask learners to read the poem again. Then they answer the questions individually.

•

When they have finished, ask them to pair up with a partner and discuss their answers.

•

Check as a class.

Then they complete the associations and write another verse for the poem.

Differentiation idea: More confident learners may brainstorm a few more possible associations and then choose the ones they like most and write another verse. Answers Learner’s own answers.

•

CROSS-CURRICULAR LINK

Modern languages: Ask the class: Is your language (or are your languages) included in the poem? If it’s not, how do you say hello in your language(s)? Can you add it to the poem?

5 Read and listen to the first tongue twister, ‘Shop Chat’. (15–20 minutes) •

Remind the class of what tongue twisters are. Do learners remember any tongue twisters they have learned?

•

Bring a few examples and challenge the class to say them as quickly as possible, for example:

Answers a There are eight words to say ‘hello’. b Because it’s a greeting that everyone uses. c Learner’s own answers.

3 Work in pairs. Look at the second pair of lines and the whole of the last verse. Why do you think the poet has chosen those images? (15–20 minutes) Critical thinking opportunity: Still in pairs, ask learners to read the examples and discuss the answer to the question. Help learners find the associations between the words in each of these verses. Then, discuss as a class.

•

She sells seashells by the seashore.

•

How can a clam cram in a clean cream can?

•

Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?

•

How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood. As a woodchuck would if a woodchuck could chuck wood.

Focus on the tongue twister. Ask learners to read it aloud. Can they say it really quickly? Have a few volunteers try.

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•

Then tell the class that they are going to listen to the tongue twister. Play the recording at least twice.

•

Can learners try again now?

Download the audio transcript on Cambridge GO.

6 Work in pairs. Identify all the items in shop. (10–15 minutes)

•

Check as a class.

•

Ask the class: What sounds are repeated in this tongue twister? Can you add more words with similar sounds? Elicit ideas.

•

Focus on the limerick and ask the class: What is a limerick? Can learners come up with an explanation? For example, it’s a five-line poem, usually funny, where the first, second, and fifth lines rhyme with each other, and the third and fourth lines rhyme with each other.

Learners work with a partner and identify all the items in the shop.

10 Read and listen to the limerick. Then read it aloud as a class. Make sure you get the rhythm right. (10–15 minutes)

7 Listen to and read the second tongue twister, ‘Toboggan’. (5–10 minutes) •

Ask learners if they know what a toboggan is. Elicit ideas. Focus on the picture. Would they like to have one? What would they use it for?

•

Tell learners to listen to and read the tongue twister.

•

Then they try to say it.

•

Ask learners to read and listen to the limerick. Play the recording at least twice so that they get the rhythm right.

•

Then ask volunteers to say it.

Download the audio transcript on Cambridge GO.

11 Look at the words at the end of the lines. Which words rhyme? (5–10 minutes)

•

Answers There are sounds that are repeated, usually consonants.

Download the audio transcript on Cambridge GO.

8 Work in pairs. Take turns to read the tongue twisters. Start slowly! (10–15 minutes)

Ask learners to work in pairs. They take it in turns to read the tongue twisters. Tell them to start slowly until they are confident enough. Then they can try to say them progressively more quickly.

9 What do you notice about the sounds of the letters in a tongue twister? What makes them difficult to say? (5–10 minutes) Critical thinking opportunity: Now that they have tried saying the tongue twisters, ask learners what they think makes them so difficult to say. What do they notice about the sounds of the letters?

•

Ask learners to reread the limerick and find the rhyming words.

•

Check as a class.

Answers Fritz – splits – bits laugh – half

12 Work in pairs. Complete the limerick. Follow the rhyme scheme of ‘A Daring Young Gymnast’. (10–15 minutes) •

Ask learners to work in pairs. They read the limerick and complete it with rhyming words.

•

Check as a class.

•

When they have finished, ask them to try saying it as quickly as they can.

Answers Suggested answer: A geography teacher called Pat Had two birds, a snake and a cat.

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The cat made a cake which it gave to the snake And the birds tweeted, ‘Well, look at that!’

13 How would you illustrate this limerick? (15–20 minutes)

•

When they have finished they show their work to the class.

2 They can speak two languages.

•

Display the pictures around the class.

3 1 Indonesia, 2 Papua New Guinea, 3 Indian Ocean to north-west of Australia, 4 Australia, 5 South Pacific Ocean

•

As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn?

•

Can they think of ways to overcome the difficulties? Have they tried a strategy to solve the problems? Has it worked? Why do they think so?

5 A pidgin language spoken in Papua New Guinea. 6 It’s an emoji. This one means ‘I’m crying with laughter’. 7 You think someone is mad.

8 It means you arrive at exactly 11.30. 9 Very happy 10 easy

If learners have started a reflection section in their notebooks, you may ask them to write a few sentences about how they perceive their performance.

Homework ideas

Canadian. The other three are both languages and 1 nationalities.

4 Port Moresby

Consolidation (10–15 minutes)

Vocabulary

1 a Cantonese

d Spanish

b Arabic

e Mandarin

c Hindi

Learners look for tongue twisters in their own language and one other tongue twister in English. They take it to the class and challenge classmates to say them.

2 A: I speak French to my mum and Arabic to my dad.

Home–school link: Learners teach the tongue twisters and limericks to the family.

B: Well, my first language is Urdu but I also speak English.

•

Answers General knowledge quiz

Plenary ideas

•

Working individually, learners do the three parts of the test.

Give pairs sheets of paper and drawing materials and ask them to illustrate the limerick.

•

Check your progress

Workbook

For further explanation and practice, learners do Workbook page 23.

B: Oh, so you’re bilingual. A: Yes, that’s right. What about you?

A: You speak English really well. I’d say you’re fluent in English. B: We use English a lot at home and I watch films in English. A: So do I, sometimes with subtitles, so that I can read what the actors are saying. 3 a piece

c nerves

b bad

d neck

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Use of English

Summary checklist

1 a What did they have for lunch? b Which languages do you speak?

•

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 record their ideas and reflections in their notebooks.

c Whose is this book? d How many languages does she speak? e Who won the Science prize? d playing

b Eating

e Learning

c Watching, going

f meeting/seeing

3 a don’t understand

d know

b ’re thinking of

e are they looking at

c Are you having

f doesn’t remember

2 a being

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2 Design and architecture Unit plan Approximate number of learning hours

Outline of learning content

1 Bars, boxes and bottles

Discuss packaging of 8Ld.01–03 everyday items 8Sc.03–05 8Wca.01–02

2 Why is an egg egg-shaped?

Describe imaginary situations using if clauses

3 Design classics

8Ld.02–03 8Sc.01&05 8So.01 8Wca.04 8Ug.10

Learner’s Book Lesson 2.1 Workbook Lesson 2.1 Digital Classroom: video – Learning languages

Learner’s Book Lesson 2.2 Workbook pages Lesson 2.1 Differentiated worksheets 3A, B and C Digital Classroom: presentation – Second conditional Learner’s Book Lesson 2.3 Workbook Lesson 2.3 Photocopiable 5

Talk about the design of buildings and their surroundings

8Ld.02–03 8Sc.01 8So.01 8Wca.04 8Us.03

Learner’s Book Lesson 2.4 Workbook Lesson 2.4 Photocopiable 6 Digital Classroom: presentation – Relative clauses beginning with prepositions

R 2

Resources

Describe objects 8Ld.02–03 and discuss why they 8Sc.01–02 have become design 8Wca.02&04 classics.

4 Just the place

Learning objectives

Lesson

5 Homes in the desert

2.30

Read and discuss an article about building houses from plastic bottles.

8Ld.01–02 8Sc.04–05 8So.01 8Rd.02&04 8Wca.01

Learner’s Book Lesson 2.5 Workbook Lesson 2.5 Photocopiable 7

6 Famous buildings

Ask and answer questions in a quiz about famous buildings

8Ld.02–03 8Sc.04–05 8Rd.01&04 8Wca.01–02

Learner’s Book Lesson 2.6 Workbook Lesson 2.6 Differentiated worksheets 4A, B and C (continued)

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Approximate number of learning hours

Outline of learning content

Learning objectives

Resources

7 Improve your writing

2.15

Write a report about 8So.01 school buildings and 8Sor.02 facilities 8Rd.01 8Wca.02–04 8Wor.01–02 8Wc.02

Learner’s Book Lesson 2.7 Workbook Lesson 2.7 Photocopiable 8

8 Project challenge

Do a project

8So.01 8Sor.01–02 8Rd.01 8Wca.02–04 8Wor.01–02 8Wc.02

Learner’s Book Lesson 2.8

9 Non-fiction

1.45

Read about A History of Pictures for Children

8Sc.01 8So.01 8Sor.02 8Rd.01&03 8Ro.01 8Wca.02–03 8Wc.01–02

Learner’s Book Lesson 2.9 Workbook Lesson 2.8

Lesson

Cross-unit resources Unit 2 Audioscripts Unit 2 End-of unit test Unit 2 Progress report Unit 2 Wordlist

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BACKGROUND KNOWLEDGE

TEACHING SKILLS FOCUS

an inspiration to other travellers like Christopher Columbus. He travelled extensively around China, where he lived for 17 years, which allowed him to see things that had been unknown to Europeans. Vasco da Gama was a Portuguese sailor and explorer. He was probably born sometime in the 1460s in Sines, a seaport on the Alentejo coast, in southwest Portugal. He was first European to reach India by sea in 1497 and the first to sail from Europe to Asia across the Atlantic and the Indian oceans. The discovery of the route to India by sea allowed the Portuguese to establish a colonial empire in Asia. His first trip to India is considered a milestone in world history.

