Cambridge Global English Teacher's Resource 8 Sample by Cambridge International Education

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

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.

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, 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 103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467 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/9781108921695 © Cambridge University Press 2021

First published 2014 Second edition published 2021

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.

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Printed in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY

A catalogue record for this publication is available from the British Library

ISBN 978-1-108-92169-5 Paperback with Digital Access

Additional resources for this publication at www.cambridge.org/9781108921695

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. 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. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education. The tests and mark schemes/answers have been written by the author. These may not fully reflect the approach of Cambridge Assessment International Education.

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 5 About the authors 6 How to use this series 8 How to use this Teacher’s Resource 10

About the curriculum framework 15 About the assessment 15 Approaches to learning and teaching Setting up for success

2 Design and architecture 3 Our society

Teaching notes 1 Languages of the world

19 55 88

4 Advertising 123

5 Natural resources

156

6 Natural wonders

190

7 Historical figures

225

8 Storytelling 261

9 Music 294

Index of photocopiables

331

Acknowledgements 333

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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

Scheme of work

Curriculum framework correlation

Improving learning through questioning

Audio files and audioscripts

Progress tests 1–3 and answers Progress report

Learner’s Book answers

Workbook answers Wordlist

You can download the following resources for each unit:

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

4 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. 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, while retaining the international and cross-curricular elements which you told us you valued. This Teacher’s Resource has been carefully redesigned to make it easier for you to plan and teach the course. It is available in print for all Stages. The series still has extensive digital and online support, including Digital Classroom, which lets you share books with your class and play videos and audio. This Teacher’s Resource also offers additional materials, including tests, available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.) The series uses successful teaching approaches like active learning and metacognition and takes a 21st-century skills approach, with a focus on developing critical thinking skills. This Teacher’s Resource gives you full guidance on how to integrate them into your classroom.

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

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

•

we have introduced scaffolded writing lessons with models of a range of text types

•

we have included a range of literature

•

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

•

We hope you enjoy using this course. Eddie Rippeth Head of Primary and Lower Secondary Publishing, Cambridge University Press

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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 as well as other 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 has served as an examiner. 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/.

6 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 AUTHORS

Mark Little

Mark Little has over twenty years’ experience of teaching English, largely in the UK, and has also worked as a teacher educator. He has been a full-time freelance writer since 2015, contributing to a wide range of English Language tests. 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 examiner.

Bob Hubbard

Bob Hubbard’s first teaching job was in a primary school in Dagenham, 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 as an examiner and at Anglia Ruskin University where he taught graduate students, specialising in speaking and listening.

Julie Moore

Julie Moore has been involved in English Language teaching for more than 25 years as a teacher, teacher trainer and materials writer. She has taught children and teens in Greece, Business English students in Czechia and international university students in the UK. As a writer and researcher, she has worked on a range of ELT materials, including coursebooks and self-study resources, for secondary, adult and English for Academic Purposes. Her special interest is in vocabulary learning and she has worked as a lexicographer on numerous learner dictionaries and other vocabulary resources. She has been using the Cambridge Learner Corpus to research the language used – and misused – by learners at different levels and from different language backgrounds for more than 20 years. Her research has fed into numerous projects and she has written material targeting specific problem areas for coursebooks and workbooks. She is the author of Common Mistakes at Proficiency and IELTS Common Mistakes 6.0–7.0 and was part of the team for Global English Stages 2, 3, 6, 8 and 9.

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How to use this series

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

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

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

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

We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE INTRODUCTION THIS SERIES

In the print Teacher’s Resource you’ll find everything you need to deliver the course, including teaching ideas, answers and differentiation and formative assessment support. Each Teacher’s Resource includes:

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

•

a print book with detailed teaching notes for each topic

•

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

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

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

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

How to use this Teacher’s Resource

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

How to overcome

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

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

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

Misconception

How do you think? Tell me about your plan.

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, with home–school link suggestions to enable learners to continue their learning at home.

Starter ideas

•

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

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.

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.

Main teaching ideas •

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

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.

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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 LINK

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

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

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

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

We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER’S RESOURCE

Digital resources to download This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • • • •

Letter for parents: a template letter for parents, introducing the Cambridge Global English resources. Lesson plan template: a Word document that you can use for planning your lessons. Curriculum framework correlation: a table showing how the Cambridge Global English resources map to the Cambridge Lower Secondary 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 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. Project checklists: checklists for learners to use to evaluate their 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 and whether there are areas that you need to go over again. The results of this test can inform your planning. Answers are provided. • Progress test 2: a test to use after learners have studied Units 4–6 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 • Wordlist: 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.

