How to use this Teacher’s Resource

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

Teaching notes

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

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

Lesson Approximate number of learning hours Outline of learning content Learning objective Resources

1 My language, your language 3 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

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.

The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit. BACKGROUND KNOWLEDGE

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

TEACHING SKILLS FOCUS

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.

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

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.

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.

LEARNING PLAN

Learning objective Learning intentions

8Ld.02, 8Ld.03 • Listening: Listen for general information, listen for detail. Success criteria

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

Misconception

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

How do you think? Tell me about your plan. How to identify

Ask questions using how, e.g.

How do you do this? How are you feeling today? How to overcome

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

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

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

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.

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

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.

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

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.

Digital resources to download

This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • Letter for parents: a template letter for parents, introducing the Cambridge Global English resources. • Lesson plan template: a Word document that you can use for planning your lessons. Examples of completed lesson plans are also provided. • Curriculum framework correlation: a table showing how the Cambridge Global English resources map to the Cambridge English as a Second Language curriculum framework. • Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year. Each unit includes: • Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are the least challenging with the most support, while worksheets labelled ‘C’ are the most challenging with the least support. Worksheet B is between worksheets A and C. Answer sheets are provided. • Photocopiable resources: these can include communicative language game, templates and any other materials that support the learning objectives of the unit. • Sample answers: these sample writing answers contain teacher comments, which allow learners and teachers to assess what ‘good’ looks like in order to inform their writing. • End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the

Assessment for Learning section of this Teacher’s Resource. • Self-evaluation checklists: checklists for learners to use to evaluate their writing and project work. Additionally, the Teacher’s Resource includes: • Progress test 1: a test to use at the 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.

CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNIT TEST 1

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

CAMBRIDGE GLOBAL ENGLISH 8: PROGRESS TEST 1 – 1 This test and mark scheme havebeen written by the author. These may not fully reflect the approach of Cambridge Assessment International Education. Name ___________________________________ Date _____________ Progress test 1Vocabulary Read the sentences and circle the correct letter, A, B or C. Example 0 I speak Spanish at home –it’s my ………… language. A pidgin B official C first 1 My best friend is ………… because she speaks English and German equally well.A bilingual B native C extinct 2 I’d like to be able to speak …………, but I think it’s quite a difficult language to learn.A Japan B Japanese C Japanish 3 Many people in Pakistan speak ………….A Urdu B Urdese C Urdish 4 A ………… is a shape like a ball or a planet.A cone B cube C sphere 5 My mum always gets a big …………. of bananas when she goes to the supermarket.A can B bunch C carton 6 A ………… is a shape that looks like a round tube. A triangular prism B cylinder 1 C hemisphere 7 There’s too much traffic where I live, so there’s lots of ………… in the town centre.A neighbourhood B community C congestion 8 I think there should be more car-………… areas in every town and city. A free B away C none CAMBRIDGE GLOBAL ENGLISH 8: PHOTOCOPIABLE ACTIVITIES Cambridge Global English 8 – Nicola Mabbott © Cambridge University Press 2021 Photocopiable 1:Find someone who / whose… Aim: Speaking - learners use cards as a basis for practicing questions with Who / Whose? and to practise the words for languages from Lesson 1.1. Preparation time:5 minutes Completion time: 10–15minutes Language focus: 1 Who and Whose… as the subjectof questions (from Lesson 1.1). 2 Vocabulary from Lesson 1.1: languages, nationalities and expressions (fluent in, speaks …as a first language, speaks a few words and phrases in, speaks a little bit of, understands). Materials: One set of Find someone who / whose… game cardsfor each group of 3–4 learners. To make each set of cards, cut up the table on the next page along the dashed lines, as indicated. Procedure:  Divide learners into groups of 3–4. Tell them they are going to use the cards to ask and answer questions in their groups.  Before distributing the cards, demonstrate the activity. Give a confident learner one of the cards. The learner asks the questions on the card. Make sure the learner forms the question correctly, i.e. without do / does / did, but third person singular for present simple, (are for the verb be) and past simple verb for the past simple.  Distribute one set of the Find someone who / whose… game cards to each group.  Learners place the cards face down in a pile and take turns to take a card from the top of the pile and read outthe information on it. The other group members answer the questions. Allow time for learners to complete the activity. Circulate and give support to less-confident learners. Wrapup: A  Give class feedback on common errors at the end of the activity.  Give class feedback on the answers. Ask each group the questions about their group. Suggested questions might include:Who learned/has learned Mandarin as a first language? Whose parents speak /(spoke) Mandarin as a first language? Who is fluent in Hindi? Whose best friend is fluent in Hindi? Who speaks Hindi at home? Whose best friend emigrated from India? Differentiation: C  In more confident classes, before distributing the card sets to each group, introduce both the positive and negative forms, e.g. Who speaks Mandarin…? Who doesn’t speak Mandarin? CAMBRIDGE GLOBAL ENG ___________________________________ I speak Spanish at home –it’s my ………… language. ………… because she speaks English and German equally well. B I’d like to be able to speak …………, but I think it’s quite a difficult language to learn. B JapaneseMany people in Pakistan speak …………. Urdese A ………… is a shape like a ball or a planet. cube Find someone who / whose… learners use cards as a basis for practicing questions with Who / Whose? and Cambridge Global English 8 – Mark Little © Cambridge University Press 2021 Name ___________________________________ Date _____________ End-of-Unit test 1 Vocabulary 1 Rearrange the letters to make the names of languages. Add capital letters where they are needed. Example 0 d u u r Urdu 1 d i h n i ……………………. 2 i r a a i b ……………………. 3 c e f h n r ……………………. 4 s g i e h n l ……………………. 5 p i h n a s s ……………………. 6 e p n j e a a s ……………………. 7 i d n n m a a r ……………………. 8 k a s t i n r s ……………………. 9 s c e e t n n o a ……………………. 10 a a s b h a a y a a m l s i ……………………. ……………………. [Total: 10 marks] 2 i r a a i b Nicola Mabbott © Cambridge University Press 2021 subject Vocabulary from Lesson 1.1: languages, nationalities and expressions speaks a few words and phrases in, speaks a little bit of, understands Find someone who / whose… To make each set of cards, cut up the table on the next page along the dashed lines, as indicated. Divide learners into groups of 3he cards, demonstrate the activity. Give a confident learner one of the cards. The learner asks the questions on the card. Make sure the learner forms the question correctly, do / does / did, but third person singular for present simple, (and past simple verb for the past simple.Find someone who / whose… A Learners place the cards face down in a pile and take turns to take a card from the top of the pile the information on it. The other group members answer the questions. Allow time for learners to complete the activity. Circulate and give support to less Give class feedback on common errors at the end of the activity. Give class feedback on the answers. Ask each group the questions about their group. Suggested questions might include:Who learned/has learned Mandarin as a first language? Whose parents speak / Who is fluent in Hind Whose best friend is fluent in Hindi? Who speaks Hindi at home? Whose best friend emigrated from India? In more confident classes, before distributing the card sets to each group, introduce both the positive and negative forms, e.g. CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNIT TEST 2 Cambridge Global English 8 – Mark Little © Cambridge University Press 2021 1 This test and mark scheme have been written by the author. These may not fully reflect the approach of Cambridge Assessment International Education. Name ___________________________________ Date _____________ End-of-Unittest2 Vocabulary 1 Match each mathematical word with the correct shape. Mathematical words Answer Shapes 0 cube 1 hexagonal prism B 2 hemisphere 3 cone D 4 triangular pyramid E 5 cylinder F Urdish C sphere My mum always gets a big …………. of bananas when she goes to the supermarket. C carton hemisphere There’s too much traffic where I live, so there’s lots of ………… in the town centre. congestion ………… areas in every town and city. bunch Mark Little © Cambridge University Press 2021 CAMBRIDGE GLOBAL ENGLISH 8: PHOTOCOPIABLE ACTIVITIES Photocopiable 4: Idioms snakes and ladders 1 Aim: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. Preparation time:5 minutesCompletion time: 15–30 minutesLanguagefocus:Speaking, using the idioms from Lesson 1.6. Materials: For each group of 3–4 learners, one Idioms snakes and ladders gameboard, one coin with a head / tails side and one small object (e.g. a pencil sharpener) to represent each learner on the board.Procedure:  Review the expressions from the Learner’s Book. The expressions below are used in the game. Something that’s as easy as ABC. Something that was a piece of cake. A time you really put your foot in it. Something that you haven’t got the faintest idea about!A time you (or someone else) were on a knife-edge.A time you (or someone else) were over the moon. A time when things went from bad to worse. Something that gets on your nerves. Something you do every so often. Something or someone that’s out of this world. A time you (or someone else) got the wrong end of the stick. Something you wouldn’t do in a million years! Something that is a pain in the neck. Distribute one Idioms snakes and ladders game board, and one coin with a head / tails side to each group of 3–4 learners. Check each learner has a small object (e.g. a pencil sharpener) to mark their place on the board.  Make sure learners understand that if they land on the head of a snake, they go down to the bottom and if they land on the foot of the ladder, they go up to the top of it. Choose a group and demonstrate the game. Player 1 tosses the coin. If it lands on the ‘heads’ side, move forward one space. If it lands on tails, move forwards four spaces. The player uses the prompt on the board to speak about a situation e.g. Something that’s as easy as ABC.  Check learners understand by pointing to random squares and asking more-confident learners to talk about a situation. Encourage the learners to say as much as possible.  While learners play the game, circulate and offer support. Note common errors with form and pronunciation and give class feedback on common errors at the end.

Cambridge Global English 8 – Nicola Mabbott © Cambridge University Press 2021

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