Two questions in Lesson 2.6 mention two important historical figures: Marco Polo and Vasco da Gama. Marco Polo was an Italian merchant and explorer. He was born in Venice in 1254 and travelled along the Silk Road through Asia between 1271 and 1295. The Silk Road is a network of trade routes that connected East and South East Asia with South Asia, Persia, the Arabian Peninsula, East Africa and the south of Europe. Polo was the first to write an account of his expeditions in a book, The Travels of Marco Polo, in which he gave the first comprehensive look into China, Japan, India and other Asian countries, and which served as

In the plenary, learners fill in the last column (L) with ‘What I have learned’. This technique not only helps learners to be aware of how they have progressed during the lesson, but it can help you decide what to do in the next lesson. Exit tickets: Exit tickets are very simple formative assessment tools that help teachers to assess how well learners have understood the content of the lesson. They can be used daily or weekly and can be written on file cards, sticky notes or electronically on tablets or smartphones. It must be remembered that an exit ticket is not a test. It is linked to the objective of the lesson and focuses on a skill or concept that you expect your class to have understood. Exit tickets can take many forms. They can pose different types of questions, for example multiple choice, questions that require a short answer or a couple of sentences, and learners should be able to complete them in just a few minutes at the end of the lesson. Two stars and a wish: This is also a simple but effective way for learners to reflect on the lesson and on what they have achieved. Learners write down two things that went well, for example: Did they complete a task before the deadline? Did they get all the answers right? etc. Then they write a wish about what they would like to achieve in the next lesson.

Formative assessment Plenaries are a brilliant opportunity for formative assessment, where you can summarise learning and get learners involved. Plenaries tend to be used at the end of the lesson, but they can also be used at any stage during the lesson. A good plenary helps you assess both the whole group and individual learners. It is differentiated for every learner, and it helps learners reflect on what they have learned and how. The information you collect helps the class prepare for the next phase of learning. Plenary idea examples Key words: Divide the class into groups of three. Give each group an envelope with a choice of words from the lesson. Learners take it in turns to explain the words to the other group members. Set a time limit, for example one minute. The learner who makes a correct guess chooses the next word to explain to the group. Know-Want to know-Learned (KWL): At the beginning of the lesson, draw a three-column table on a large sheet of poster paper. In the first column (K), learners write ‘What I already know’ (or I think I know) about the topic of the lesson. In the second (W), they write ‘What I want to know’. This may be in the form of questions. When they have completed both columns, put the poster to one side of the board until the end of the lesson.

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CONTINUED Your challenge Look through Unit 2 and highlight opportunities for plenaries other than at the end of the lesson. What sort of exercise would be the most appropriate at that point? As you continue with the following units, tick off the relevant points where you can introduce different plenary activities.

Reflection • What does the plenary tell me about the current performance levels of my class? • What should I do differently to meet the needs of my class?

Common misconceptions How to identify

How to overcome

Learners may omit the partitives, e.g.: I bought a nice short and three T-shirt.

Focus on the sentences and underline the mistakes. Ask questions, e.g.: What is missing here? Is it a pair, a box of shorts? What do we use with items of clothing like jeans, trousers, shorts, etc.?

Make a poster. Ask learners to draw different items of clothing, e.g. trousers, shorts, shoes, jeans, etc. and write a sentence next to each using the correct partitive.

Learners may use cloth instead of item of clothing, e.g. A Kandorah is a long white cloth.

Underline the mistake. Ask: Is this a piece of cloth? Is it a kind of tunic?

Explain the difference. Show pictures and ask, e.g. Is this a piece of cloth, is it an item of clothing? Ask learners to ask themselves this question before choosing the correct words.

Learners may use the wrong tense in the expression ‘If I were you’, e.g.: If I am you, I will join the drama club because I love acting. If I were you, I will join the sports club.

Focus on the sentences and make sure learners understand the meaning of If I were you: What is the speaker doing? E.g. giving advice. What does the speaker mean?

Elicit the correct tense sequence from the class. Practise making sentences, and ask learners to imagine themselves in the position or situation and saying what they would do or how they would react. Ask: How can you say this? Ask learners to underline the correct tenses in the sentences they write.

Learners may omit a piece of when speaking about information, paper, advice, etc., e.g.: The third information was most useful for me. I have a advice for you if you want to buy a computer.

Write a few examples of right and wrong sentences. Ask learners to spot the difference. Ask: What is missing here? Can we say ‘a milk’? ‘breads’? Can we say ‘informations’, ‘advices’?

Misconception

Explain that words such as information, advice, news are uncountable in English. Ask learners how they use these words in their own language and ask them to point out the differences. Ask them to draw a picture that reminds them of the difference, e.g. a big cloud labelled ‘information’ with a detached piece and a label saying ‘a piece of information’.

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2.1 Think about it: Bars, boxes and bottles LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.01, 8Ld.02, 8Ld.03

• Listening: Listen to people talking about food; listen and take notes.

• Learners can listen to and understand a conversation about shopping.

8Sc.03, 8Sc.04, 8Sc.05

• Speaking: Describe items in a shopping basket; speak about things to buy, speak about food.

• Learners can speak about food. • Learners can speak about things to buy.

8Wca.01, 8Wca.02

• Learners can describe items in a shopping basket.

• Writing: Write shopping lists.

• Language focus: partitives with countable and uncountable nouns, e.g. a bunch of bananas, a piece of paper

• Learners can write a shopping list.

21st-century skills

• Vocabulary: bar, loaf, slice, bunch, jar, carton, can, tube, packet, tin

Critical thinking: Compare different types of information (e.g. look for similarities and differences between languages).

Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Speak with suitable fluency, write at a suitable pace. Learning to learn: Take effective notes in class.

Materials: Learner’s Book pages 34–35, Workbook pages 24 and 27–28, photos of different packaged products and buildings that look good and not so good

LANGUAGE BACKGROUND

Words or phrases such as some/a piece/can/slice of, etc. indicate how much of an uncountable noun there is, for example: • a glass of water • a spoonful of sugar • a lot of feathers • a bottle of perfume • a piece of paper

• a rasher of ham • a bar of chocolate. Some uncountable nouns have a plural form. They have no singular forms with the same meaning, and cannot normally be used with numbers. I’ve bought the groceries. NOT ... a grocery/three groceries. Although ‘news’ looks like a plural noun, it is a singular noun and it takes a singular verb.

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CONTINUED The news is good about Jamie. He’s recovering fast. If we want to talk about news as an individual thing, we have to use bit of, piece of or item of: I have an exciting piece of news for you!

Starter ideas 1 Getting started (5–10 minutes) Show the class photos of packaged products. Ask if they like them. Why? Why not? What do they think of the design of the packaging? Elicit opinions.

•

Show pictures of different buildings. Ask learners which they think have a good design. Why? What makes them attractive? Elicit opinions.

2 Shopping (5–10 minutes)

Ask learners if they like going shopping. What things do they like shopping for?

•

Ask them if they like shopping for food. Encourage them to give reasons for their answers.

•

If they like it, what sort of food do they like shopping for? Do they have any favourite brands? What attracts them to a particular product? Does the packaging influence their choice? Elicit ideas.

D •

Focus on the pictures and ask the class: What are the most common items you buy at the supermarket? Encourage the class to name the items from the list.

Main teaching ideas 1 Work in pairs. Describe the items in the pictures using words from the lists. (10–15 minutes) •

Differentiation idea: Less confident learners may match the partitives to the items before attempting to describe the items. The notes will help them feel more confident. Assessment idea: Circulate, listening to learners’ interactions. Take notes of recurrent mistakes for remedial work.

Digital Classroom: Use the video ‘Buildings, shapes and colours’ to introduce the theme and vocabulary of the unit. The i button will explain how to use the video.

•

Critical thinking opportunity: Ask learners if they describe these items using similar expressions in their own language. Are there any differences? Do they have different words for similar things, for example a loaf of bread may have different names depending on the country or the region, in Spain a loaf can be barra or pistola, while in Argentina it’s a flauta.

•

‘A piece of’ is also used with certain uncountable nouns, for example a piece of news/luggage/ advice/information/furniture.

Ask learners to work in pairs. Have them describe the items in the basket using words from the list.