13 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 8: TEACHER’S RESOURCE

CAMBRIDGE GLOBAL ENGLISH 8: END OF

UNIT 1 TEST

Name

Date

End of Unit 1 test

Vocabulary 1

IES

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Rearrange the letters to make the names of

UN ENGLISH 8: E GLOBAL CAMBRIDG

Example:

ose … e who / wh 0 d u u r

someon with Who / Whose? and ns ble 1: Find 1 d i h n i Photocopia cards as a basis for practising questio

languages. Add capital letters where they

are needed.

CAM

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ENG LISH

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Differentiated worksheets 1A, B and C: Conjunctions – although, while and whereas

Answers:

Worksheet A

1 a Although

b While/whereas

2 a Although

b while

although

d Although

e whereas

while

3 a correct

b correct c

correct

incorrect: Languages such as English, Spanish or French use the Roman alphabet, whereas/while Russian, Greek and Arabic use different alphabets.

d incorrect: Old computers had slots for CD-ROMs, whereas/while modern computers don’t. e incorrect: Although I prefer to work on my own, I’m good at working in teams.

Cambridge Global English 7 – Nicola Mabbott © Cambridge University Press 2021

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

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

About the curriculum framework This series supports the Cambridge Lower Secondary English as a Second Language curriculum framework from 2020. You should always refer to the appropriate curriculum framework document to confirm the details of the framework and for more information. Visit www.cambridgeinternational.org/lowersecondary to find out more.

The new Cambridge Lower Secondary English as a Second Language curriculum framework is 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. Cambridge Global English is designed to deliver this curriculum. It does this by 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. Our scheme is designed to fully support teachers to deliver the framework 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 new curriculum framework includes some important changes. For example, there is a new sub-strand of learning objectives within the Speaking strand, with new learning objectives concerning fluency and accuracy of pronunciation.

About the assessment

Information concerning the assessment of the Cambridge Lower Secondary English as a Second Language curriculum frameworks is available on the Cambridge Assessment International Education website: www.cambridgeinternational.org/lowersecondary. The resources provide support for the Cambridge Lower Secondary English as a Second Language Curriculum Framework from 2020.

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Approaches to learning and teaching 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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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 learned compared to the beginning of the lesson; build on and extend this learning. 7 Plan homework: if setting homework, it can be used to consolidate learning from the previous lesson or to prepare for the next lesson. To help planning using this approach, a blank lesson plan template is available to download from Cambridge GO (as part of this Teacher’s Resource). 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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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

1.5–2.5

Find out about languages spoken in Papua New Guinea.

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

1.5–2.25

Listen to and give opinions about learning languages.

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

Learner’s Book Lesson 1.3 Workbook Lesson 1.3 Photocopiable 2

Identify the meaning of emojis and discuss the advantages of using them.

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 2.0–3.0 language, your language

4 Do you speak emoji?

1.25–2.25

(continued)

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Approximate number of learning hours

Outline of learning content

Learning objectives

Resources

5 Beyond words

1.25–2.0

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

2.25–3.0

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

1.75–2.25

Write 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 Unit 1 sample answers

8 Project challenge

1.25–1.75

Do a project.

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

Learner’s Book Lesson 1.8 Unit 1 project checklists

9 Literature

1.25–1.75

8Rm.02 8Rd.01 8Sc.02 8Wca.03 8Wor.03

Learner’s Book Lesson 1.9 Workbook Lesson 1.8

Lesson

Read and write haikus.

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

BACKGROUND KNOWLEDGE 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.

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CONTINUED

TEACHING SKILLS FOCUS

Matsuo Basho Matsuo Basho was born near Kyoto, Japan, in 1644. He moved to Kyoto, where he studied with a distinguished local poet. During these early years, he studied Chinese poetry and Taoism, and began writing haikai no renga, a form of poetry. The opening verse of haikai no renga was called hokku. In those days, poets were beginning to take the hokku’s form as a template for composing small poems using natural imagery. This form became known as haiku. Basho was a master of the form and his poetry, which was influenced by his experience of the world around him, became famous for its simple and natural style.

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 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 develops from simplifying and mixing different languages into a new one. A pidgin language can sometimes develop into a fullfledged 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.

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 use a series of strategies effectively 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 reading, the learners think about what they have read and relate it to their existing knowledge and experiences. They form clear ideas about their understanding of the text and can extend that

Your challenge Learners can be taught to be effective readers, and less confident readers will benefit from using different approaches, such as direct teaching, thinking aloud or modelling, and 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 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. Doing sport is good your health. Doing sport 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. I took some photographs during my visiting.