Answers a a bunch of bananas b a bar of soap c a jar of honey d a tube of toothpaste e a carton of orange juice f a loaf of bread g a bottle of water h a slice of cake i a can of cola j a packet of biscuits k a tin of tomatoes l a box of chocolates m a bag of potatoes

2 Listen and check. (10–15 minutes) •

Tell the class that they are going to listen to a conversation. Ask them to listen and say what it is about. Play the recording once. Elicit answer from the class, for example a man has just come from doing the shopping and is talking about it with a woman.

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•

Now tell the class to listen again and check if they have described the items in the basket correctly. Play the recording again, twice if necessary. Elicit answers from the class.

Download the audio transcript on Cambridge GO.

3 Listen again and answer these questions. (10–15 minutes) Focus on the questions. Ask learners to discuss them in pairs.

•

Then check as a class.

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

4 Use partitive expressions to complete the shopping list. (15–20 minutes) •

Learners complete the shopping list using partitives.

•

Check as a class.

Differentiation idea: As an extension and extra practice, you may ask learners to role-play the conversation in the recording. Play the recording again so that learners remember the details. More confident learners may take a few notes to help them remember. You may give less confident learners a copy of the script for them to use when they act out.

•

Workbook

Critical thinking opportunity: Ask learners what they think the relationship is between the man and the woman. Ask which items the woman sounds surprised about and why. What does this tell them about the man?

Answers a a carton of milk b a bottle of vinegar c a box of tissues d a jar of strawberry jam e a bunch of grapes f a carton of yoghurt

Differentiation idea: Less confident learners may need to listen to the recording again before answering the questions. You may also have them write the answers in note form before discussing as a class. Challenge more confident learners to answer the questions without listening to the recording again. Then they can listen and check their answers.

Answers a bananas: small; bread: a large loaf; cake: lemon, with fresh fruit; biscuits: they’ve got fruit and nuts in them b The cake. Learner’s own answer as to why, but possible answer: he only got one slice for himself.

Use of English

Partitives (10–15 minutes) •

Tell the class to look at the Use of English box and focus on the highlighted words.

•

Read the explanations and examples and ask learners to provide some more examples for each category.

•

Focus on the use of partitives with uncountable nouns. Can learners think of some more examples? For example, a glass of juice, a bit of patience, a piece of cheese, a drop of perfume, etc.

•

You may ask learners to write down a few examples in their notebooks

5 Work in groups. Discuss the following. (1–15 minutes) •

Ask learners to work in groups. They read the questions and discuss the answers.

•

Encourage them to be as creative or humorous as they wish.

•

Ask groups to share their ideas with the class.

Plenary ideas Consolidation (10–15 minutes) Play this chain game around the class: A: I went to the supermarket and I bought (a packet of rice). B: I went to the supermarket and I bought (a packet of rice and a loaf of bread). C: I went to the supermarket and I bought (a packet of rice, a loaf of bread and a …)

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Homework ideas

Workbook

Learners write a dialogue between themselves and their parents when writing the shopping list.

For further explanation and practice, learners do Workbook page 24.

Home–school link: Learners ask their parents for the weekly or daily shopping list and write it in English.

•

2.2 Maths: Geometry: Why is an egg egg-shaped?

LEARNING PLAN Learning intentions

Success criteria

8Ld.02, 8Ld.03

• Listening: Listen to a radio programme.

8Sc.01, 8So.01, 8Sc.05

• Speaking: Describe imaginary situations using if clauses, use words for three-dimensional shapes.

• Learners can listen to and understand an interview on a radio programme.

8Wca.04

• Writing: Write notes, complete sentences.

8Ug.10

Learning objectives

• Language focus: second conditional

• Learners can use words for threedimensional shapes. • Learners can give reasons for opinions. • Learners can explain why things come in different shapes.

• Vocabulary: sphere, cube, cylinder, triangular prism, hexagonal prism, square-based pyramid, triangular pyramid, hemisphere, cone

• Learners can describe imaginary situations.

21st-century skills

Critical thinking: Explain why things happen, identify evidence and its reliability.

Collaboration: Build on the ideas of other learners (e.g. by paraphrasing and adding examples, or justification or adding further, related ideas). Communication: Can develop a clear description or narrative with a logical sequence of points. Learning to learn: Recognise areas of strength or weakness in learning the subject.

Materials: Learner’s Book pages 36–37, Workbook pages 25 and 29–30, copies of nets of various shapes from the internet for each learners, scissors, glue or adhesive tape, internet access

LANGUAGE BACKGROUND Second conditional The second conditional is used to describe the possible result or consequence of an imagined

situation in the present or future. We use an ifclause to say what must happen for the present or future situation to be different.

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CONTINUED NOT: If you would decide to travel, …. If I were you is used when you give someone advice. You are describing what you would do in the same situation as the other person. You imagine yourself in their position or situation and what you would do. If I were you, I wouldn’t travel in this weather.

Form: if + past simple/modal verb + verb (should/ would/might/could) If you were more polite to her, you would realise what a lovely person she is. Warning: The past tense in the conditional clause does not indicate past time but a distance from reality. Would is used in the main clause, not in the conditional clause: If you decided to travel, you would need to renew the passport now.

Starter ideas

1 Shapes around us (10–15 minutes)

Critical thinking opportunity: Brainstorm with the class names of shapes they know. Can they spell them? You may also wish to write names of shapes on the board, for example triangle, pentagon, hexagon, and ask learners how the name of the shape helps them know the number of sides – that the prefixes indicate the number.

Answers 1 cube 2 cone 3 sphere 4 hemisphere 5 cylinder 6 square-based pyramid 7 triangular pyramid 8 hexagonal prism 9 triangular prism

CROSS-CURRICULAR LINK

Geometry: How many shapes can they see around them in the classroom or outside in the school garden? Elicit answers. Focus on the questions and discuss as a class. You may wish to have learners ask more questions, for example How many sides does a pentagon have?

Main teaching ideas

1 Match the words in the maths key words box to the 3D (three-dimensional) shapes. (5–10 minutes) •

Tell the class to look at the pictures and the list of shapes. They match the words to the shapes.

•

Check as a class.

Language tip (10–15 minutes) Focus on the examples. Critical thinking opportunity: Ask learners how they would make the adjectives from other shapes, for example triangle – triangular, hexagon – hexagonal, etc. Explain that they can also describe the shape of an object by adding -shaped, for example pear-shaped, in the shape of a pear. Elicit more examples from the class, for example egg-shaped, star-shaped, horseshoe-shaped, diamond-shaped, heart-shaped, V-shaped, L-shaped.

2 A ‘net’ is a pattern that you can cut and fold to make a 3D shape. Match these nets to the shapes in Exercise 1. (20–25 minutes) •

Tell learners to read the explanation of what a net is.

•

They match the nets to the correct shapes in Exercise 1.

•

Check as a class. What helped them decide?

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CROSS-CURRICULAR LINK Geometry: You may wish to search the internet for other ‘nets’ and make copies of the templates on paper or card for learners to make their own 3D shapes. Give each learner a net, scissors and glue or adhesive tape and have them make the 3D shapes.

3 Listen to an extract from a radio programme. Who is being interviewed, and what is she talking about? (10–15 minutes) •

Tell learners that they are going to listen to a radio programme.

•

They listen to an extract from the programme and decide who is being interviewed and what the programme is about.

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

•

Differentiation idea: Ask more confident learners to summarise what was said in the programme. Less confident learners may benefit from your asking a few questions, for example: Is the person interviewed an actor? What’s her job? What sort of book has she written? Is it a novel? the programme about maths? Is it about numbers or shapes? •

Ask learners to listen again and write the answers to the questions.

•

Discuss them as a class.

Critical thinking opportunity: Can learners think of other objects in different shapes? What are the advantages of their shapes? For example, a wheel, a fork, etc. Answers a A sphere and a cone. b A ball; an ice cream cone c A ball is the best shape for throwing and catching. A cone is easy to hold in your hand and when ice cream melts, it is collected in the bottom of the cone.

5 Read the questions sent in by listeners to the radio programme. How would you answer them? (15–20 minutes) •

Ask learners to work in small groups. They read and discuss the questions.

•

Answers a a cube b a cone c a triangular prism d a hexagonal prism

4 Listen again and answer the questions. (10–15 minutes)

Download the audio transcript on Cambridge GO.

•

After a few minutes, have an open-class discussion. Ask learners to justify their answers.

Critical thinking opportunity: This exercise requires learners to observe the objects, apply reasoning skills, speculate and draw conclusions. You may ask them to ask similar questions about other objects and find answers, for example why sugar is in cubes, why windows on panes are rounded. Differentiation idea: Learners can do some research on the internet and in books to find the answers, either in English or in their first language. More confident learners may have enough vocabulary to summarise and explain their findings. However, less confident learners may find a bilingual dictionary useful and they can make notes of the answers before sharing their ideas with the class.

Answers Tracey Hopkins, the author of a book called Geometry in Everyday Life is being interviewed. She’s talking about the geometrical shapes that are around us all the time.

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CROSS-CURRICULAR LINK Science: Ask the class: What is the most common shape in nature? Where can you find it? They can search the internet, for example websites such as Interesting Engineering, and look for the answers, for example the hexagon, in beehives, the eyes of certain insects, geological formations such as Giant’s Causeway.

6 Read the author’s answers. Compare them with what you said. (10–15 minutes) Ask groups to read the author’s answers. How do they compare with theirs? Did they come up with the same explanations?

Use of English

Still in groups, ask learners to read and complete the sentences.

•

Check as a class.

Assessment idea: Ask groups to write two or three second conditional sentences using the sentences in this exercise as a model. They write them on a sheet of paper. •

Collect the sentences and write them on the board.

•

Ask the class to complete them with the correct verb forms.

Answers a If balls were square, they would be hard to catch. b If I had a spaceship, I’d go to the moon. c If everyone liked the same kind of design and architecture, all cities would look the same. d If we didn’t study Maths and Science we wouldn’t be able to understand the world so well. e If umbrellas were square, they wouldn’t fold up so easily. f If your class entered a design competition, what would you make? g If you had a free day tomorrow, what would you do? h If you were an architect, what kind of buildings would you choose to design?

Answers Learner’s own answers.

•

Answers Learner’s own answers.

7 Put the verbs in the correct form in these sentences. (15–20 minutes)

Second conditional (10–15 minutes)

Ask learners to read the notes in the box. Elicit examples from the class. Write some of them on the board.

•

Focus on the questions. Encourage learners to explain what they notice. Ask volunteers to circle the verbs in the sentences in different colours.

•

As a class, invite them to write two rules about how to make second conditional sentences.

•

Ask learners to work in pairs. They read and discuss the answers to the questions.

They copy the rules and the examples in their notebooks.

•

Ask them to make notes of their answers and justify them.

•

You may wish to direct them to suitable websites where they can find information.

•

Check as a class.

•

As an extension, learners can write their answers to the questions in this exercise using the explanations in Exercise 6 as models, and using the Use of English box text where appropriate. This will give practice in writing explanations for science-based topics. They can speculate why a rugby ball and an American football are ovoids not sphere, for example.

•

Digital Classroom: Use the grammar presentation ‘Second conditional’ to revise the second conditional. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 29–30.

8 In pairs, ask and answer these questions. (15–20 minutes)

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And what would happen if the puck in ice hockey was spherical rather than biscuit-shaped? •

Learners do Differentiated worksheet 3A, B or C.

Plenary ideas Reflection (15–20 minutes)

Homework ideas •

Learners look for information about the most common shape in nature, the hexagon, and make a poster with images of where the hexagon is found around us.

•

Home–school link: Learners share with the family what they have learned about shapes. Workbook For further explanation and practice, learners do Workbook page 24.

Critical thinking opportunity and assessment idea: Ask the class reflection questions, for example What have you learned today? What didn’t you understand? How can you use what you have learned outside the English class? Allow them a few minutes to think and write their answers in the reflection section of their notebooks if they keep one, or on a sheet of paper. Then have an all-class discussion.

2.3 Talk about it: Design classics LEARNING PLAN

Learning intentions

Success criteria

8Ld.02, 8Ld.03

• Listening: Listen and understand descriptions of objects, listen for detail.

• Learners can listen to and understand descriptions.

• Speaking: Describe objects, discuss why they have become design classics, ask and answer questions about design classics.

8Sc.01, 8Sc.02

Learning objectives

8Wca.02, 8Wca.04

• Writing: Write notes, write descriptions.

• Learners can discuss why some objects have become design classics. • Learners can ask and answer questions about design classics. • Learners can write descriptions.

• Vocabulary: sideways, originated in, original version, made in a particular shape, heart-shaped, star-shaped, square-shaped, standard symbol

• Learners can describe objects.

21st-century skills

Critical thinking: Distinguish between main and supporting arguments. Collaboration: Make contributions that are on task and explain them fully. Learning to learn: Recognise areas of strength or weakness in learning the subject (e.g. for different skills in English), plan for improving subject skills and/or knowledge by thinking about what could have been done better.

Materials: Learner’s Book pages 38–39, Workbook page 26, Photocopiable 5, internet access, encyclopedias

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Starter ideas 1 Partitive dominoes (10–15 minutes) Learners play the game in Photocopiable 5.

2 Great design! (10–15 minutes) Show photographs of everyday objects with different designs.

•

You may show photos of designer chairs and ask learners what they think is good about them.

•

Ask learners to give an example of an everyday object that they think is well designed. What’s good about its design?

•

Focus on the pictures in the lesson and ask learners to name them.

•

Ask learners what they think a design classic is. Elicit ideas and then read the explanation.

•

Ask the class if they think these objects have a good design. Why? Who do they think designed them? Can they think of any design classics?

1 Listen and match the descriptions to the objects. (10–15 minutes) •

•

Tell the class that they are going to listen to descriptions of the objects in the photos. They listen and match the descriptions to the objects.

Ask learners to read through the words and phrases and make sure they know what they mean.

Differentiation idea: You may play the recording again and ask less confident learners to put up their hand every time they hear one of the phrases. This will also help them remember the information. •

Ask learners to work in pairs. They take it in turns to describe the design classics. Tell them to use the words and phrases in the boxes.

3 Find out about one of the design classics in the pictures on this page. Use these questions to help you. (20–25 minutes) •

Ask learners to choose one of the designs in the pictures.

Main teaching ideas

•

2 Work in pairs. Describe the design classics in the pictures. Use the adjectives and expressions in the boxes to help you. Say why you think each one was successful. Listen again if you need to. (15–20 minutes)

Play the recording at least twice. Elicit the answers.

Assessment idea: You may ask a few questions to ensure learners have understood the information, for example Where were these sandals first worn? What was designed in 1932? etc.

Download the audio transcript on Cambridge GO.

Answers 1 b, 2 c, 3 d, 4 a

•

They can then get together in groups with learners who have chosen the same design classic.

•

They research the design classic. They may look for information in books or on the internet.

Critical thinking opportunity: Tell learners that they will find plenty of information. They don’t need to include all of it. Tell them to select the information they really need by using the questions. Differentiation idea: More confident learners may make a summary of the information they have found without using the questions. They may also write a short article including additional information that they think might be interesting. Less confident learners may use the questions as help to organise the information. They may write simple answers to the questions instead of writing a short article. •

They make notes of the answers, for example: This was designed in Germany in the 1930s by Ferdinand Porsche. It was very popular because it was practical and it wasn’t expensive. It gets its nickname, the Beetle, from its unusual shape. It has been manufactured and used around the world for 80 years. It’s been everything from a taxi to a fashion icon!

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Plenary ideas

Answers Learner’s own answers.

Consolidation (15–20 minutes)

4 Work in groups. Ask and answer questions in Exercise 3 about the design classic you researched (25–40 minutes) Ask learners to get together in groups formed of at least three learners who have each researched a different design classic. In this way, the interaction will be meaningful as they will really need to ask for information.

•

Group members take it in turns to ask and answer the questions about each design classic.

•

When they have finished, learners return to their original groups and share the information they have learners with their partners.

Give them an exit ticket and ask them to write down their reflections. You may choose one or two questions for them to answer, for example: What did you find the most difficult to do? What can you do next time to improve?

Homework ideas •

Learners use the information they collected from other groups to write a description of one of the design classics.

•

Home–school link: Learners share with the family what they have learned about design classics.

•

Assessment idea: Ask learners what they have enjoyed most about this lesson. What did they find the most interesting? What would they like to find more about?

Workbook

For further explanation and practice, learners do Workbook page 26.

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2.4 Think about it: Just the place LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.02, 8Ld.03

• Listening: Listen to and understand descriptions of buildings, listen for detail.

• Learners can listen to and understand the detail of descriptions of three buildings.

8Sc.01, 8So.01

• Speaking: Talk about the design of buildings and their surroundings.

• Learners can talk about the design of buildings and their surroundings.

8Wca.04

• Writing: Join sentences.

8Us.03

• Language focus: relative clauses beginning with prepositions

• Learners can use relative clauses beginning with prepositions. • Learners can describe buildings.

• Vocabulary: average temperature, hilly landscape, penthouse apartment, façade, skylight windows, curved roof, brick walls, traditional, log cabin, built by hand

21st-century skills

• Learners can use vocabulary related to buildings.

Critical thinking: Make inferences and draw conclusions.

Collaboration: Provide justification for their ideas or suggestions. Communication: Speak with suitable fluency.

Materials: Learner’s Book pages 40–41, Workbook pages 31 and 34–35, Photocopiable 6, photographs of different buildings and their environments (internet), poster paper, map of the world

LANGUAGE BACKGROUND

Relative clauses beginning with prepositions Sometimes, we need to use prepositions in relative clauses, and a relative pronoun is the object of that preposition. In these cases, the preposition goes at the end of the relative clause. In formal English, the preposition goes before the relative pronoun and the pronoun can’t be omitted.