(continued)

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How to identify

How to overcome

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

Write the word 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, encyclopaedia or 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 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, Indian, Canadian, Japanese, Spanish Languages: Cantonese, Mandarin, Bahasa Malaysia, Arabic, Hindi, Urdu, Sanskrit Both: English, French, 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: To help scaffold this exercise for less confident learners, play the recording once

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 Sophie 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.

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 50 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?

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

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: To support less confident learners, before listening remind them 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 6. 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.

8 Work in groups. Ask and answer questions about languages in your family. (10–15 minutes) Ask learners to work in small groups.

•

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

•

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?

Homework ideas •

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.

•

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.

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

•

Ask the class: How much can you remember about Kelly, Azlan, Sophie and Dev? Elicit answers from learners.

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

Consolidation (10–15 minutes)

•

Plenary ideas

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

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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.

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.

Starter ideas

Main teaching ideas

One country many languages (10–20 minutes)

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

•

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. 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. •

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

•

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.

Learners do Photocopiable 1.

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.

Before you read (10–15 minutes) •

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.

•

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

Answers Learner’s own answer

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 learners understand the difference between the two.

•

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 answers 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 she speaks really good English, she’s never been to an English-speaking country. c Although I didn’t do much revision, I got good marks in the test. d Some people are good at languages, while/ whereas others find learning language hard. e I prefer reading and writing, while/whereas my friend prefers listening and speaking. f English is quite easy to learn in the early stages, while/whereas French is quite difficult.

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?

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)

•

Answers a Because most communities there are isolated and have little contact with each other or with the outside world. b It’s an English-based 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.

Use of English

although, while and whereas (10–15 minutes) •

Learners do Differentiated worksheet 1A, B or C.

•

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) •

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

•

Tell learners they are going to work with a partner and find out how good they are at learning a new language.

•

Then tell them to listen to the audio recording.

•

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.

Download the audio transcript on Cambridge GO. Answers Learner’s own answer

Tell learners to read and join the sentences.

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Plenary ideas

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.

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.

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. Workbook

Homework ideas

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

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

•

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1.3 Talk 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?

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

-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.

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 answers as a class.

•

Use of English

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 04

•

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.

•

Learners listen and complete the sentences.

•

Check answers 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 notebook. Then they can listen to the recording again and identify them.

Answers a Being b Knowing c listening d Learning e Understanding

Answers Learner’s own answer

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.

•

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

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)

•

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.

•

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. Learners listen and put up their hands every time they hear the words listed in the exercise.

•

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 them as a class. 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 might have. Answers Learner’s own answer

Play the audio at least twice.

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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

8Rd.01

• 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.

• Reading: Read and understand definitions. • Writing: Write notes, complete sentences.

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

8Wca.04

Success criteria

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

Learning intentions

Learning objectives

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 answers as a class.

CROSS-CURRICULAR LINK

Main teaching ideas

Answers a This is a joke. I’m not being serious. 9 b I’m feeling very sleepy. 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 Let’s celebrate! 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 thing? Can the same emoji mean different things? What other emojis do they use?

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?

•

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

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. Stative verbs are not normally used in the present continuous.

•

Focus on the examples and elicit more examples from the 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 is the professor’s opinion of emojis? What do you think the presenter’s opinion is? (10–15 minutes)

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

•

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.

•

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

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

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

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.

•

Check answers as a class.

Doing the exercise in pairs will help less confident learners, as they will have more time to think about their answers. They can also copy them in their notebooks.

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.

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 answers as a class.

Differentiation idea: Learners do Differentiated worksheet 2A, B or C. •

•

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. c Sorry, I’m feeling sleepy. d It’s great! I’m having a good time. e I’m playing table tennis.

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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.

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 for support.

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. Workbook

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

When they have finished, ask groups to appoint a spokesperson. Groups share their opinions with the class.

Answers Learner’s own answer

•

Consolidation (10–15 minutes)

•

Plenary ideas

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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 non-verbal 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 Non-verbal communication (10–15 minutes) •

Make a few gestures learners may understand, such as mad, how much, this one, come here, not sure, don’t like, etc. Elicit ideas from the class. •

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

Tell the class that you are going to make some gestures and that they have to say what you mean.

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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 learners 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.

1 What is the purpose of the magazine article below? (15–20 minutes)

•

Answers Learner’s own answers

Focus on the headline and ask learners 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.

Use of English

Abstract nouns (10–15 minutes) •

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

•

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

Workbook

•

Social studies: You may wish to direct learners to appropriate websites, such as verywellmind, and show them examples of non-verbal communication. You could 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.

Main teaching ideas

CROSS-CURRICULAR LINK

Check answers as a class.