Formal: Do you know the man to whom Julia is talking? Informal: Do you know the man (that) Julia is talking to? Formal: The music to which she listens is good. Informal: The music which/that Julie listens to is good.

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Starter ideas

CROSS-CURRICULAR LINK

1 Buildings (10–15 minutes) •

Have a brainstorming session with the class. Elicit as much vocabulary related to buildings as possible. Write the words on the board.

•

Put up a large sheet of poster paper and make a spidergram. Write BUILDINGS in the hub and ask learners to organise the vocabulary into areas, for example types of buildings, materials, rooms, names of famous buildings, etc. Keep the poster on one side of the board for future use.

•

Show photographs of interesting buildings that are an example of integration with their environment, for example Beichuan Earthquake Museum in Sichuan, China, Frank Lloyd Wright’s Fallingwater in Pennsylvania, USA or the Botanic Gardens Visitor Centre in Cairns, Australia.

Download the audio transcript on Cambridge GO.

2 Work in pairs. Which materials were used for each of the buildings in the photos? (10–15 minutes) •

Ask learners to read the list of materials. They work in pairs and decide which were used for the buildings in the photos.

•

Geography: Show a map of the world and ask learners to find the places mentioned in the recording.

Ask learners if they like the buildings. Are they interesting? What makes them so?

•

Ask the class: Which is the most interesting building in your town or city? Elicit ideas.

Answers house: wood, glass school: bamboo, earth apartment block: clay, glass, wood

•

Differentiation idea: Less confident learners may listen to the recording once again before they choose. More confident learners may search the internet for photos of different buildings and say what materials they are used in each.

2 Twenty conditional questions (15–20 minutes)

Learners do Photocopiable 6.

Main teaching ideas

1 Work in pairs. Before you listen, look at the pictures and say where you think each building is. Then listen to the descriptions and find out if you were right. (10–15 minutes)

3 Work in groups. Describe each of the buildings in as much detail as you can. Use these words and phrases to help you. (10–15 minutes)

•

Ask learners to look at the pictures. What kinds of buildings are they? Where are they? Elicit ideas.

•

Ask learners to work in groups. They describe each building in as much detail as possible using the sets of words and phrases to help them.

•

Focus on the spidergram you did with the class. Ask learners to add the words and phrases to it.

Differentiation idea: Less confident learners may listen to the descriptions again and make notes help them remember.

Tell the class that they are going to listen to descriptions of these buildings. They listen and check their answers.

Use of English

Play the recording at least twice. Elicit ideas from the class.

Relative clauses beginning with prepositions (10–15 minutes) •

Focus on the Use of English box and read the two example sentences.

•

Show learners how to combine them using a relative clause beginning with a preposition.

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•

Focus on the next two sentences and how they can combine them using a relative clause beginning with a preposition.

•

Write more pairs of sentences and ask learners to combine them.

5 Work in groups. Discuss the buildings in the pictures in Exercise 1. (15–20 minutes)

Digital Classroom: Use the grammar presentation ‘Second conditional’ to revise the second conditional. The i button will explain how to use the grammar presentation.

•

Ask learners to work in small groups. They discuss the questions and make notes of their ideas.

•

You may share more photographs from the internet that show interesting examples of buildings that are integrated with the environment.

Critical thinking opportunity: Ask learners to explain how the buildings are integrated in the environment. What did the architect consider? Show opposite examples and ask learners to compare and contrast them. How would they change them?

Workbook

For further explanation and practice, learners do Workbook pages 34–35.

Plenary ideas

4 Combine these sentences using relative clauses. Remember to use which for things and whom for people. (10–15 minutes)

Consolidation (10–15 minutes)

Assessment idea: Ask learners if they can remember a sentence from the recording they listened to. What have they learned in this lesson? What will they do to apply what they have learned in real life?

•

Ask learners to work in pairs and combine the sentences.

•

When they have finished, check as a class.

•

Ask pairs to write two more pairs of sentences. Collect them on the board and ask the class to join them together.

•

Learners choose an interesting building in their city or region and write a description. They add a photo of the building. Do they think this building is well integrated in the environment? Why?

Answers a Denmark is well-known for its interesting modern architecture, of which the Wave is a stunning example. b There are skylight windows through which light enters every apartment. c The architects, for whom the Wave has won several awards for the architects, have designed important buildings in Denmark and other parts of the world.

•

Home–school link: Learners show the family the pictures in the Learner’s Book and describe them.

Homework ideas

Workbook For further explanation and practice, learners do Workbook page 31.

Language tip

Draw learners’ attention to the compound words in the box. They read them and think of other examples, for example garden shed, drawing room, well-furnished flat, brightly coloured room, greenhouse, environmentally friendly design.

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2.5 Environmental science: Homes in the desert LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.01, 8Ld.02

• Listening: Listen to an article about building houses from plastic bottles. Listen for general meaning and for detail.

• Learners can listen to and understand an article about building houses from plastic bottles.

8Sc.04, 8Sc.05, 8So.01

• Speaking: Discuss the project described in the article, give opinions and give reasons for opinions.

8Rd.02, 8Rd.04

• Reading: Read an article about building houses from plastic bottles, read for general meaning and for detail, use context to understand the meaning of unfamiliar words.

• Learners can discuss the project described in the article. • Learners can give opinions and give reasons for their opinions. • Learners can use context to understand the meaning of unfamiliar words.

• Writing: Take notes, answer questions.

8Wca.01

• Learners can read an article about building houses from plastic bottles.

• Vocabulary: resistant (to heat), heat conductor, energy efficiency, air flow, heat flow, light rays, sundried, endure, layers, belongings, spacious

21st-century skills

Critical thinking: Analyse causes and effects of problems, examine possible solutions to a given problem and states how effective they are. Collaboration: Provide justification for their ideas or suggestions.

Communication: Start and manage conversations with confidence. Learning to learn: Identify helpful resources for their learning, find sources of information and help (online and in school) in order to enhance their understanding of English.

Materials: Learner’s Book pages 42–43, Workbook page 32, Photocopiable 7, map of the world, internet access or encyclopaedias, dictionaries, A3 sheets of paper and drawing supplies.

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Starter ideas

CROSS-CURRICULAR LINK

Places around the world (10–15 minutes) •

Show a map of the world to the class. Remind the class of the places mentioned in the recording in Lesson 2.4: Michigan in the USA, Chiang Mai in Thailand and Denmark. Locate them on the map.

•

Ask learners what the weather is like in those places.

•

Ask: Which are the hottest places on Earth? Which are the coldest places? Learners locate these places on the map.

Critical thinking opportunity: Ask learners: What are homes like in those places? Does the weather have an influence on the way we build our homes? Ask learners to look for photos on the internet or in books, for example igloos, cave homes in Spain, stilt houses in South East Asia, etc.

The buildings in my city (15–20 minutes) Learners do Photocopiable 7.

1 Look at the title and the picture of the article below. What do you think the article is about? (5–10 minutes) •

Focus on the article. Ask the class what they think it is about.

Critical thinking opportunity: Ask the class: What kind of house should people build in that area? What materials should they use? Elicit ideas.

2 Read and listen to the article. Why do you think the journalist chose to write about Tateh Lehbib? (20–25 minutes)

•

Differentiation idea: You may wish to ask more questions to provide extra support for less confident learners, such as: a Which two materials was Tateh’s childhood house made of ? b What was the problem with the roof of his childhood house? c After studying at university, where did he build his first house?

Main teaching ideas

Environmental science: Focus on the key words box. Ask learners to find these words and phrases in the text. Can they work out what they mean? Ask the class: What materials are good heat conductors? Which are resistant to heat? Which materials are good to make roofs in hot countries? Is it a good idea to have large windows in a hot country? Why? etc. Learners can look for information in books or on the internet. They can also make notes of their findings. They may visit useful websites such as My Modern Met, Every Last House Plan, etc.

Ask the class what they think the journalist chose to write about Tateh Lehbib. What is so special about him? Elicit opinions.

•

Tell the class that they are going to read and listen to the article and check if their opinions were correct.

•

Play the recording twice. Elicit ideas.

d What are the walls of his grandmother’s new house made of ? e When there is a sandstorm, what is the advantage of having a round house rather than a square house? f When Tateh told people about his idea, why did they call him ‘the crazy bottle man’? g Tateh is going to make two changes to his original design. What are they? h Tateh’s homes are good for the environment. What else are they good for? i Which four features help to keep Tateh’s houses cool?

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Download the audio transcript on Cambridge GO.

3 How many words for building materials can you find in the article? (10–15 minutes)

5 Work in groups. Discuss these questions. You can use the words in the Environmental science key words box to help you. (15–20 minutes) •

Ask learners to work in small groups. They read and discuss the questions.

Differentiation idea: Ask learners to make notes of their answers. This will provide support to less confident learners when they give their opinions.

Ask learners to reread the text and find words for building materials.

•

Check as a class.

•

If learners made the BUILDINGS spidergram in Lesson 2.4, ask them to add the new vocabulary to it.

•

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

Critical thinking opportunity: Ask groups the following questions to develop a conversation: 1 What kind of homes are there in your neighbourhood? (apartment blocks, detached houses, …) 2

What materials are they made of ?

3 What kind of housing is most needed in your town or region?

•

Answers plastic; brick; zinc; sand; straw; cement; limestone

4 In pairs, find these words in the text and try to work out their meaning: (10–15 minutes) Ask learners to work in pairs and find the words in the text. They write a definition or explanation and share it with the class.

•

d possessions, things that belong to someone e with plenty of space, plenty of room to move around

Answers a (sun-dried) brick and zinc b it made the house very hot c in the (refugee) camp in the desert d plastic bottles filled with sand and straw e the sand doesn’t build up against the wall f because they didn’t think his house would be strong and stable g make the inside square; make the house bigger h creating jobs i white walls; roof with two layers; round shape; windows at different heights

Differentiation idea: Share dictionaries with the class or make online dictionaries available. If less confident learners find it difficult to work out the meaning of the words, encourage them to look them up in a dictionary. They can copy the meanings in their notebooks. More confident learners may use the words in sentences and share them with the class.

4 Are there any examples of buildings which use recycled materials in your area? 5 What are the essential features that make a house a home? •

Ask learners to make notes of their answers and ideas.

6 In your groups, draw and label a diagram of one of Tateh’s houses to explain how it’s built and how it works. (20–25 minutes) •

Still working in groups, learners draw and a label diagram of one of Tateh’s houses to explain how it’s built and how it works.

•

You may wish to direct learners to selected websites such as The Guardian or World Habitat, where they can find photographs of the process of building the houses.

•

When they have finished, ask volunteers to show their diagrams and explain the process.

Answers a dried by the heat of the sun b live with, suffer (something unpleasant) c something that covers a surface

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a What kind of homes are there in your neighbourhood? (apartment blocks, detached houses, …)

Differentiation idea: Ask learners the following questions for additional support. a Which two materials was Tateh’s childhood house made of ?

What materials are they made of ?

b What was the problem with the roof of his childhood house?

c What kind of housing is most needed in your town or region?

c After studying at university, where did he build his first house?

d Are there any examples of buildings which use recycled materials in your area?

d What are the walls of his grandmother’s new house made of ?

e What are the essential features that make a house a home?

Plenary ideas Consolidation (10–15 minutes)

e When there is a sandstorm, what is the advantage of having a round house rather than a square house?

f When Tateh told people about his idea, why did they call him ‘the crazy bottle man’? g Tateh is going to make two changes to his original design. What are they?

h Tateh’s homes are good for the environment. What else are they good for?

When they have finished, ask volunteers to share their ideas with the class. explain that by sharing their ideas and concerns, they can help each other find solutions to the problems they had or the difficulties they encountered.

i Which four features help to keep Tateh’s houses cool?

Assessment idea and critical thinking opportunity: Ask learners to take a few minutes and think: What was the most interesting thing I learned today? What have I found the most difficult thing to do? What can I do to improve? If they are keeping a learning or reflection log, tell them to make notes of their reflections.

Homework ideas •

Learners use the notes they have made and the information they have learned to write a text about homes in their neighbourhood or in their city. They can prepare a file with photos if possible.

•

Home–school link: Learners tell the family about the plastic houses. They can ask parents if they know about similar projects in their country and together they can look for information. Workbook For further explanation and practice, learners do Workbook page 32.

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2.6 Talk about it: Famous buildings LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Ld.02, 8Ld.03

• Listening: Listen for detail, listen to quiz answers.

• Learners can read and understand quiz questions about famous buildings.

8Sc.04, 8Sc.05

• Speaking: Ask and answer questions in a quiz about famous buildings.

• Learners can answer quiz questions about famous buildings.

8Rd.01, 8Rd.04

• Reading: Read and understand quiz questions.

8Wca.01, 8Wca.02

• Writing: Write quiz questions.

• Learners can discuss questions and answers. • Learners can write quiz questions about famous buildings.

• Language focus: questions beginning with prepositions

21st-century skills

• Vocabulary: ancient, ruin, building, mosque, stadium, cast a shadow, equinox, pyramid, temple, opera house, cathedral, set sail

Critical thinking: Assess strengths and weaknesses of possible solutions. Creative thinking: Create new content from own ideas or other resources

Collaboration: Provide justification for their ideas or suggestions. Communication: Speak with suitable fluency.

Learning to learn: Show awareness of own progress in learning English (e.g. by reflecting on what went well in a class). Materials: Learner’s Book pages 44–45, Workbook pages 33 and 36–37, map of the world, photos of famous buildings, Differentiated worksheets 4A, B and C

Starter ideas

•

Buildings (10–15 minutes)

Put up a large sheet of poster paper and draw a KWHL table.

•

Ask learners to say what they know (or think they know) about famous buildings around the words. Write their ideas on the K column.

•

Ask them what questions they would like to find the answer to in this lesson. Write them in the W column.

•

Tell the class that they are going to return to the table at the end of the lesson.

•

Brainstorm words learners know for different types of building, for example temple, cathedral, pyramid, skyscraper.

•

Ask the class how many famous buildings they can think of. Elicit the names.

•

They may visit suitable websites, for example Architectural Digest, and look at famous buildings around the world.

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CROSS-CURRICULAR LINK Geography: Do the learners know where they are? Display a map of the world and locate the cities they are in. Ask the class if they have anything in common. Elicit opinions. If learners created the BUILDINGS spidergram poster, ask them to add the new information there.

Main teaching ideas

•

Focus on the quiz. Tell the class to work with a partner. They take turns to ask and answer the questions in the quiz.

•

Do not reveal correct answers yet.

2 Listen and check your answers. (10–15 minutes)

•

Play the audio at least twice. Learners check their answers. Check as a class.

•

Tell learners to listen to the audio recording and check the answers to the quiz.

•

Tell learners that they are going to listen again.

•

They listen and write down one more piece of information about each place.

•

Play the audio a few times. Stop after each description to give learners time to make notes.

Answers 1 Machu Picchu was built by the Incas. It’s high in the Andes mountains, at 2430 metres above sea level. 2 The Eiffel Tower was designed by Gustave Eiffel. Until 1930, it was the tallest building in the world. 3 The Taj Mahal was built in memory of the third wife of Emperor Shah Jahan. 4 Petra is famous for its buildings, which are half cut out of rock and half built. Another name for Petra is the Rose City because of the colour of the rock. 5 Four million people go to Al-Masjid al-Haram every year, on their pilgrimage to Mecca. 6 The Beijing National Stadium has been called ‘the bird’s nest’ stadium because people think it looks like a bird’s nest. The stadium was built to hold 90,000 spectators at the Beijing Olympics. 7 You need to travel in the glass lift of the Burj Khalifa building so that you see the sun set when you are at the bottom and again when you are at the top. There are 124 floors in the building. 8 There is a stone snake’s head at the bottom of the Pyramid of El Castillo and the shadow looks like the snake’s body. Thousands of people go there every year in spring to see the shadow appear. 9 The Opera House is in Sydney Harbour, close to Sydney Harbour Bridge. The building is not just for opera. You can go to concerts there too. 10 The name ‘Alhambra’ comes from Arabic. It has beautiful gardens with fountains and pools of water.

Answers 1 b, 2 c, 3 a, 4 b, 5 b, 6 c, 7 b, 8 b, 9 a, 10 a 16

•

1 Work with a partner. Take turns to ask and answer the questions in the quiz. (5–10 minutes)

3 Listen again. Write down one more piece of information about each place. (10–15 minutes)

CROSS-CURRICULAR LINK

Geography: Bring a map to the class. Ask learners to find the places in the quiz. Do they live in any of these places? Have they ever been to any of these places? Are they far or near their country? which would they like to visit? Why?

Download the audio transcript on Cambridge GO.

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4 Compare your answers to Exercise 3 with your partner’s answers. Did you write down the same piece of information? (5–10 minutes) •

6 Work in pairs. Write two multiple-choice questions to add to the quiz. Then ask and answer your questions around the class. (15–20 minutes)

Tell learners to compare their answers to Exercise 3 with their partner’s answers. Did they write down the same piece of information?

Critical thinking opportunity: Ask learners what helped them decide.

Questions beginning with prepositions (5–10 minutes)

Ask the class to read the Use of English box.

•

Provide some more examples and ask the class to give some of their own.

•

Write them on the board and ask learners to copy them in their notebooks.

•

Learners do Differentiated worksheet 4A, B or C.

For further explanation and practice, learners do Workbook pages 36–37.

Tell learners to read the questions and rewrite them, putting the preposition first.

•

Ask them to search the internet or books to find interesting information for their questions.

•

When they have finished, build an extension of the quiz with the new questions.