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 each section? Discuss the usefulness of dividing a text into paragraphs. Remind learners to use this concept when they are writing their own texts.

Answers Learner’s own answers

2 Work in pairs. Act out each scenario. Respond in the correct way. (10–15 minutes) Ask learners to work in pairs. They read each scenario and take it in turns to act out and respond.

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 answers as a class.

•

Ask learners 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.

•

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

•

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

•

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

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Answers a friendliness b embarrassment c impatience

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 silence f confidence

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 answers as a class.

Answers Learner’s own answers

•

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.

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.

Plenary ideas

Consolidation (10–15 minutes) •

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

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?

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

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

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.

•

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

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

•

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

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.

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.

•

Home–school link: Learners share the article they have read for the lesson with their family. Are there differences between the types of non-verbal communication adults and younger members of the family use? Workbook For further explanation and practice, learners do Workbook page 16.

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

Learning intentions

Success criteria

8Ld.01, 8Ld.02

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

• Learners can listen and understand conversations.

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.

• 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.

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.

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

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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. Learners then share their explanations in an open class discussion.

2 Match each picture to an idiom. (5–10 minutes) •

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

•

Elicit the answers. Encourage learners to justify their decisions.

3 You’re going to hear conversations that include the idioms in Exercise 1. Listen and answer the questions. (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.

•

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

•

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: 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 Accept other relevant answers. a It’s very, 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.

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!

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

Answers Learner’s own answer

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. Download the audio transcript on Cambridge GO.

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 answers 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.

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

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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.

•

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 out their conversations for the rest of the class.

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 •

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.

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

Answers Learner’s own answer

•

Consolidation (15–20 minutes)

Assessment idea: When they have finished, learners 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.

Plenary ideas

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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

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.

•

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

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.

•

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.

•

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

•

Main teaching ideas

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Answers a Paragraph 3 c Paragraph 1 e Paragraph 5

• b Paragraph 6 d Paragraph 2 f Paragraph 4

Answers Learner’s own answer

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 ideas later.

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

As a class, discuss what elements a successful letter like the one they have to write should have, such as the right style of writing and language. In this case, it should be fairly formal, use paragraphs, have 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.

•

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 to or change their letter, as necessary. 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. Answers Learner’s own answer

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

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.

Answers Learner’s own answer

4 Check your letter. (10–15 minutes)

•

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

•

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.

Answers Learner’s own answer

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

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Plenary ideas

Homework ideas

Consolidation (20–25 minutes)

•

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?

•

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?

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 plan and write a guide.

• Language focus: revision of Unit 1

• Learners can express opinions and give examples.

• Learners can write a project plan.

• 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.

•

Have learners choose then 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.

Main teaching ideas

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

•

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

•

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

•

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

•

Provide additional explanations if necessary.

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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 get them to comment on and proofread it.

•

Differentiation idea: Less confident learners may benefit from going back to the relevant lessons and revising 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 the 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.

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

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 who did Project 1 can make a small poster with pictures of some of the examples of nonverbal 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

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.

Learners work in their group to 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: Read haiku.

8Sc.02

• Speaking: Talk about favourite poems, give opinions, discuss haiku.

• Learners can talk about favourite poems.

• Writing: Answer questions, write haikus.

• Learners can discuss haiku. • Learners can write a haiku poem.

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

• Learners can read and understand haiku.

21st-century skills

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: Accept others and show 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), drawing materials

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.

•

Ask the class if they know what a haiku is. Elicit answers. Ask the class to read the introductory text.

•

When they have finished, ask them to ﬁnd what the elements of haiku are and write them on the board in a series of bullet points.

CROSS-CURRICULAR LINK Geography: Bring a map of the world and ask learners to find Japan and Kyoto on it. What do they know about the country? Ask the class to work in small groups and to look for some information about Japan.

Main teaching ideas 1 In English, a haiku is often translated into a three-line poem. Read this translation of a well-known haiku. Why do you think haikus are popular? (10–15 minutes) •

Tell the class that they are going to read a poem and reflect on the questions individually. Then they can pair up with a partner and

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compare and discuss their ideas before discussing the question as a class. Invite them to justify their answers. •

Ask the class if they think the poem describes the real world, the world of the imagination or both. Encourage learners to justify their opinions.

•

Make them aware of the sounds of the poem by reading it aloud.

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

Answers Haiku 1 – Picture C Haiku 2 – Picture A Haiku 3 – Picture B a Haiku 3 b Haiku 1 c Haiku 2

Critical thinking opportunity: You can ask learners to think about the effect the choice of words has. What comes to mind when they read ‘old pond’? For example, a quiet place, silence, peace, etc. The poet introduces an element of surprise. What is it? For example, the frog leaps into the pond. What effect does this have? For example, silence is broken by the splash. Encourage them to notice how the poet creates these effects with a few simple words. This is beyond the requirements of the Cambridge Lower Secondary English as a Second Language curriculum framework so you may consider using this as extension.