•

Learners answer the new questions. They share their answers with the class. The authoring pairs decide if the answers are correct or not and supply the necessary information.

Differentiation idea: More confident learners can be asked to write questions beginning with prepositions.

Plenary ideas

Consolidation (20–25 minutes)

Assessment idea and critical thinking opportunity: Display the KWHL poster and revisit columns K and W with the class. Ask: What have you learned in this lesson? Have you found the answers to your questions? Ask volunteers to write their ideas in the L column. Ask: How did you learn all this? How did the materials in the lesson help you? What did you do? Write their ideas in the H column. This table helps learners reflect on the way they have learned and will also help you decide what worked well in the lesson.

Then they ask and answer them with a partner.

Homework ideas

Ask learners to search the internet and look for pictures and information about these events and places.

•

Learners choose one famous building or monument from the ones that appear in this lesson or others, in their own country or elsewhere.

•

They search the internet to look for information about it and prepare a short presentation.

•

Home–school link: Learners do the quiz with the family.

•

5 Rewrite the following questions, putting the preposition first. Then ask and answer them with a partner. (10–15 minutes) •

•

Workbook

Learners work in pairs and write two additional quiz questions.

Use of English

•

Answers a In which city is the Empires State Building? b From which country did Marco Polo set sail on his travels? c On which Spanish island is Mount Teide? d To which country did the Portuguese explorer Vasco da Gama sail in 1498? e To whom did the French give the Statue of Liberty in 1886?

Workbook For further explanation and practice, learners do Workbook page 33.

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2.7 Write about it: Improve your writing LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8So.01, 8Sor.02

• Speaking: Discuss ideas, give opinions.

8Rd.01

• Reading: Read and follow instructions.

• Learners can talk about what they would improve in their school.

8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02

• Writing: Write a report, spell words correctly, use correct punctuation, use appropriate register and style, organise text into paragraphs, use linkers and transition words.

• Learners can discuss what a report is like.

• Learners can organise ideas.

21st-century skills

• Learners can write a report about school facilities.

Critical thinking: Distinguish between main and supporting arguments, identify the basic structure of an argument, analyses the structure of a sample text. Creative thinking: Use own ideas to create new content.

Collaboration: Identify strengths and weaknesses and provides possible ways to improve on a future task, identify what went well in completing the task, give supportive feedback to other learners’ comments. Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse.

Learning to learn: Know appropriate format for a piece of written homework, use notes to construct original output. Materials: Learner’s Book pages 46–47, Workbook page 38, Photocopiable 8

Starter ideas

1 Buildings (15–20 minutes) •

If learners have done the homework exercise, ask them to give their presentations to the class.

•

Ask the class who make and design buildings – architects and engineers.

•

What abilities, qualifications, etc. do these people need to have to do their job? Elicit ideas from the class.

•

Are there any buildings in their town they like or don’t like? Why? Encourage them to explain their answers.

2 Vocabulary crossword (20–25 minutes) Learners do Photocopiable 8.

Main teaching ideas 1 Work in groups. Talk about improvements you would like to see. Note down your ideas. (10–15 minutes) •

Tell the class to imagine that their headteacher wants to know what improvements learners would like to see to the buildings and facilities at their school.

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•

Ask learners to work in groups and discuss what their school is like. What do they like about it? What would they change? Elicit ideas.

•

Focus on the sentence openings. Tell learners to use them to give opinions.

•

Ask them to make notes of their ideas.

3 Write a report giving your group’s ideas and suggestions. Follow these steps. (40–45 minutes)

•

Read the steps as a class and clarify any doubts learners may have. Tell them to use the report in the lesson as a model.

•

Give groups enough time to complete step 1.

With the class, read the checklist and encourage them to add other items, for example paragraphs organised around a topic, introduction, conclusion, title (optional), etc. Ask groups to revise their text using the checklist.

Tell the class that they are going to give their ideas in the form of a report. Ask the class what the purpose of a report is – to give information which has been collected for a specific audience and a purpose.

Assessment idea: When they have finished, they may exchange their draft with another group. They read each other’s text using the checklist to make comments and suggestions.

Ask: What is the purpose of the report you are going to write? Who is the audience? Elicit answers, for example to tell the headteacher about the improvements they want to see in the school; the headteacher. Explain that reports do not have a fixed format or structure but that there are some characteristics they should consider.

•

Assessment idea: When they have finished writing the first draft, move to step 2. Remind the class of the features of a report they discussed in Activities 1 and 2.

•

Ask groups to use their notes to write the report.

•

2 Your English teacher has asked you to give your ideas in the form of a report. Look at the example on the opposite page and the English teacher’s comments below the report. Match each comment a–j to a number 1–10. (20–25 minutes) •

•

Differentiation idea: To support less confident learners, you could ask questions that require them to think about specific aspects, for example: Is there enough space in and around school? Are there enough ‘green’ areas? Does the building fit in with the environment? What are noise levels like? Is there enough natural light in the classrooms? Are classrooms spacious enough? What safety features are there?

than ‘also’ would they use to make an additional point? (For example, besides, too, in addition.) Can they think of other ways of expressing contrast besides by contrast, for example however, on the other hand. How else can they introduce a new topic – for example, about, regarding, as for.

Ask the class what they think the main features of a report are, for example an interesting title of appropriate length (neither too long nor too short) (optional), an introduction that refers briefly to the purpose or the topic of the report, a brief reference to the main subtopics, text divided into clear paragraphs with subheadings (optional), semi-formal language, possibly include a recommendation at the end.

Critical thinking opportunity: Focus on the example. Ask learners to read the report and discuss the comments. Ask, for example, Where would you use ‘signpost’ expressions? What expressions other

•

When groups get their texts back, they make changes and corrections based on the feedback received and write the final version of the report.

•

When all groups have finished, you may ask them to read their reports to the class. The other groups make comments and ask questions.

•

Publishing idea: You can then ask groups to upload their report to the class blog or the school webpage.

Plenary ideas Consolidation (10–15 minutes) •

As a class, ask learners to reflect on what they have found the most difficult to do in this lesson. What would they do differently the next time?

•

Ask them to write their reflections in their learning log.

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Homework ideas •

Based on their report, learners design their ideal school – location, appearance of the building, facilities, floor plans, etc.

•

Home–school link: Learners read their report to their family. They can ask parents and family what else they think could improve in the school.

Workbook For further explanation and practice, learners do Workbook page 38.

2.8 Project challenge

LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8So.01, 8Sor.01, 8Sor.02

• Speaking: Give opinions, discuss ideas, give reasons for opinions, ask questions, give a presentation.

• Learners can discuss aspects of a project.

• Reading: Read and understand instructions.

8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02

• Writing: Write a presentation, spell words correctly, use correct punctuation, use appropriate register and style, organise text into paragraphs, use linkers and transition words.

• Learners can express opinions and give examples.

8Rd.01

• Learners can plan and write a presentation.

• Language focus: revision of Unit 2

• Learners can give a presentation about a house made from recycled materials. • Learners can make a design for packaging. • Learners can present their design.

• Vocabulary: revision of Unit 2

21st-century skills

Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning.

Materials: Learner’s Book pages 48–49, sheets of paper, drawing supplies, cardboard, scissors, glue or adhesive tape

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5 Draw the final version of your packaging. If possible, make a model to show the class.

Starter ideas A quiz (15–20 minutes) •

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 the exchanged quiz.

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 and get together in small groups with other learners who have chosen the same project.

6 Present your packaging to the class. Give reasons for your choice of shape, colour and material. Learners present their packaging idea to the class, explaining their choice of shape, colour and material.

7 Ask the class for their comments. •

Learners ask the class for constructive feedback.

•

Learners draw the final version of the packaging. If possible, they make a model out of cardboard to show the class.

You may wish to have an open-class discussion.

•

Publishing idea: After learners have presented their projects to the class, they may record themselves and create a gallery in the school website.

Reflection •

Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, such as in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.

•

Project 1: A design for packaging (60–90 minutes)

Tell groups that they are going to design the packaging for a product of their choice.

•

Ask groups to follow the instructions.

•

1 Work in groups. Decide what kind of product you’re going to choose. •

They discuss the pros and cons of choosing each, what characteristics each might require, etc.

•

They choose a product from the list.

2 Decide on the packaging.

Once they have chosen the product, they decide on the packaging – shape, colour, material, size.

3 Draw a sketch of your product and the packaging. Label the sketch. They draw a sketch of the product and the packaging and label it.

4 Discuss any improvements you could make. Learners discuss any improvements they could make to their packaging idea.

•

Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).

•

You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.

Project 2: A presentation (60–90 minutes) Ask learners to read through the instructions and clarify doubts.

1 Work in groups. Research houses built from recycled materials. Choose the one you like best and answer these questions. •

Groups search the Internet or look up information in books about houses built from recycled materials.

•

They choose the one they like best and discuss the questions. They make notes of their ideas.

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2 Use your answers to the questions above to write a three-minute presentation. Learners use the answers to the questions to write a short presentation.

3 Use this outline to structure your presentation.

Plenary ideas Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.

•

Tell groups to use the outline in the lesson to structure the presentation.

•

They write a first draft and check for correct spelling, grammar and punctuation.

•

Learners who did Project 1 could create a poster to advertise their product.

•

Then they check they have included all the necessary information and photographs (optional but desirable). They can prepare the presentation on slideshow programme.

•

Learners who did Project 2 could present a poster with their own idea of a house made of recycled materials.

•

Home–school link: Learners can show the recording of their work to the family and explain what they have done.

The class asks questions if necessary.

5 Ask the class for their comments.

4 Give the presentation.

Homework ideas

Groups ask the class for their constructive feedback. Publishing idea: You may invite the class to upload photos and a summary of their presentations to the class blog.

•

If you have recorded the presentations, they may also upload these.

For further explanation and practice, learners do Workbook page 38.

•

Workbook

Assessment idea: You may video-record the presentations and keep them in the learners’ portfolios. You may also share the recordings with parents.

•

Reflection

•

You may wish to have an open-class discussion.

•

Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).

•

You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.

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2.9 Read and respond: Non-fiction LEARNING PLAN Learning objectives

Learning intentions

Success criteria

8Sc.01, 8So.01, 8Sor.02

• Speaking: Talk about an extract of a book, talk about art, give opinions and justify them, discuss a work of art.

• Learners can read and understand an extract of a book.

8Rd.01, 8Rd.03, 8Ro.01

8Wca.02, 8Wca.03, 8Wc.01, 8Wc.02

• Writing: Take notes, write a description of a work of art, write opinions.

• Learners can discuss and describe a work of art. • Learners can write a description of a work of art. • Learners can write their opinion of a work of art.

• Vocabulary: resistant (to heat), heat conductor, energy efficiency, air flow, heat flow, light rays, sun-dried, endure, layers, belongings, spacious

21st-century skills

• Learners can talk about art.

• Reading: Read an extract of a book, read for detail, read and understand the opinion of the writer.

• Learners can understand the writer’s opinion.

Critical thinking: Distinguish between fact and opinion, select key points from diverse sources to create a new account and/or argument.

Creative thinking: Communicate a personal response to creative work from art, music or literature. Collaboration: Give supportive feedback to other learners’ comments. Communication: Use appropriate strategies to develop a conversation, speak with suitable fluency. Learning to learn: Use notes to construct original output.

Values: Appreciate art, appreciate the value of art.

Materials: Learner’s Book pages 50–52; Workbook page 39; images of a variety of paintings from different periods, including cave paintings; internet access

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Starter ideas

•

What is art? (20–25 minutes)

Ask learners why they think Hockney and Gayford wrote the book. Elicit ideas.

•

You may wish to show the class the book trailer for A History of Pictures for Children and an interview with David Hockney and Martin Gayford on the history of pictures, which are both on YouTube.

CROSS-CURRICULAR LINK

2 Read the text on the next two pages. Answer these questions. (15–20 minutes)

Critical thinking opportunity: Ask learners to look at the pictures of Chinese painting and writing. Do they like them? Why? How do these painting make them feel? Elicit opinions.

Show photos, images from the internet or videos of a variety of paintings from different periods, including cave paintings.

•

Ask learners to discuss in pairs which ones they like and which ones they dislike, giving reasons.

•

Which is the most popular painting in the class?

•

You may wish to direct learners to suitable videos on YouTube such as The History of Art in 3 Minutes, Brushwiz or National Geographic’s Cave Art 101.

•

Focus on the questions. Ask learners to work in pairs and answer them.

•

Then they discuss their answers as a class.

Download the audio transcript on Cambridge GO.

•

Main teaching ideas

Download the audio transcript on Cambridge GO.

Art: Ask learners if they like painting, drawing, taking photos, dancing, singing etc. What do they enjoy most when they are doing these activities? Elicit ideas. Have learners ever been to an art museum? If they have, encourage them to describe what they saw there. Do they know the names of famous art museums? Where are they? • Ask: Do you know the names of some famous paintings? Who were they painted by? Make a list of the paintings the learners know on the board. • Ask: What do you think is the most famous painting in the world? Answer: possibly Mona Lisa. Where is it? Answer: The Louvre in Paris, France.

1 Read about A History of Pictures for Children and about David Hockney. Why do you think he and Martin Gayford wrote the book? (10–15 minutes) •

Focus on the introductory panel. Read it with the class.

•

Ask learners to read about David Hockney. Focus on the number of different things he does.

•

Values: Ask: Are these activities forms of art? Why? Why not? What is art for you? Do you think art is important in our lives? What is the value of art? Generate a class discussion.

Answers a He likes the way you can see how they use a pencil or a brush. He also likes the way they practise over and over again until they get what they want, and the way they can make things look different from each other with just a few brushstrokes. b He talks about painters in the past and painters today. He says that he has watched a Chinese artist painting cats. c In both writing and painting, very small changes can change the meaning completely. d He likes it because each piece of fruit looks different.

3 Find examples of the following in what David Hockney writes. (10–15 minutes) •

Ask learners, still working in pairs, to find examples of the techniques listed.

Critical thinking opportunity: Ask learners what effect these techniques have on the reader. Do they make them want to see more paintings? Elicit opinions.

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Answers Sample answers a What makes a mark interesting? b I think it’s movement … c You can often see … d Let’s say they were drawing a bird. e this delicate picture; you can often see whether they have made the line very fast or quite slowly

CROSS-CURRICULAR LINK

Then they get together with another pair and compare their ideas before having an openclass discussion.

•

You may also direct them to useful websites where they can learn more about Degas and his work, for example that of the Metropolitan Museum of Art.

Plenary ideas Consolidation (10–15 minutes) •

As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn? What was the most interesting thing they learned?

4 Choose a picture that you could include in a history of pictures for children. Write a description of it answering these questions. (25–30 minutes)

•

Can they think of ways to overcome the difficulties? Have they tried a strategy to solve the problems? Has it worked? Why do they think so?

•

If learners have started a reflection section in their notebooks, you may ask them to write a few sentences about how they perceive their performance.

Homework ideas

Art: Ask learners to choose a picture that they would include in a history of pictures for children. Encourage them to look for pictures on the internet or in art books. Once they have chosen their picture, ask them to write a description by answering the questions.

•

When they have written the final draft, they can share their text and picture with the class. You may wish to collect all the descriptions and accompanying pictures and bind them making a real ‘book’.

•

Assessment idea: When they have finished, ask them to share their description with a partner. They read and discuss each other’s work. They can make notes of each other’s opinions and suggestions and then incorporate the feedback into the revision of the writing.

•

Publishing idea: Learners can also upload their pieces to the class blog or school website.

5 Values. The French painter Edgar Degas said, ‘Art is not what you see, but what you make others see.’ What do you think he meant? •

•

If conditions permit, you can give learners information about websites of art museums around the world. They can make a virtual visit and look at the different art expressions displayed. They can choose a work of art they like, for example a painting, sculpture or art installation, and write a short text about it.

•

Home–school link: Learners tell parents what they have learned about the book and about art. They can ask parents about and look for favourite pictures. Workbook For further explanation and practice, learners do Workbook page 39.

Ask learners to work in pairs. They read the question and discuss it.

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Check your progress

2 a The Colosseum, in which gladiators fought to the death, is one of Rome’s most famous buildings.

Working individually, learners do all three parts of the test.

b My grandparents, for whom this house was built, now live in an apartment in the city centre.

Answers

c The results of the design competition, for which we have made a jewellery box, will be announced next month.

General knowledge quiz 1 a cone; a hemisphere; a triangular pyramid 2 Eggs are egg-shaped because if birds laid eggs that were in the shape of a sphere, they would roll out of the nest and break. If they were spherical, they would not fit together so well in the nest. 3 an anglepoise lamp

d Sherlock Holmes, on which the new TV series is based, was a great success for the author. 3 a In which city is the White House? b On which island is Mount Fuji? c

Over which river is Tower Bridge?

4 a paper clip

d From which city can you see the volcano Popocatépetl? e

5 a log cabin 6 because it is a very good heat conductor

Into which ocean does the Amazon river flow?

Summary checklist

7 Petra 8 Peru 9 Paris Vocabulary 1 a cone b sphere c cylinder

•

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 record their ideas and reflections in their notebooks.

d pyramid

e hexagonal prism d concrete

2 a glass

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

10 Dubai

•

b wood e bamboo c metal

3 a façade

d penthouse

b skylight

e tower

c balcony Use of English

1 a If you found a gold ring in the street, what would you do? b If you could travel anywhere, where would you go? c If you could change one thing about your school, what would it be? d If I got 100% in a maths exam, I’d be very pleased. e If a friend told me a secret, I wouldn’t tell anyone.

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Global English TEACHER’S RESOURCE 8 Sample

Articles inside

How to use this Teacher’s Resource

Approaches to teaching and learning

Setting up for success

How to use this series

About the authors

Introduction