CROSS-CURRICULAR LINK

•

Ask learners to work in pairs and discuss the poems. They can use the dialogue in Activity 3 as a model.

•

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

Download the audio transcript on Cambridge GO.

3 Work in pairs. Talk about each poem. (10–15 minutes)

2 Read some more haiku poems by Matsuo Basho translated into English. First, match each one to a picture. Then answer these questions. (10–15 minutes)

Answers Example answer Because they are short and simple. They describe something in just a few words.

•

Ask learners to read the poems. If possible, ask them to read them aloud or in a soft voice so that they can get a `feel’ of the poem.

•

Ask the class which picture matches each poem. Why do they think so? Invite them to explain their ideas.

•

Then focus on the questions. Ask the class to work in pairs and note down their answers.

•

When they have ﬁnished, discuss as a class. Encourage learners to justify their ideas.

Critical thinking opportunity: You may wish to give the class some questions to encourage them to discuss the poems further: Are there any elements of surprise in these haiku? Or contrast? Haiku 2: the surprise is that the poet is on a journey with the butterfly; Haiku 3: you are not expecting to see violets on a mountain path, so there is a contrast between the rocky path and the colourful flowers. What feeling does the first haiku express? The sadness of parting from friends. This is beyond the requirements of the Cambridge Lower Secondary English as a Second Language curriculum framework so you may consider using this as extension.

CROSS-CURRICULAR LINK Literature: Ask learners to look for information about Basho. They can make a file card about him. Ask them to look for more haiku by Basho. They can also look for other Japanese poets who wrote haiku, e.g. Buson, Issa, Masaoka Shiki, Takahama Kyoshi, and Kawahigashi Hekigoto, and read their poems.

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6 Choose one of the pictures below to write a haiku about. (15–20 minutes)

Answers Learner’s own answer 09

4 These two haiku poems were written in English. Work in pairs. Answer these questions about each poem. (10–15 minutes) •

Ask learners to work in pairs or small groups. They read the haiku and answer the questions.

•

When they have finished, have an open class discussion.

Explain that haiku have a specific number of syllables: 5 syllables in line 1, 7 in line 2 and 5 again in line 3.

•

Tell the class that you are going to read one of the haiku and count the syllables.

•

Then you can ask volunteers to read the others while the class counts the syllables in each line.

•

Tell the class that they are going to write a haiku using one of the pictures as inspiration.

•

Ask learners to work in pairs. They choose a picture and say why they have chosen it.

Critical thinking opportunity: Invite learners to justify their ideas by asking questions that stimulate critical thinking, for example What words helped you decide? How do you know that? How does each poem make you feel? Why?

•

Then, they work individually. They read the haiku in the lesson again, to get some ideas.

•

Ask them to read the suggestions for the possible focus of their haiku and play the audio. They then write the poem. Ask them to try and follow the 5–7–5 syllable pattern of haiku if possible.

•

When they have finished, learners read their haiku to their partner and ask for comments.

Answers a The poem by Wendy Cope b John Foster’s poem: the end of the day, evening; Wendy Cope’s poem: day time, perhaps midday, or early afternoon c shimmers, slides; shimmering; dance d Learner’s own answer

•

Download the audio transcript on Cambridge GO.

•

7 Find your own picture and use it to write a haiku. Follow the steps in Exercise 6. (20–30 minutes) Ask learners to work on their own. They find a picture they like, either in books or online, and write their own haiku following the steps in Exercise 6. For the more artistic, you can give them the option of creating their own illustration.

•

When they have finished, ask them to share their haiku and picture with the class.

•

Publishing idea: You can add the pictures and haiku to the art exhibition.

5 Describe or find a picture to illustrate each of the poems in Exercise 4. (15–20 minutes) With learners still working in pairs, ask them to illustrate or find suitable illustrations for each poem.

•

Give learners drawing and painting supplies to illustrate the poems. They can write the poem to go with the illustration. Alternatively, they can print suitable pictures they find online and copy the poems onto the prints.

•

When the learners have finished, ask them to display their work and explain why they have chosen a particular illustration.

•

Publishing idea: You can organise an art exhibition and display the pictures and prints in the common areas of the school for other classes to see.

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? 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?

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•

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.

A: Yes, that’s right. What about you?

Learners look for haiku in their own language and look for suitable illustrations to go with them or create their own. They read their haiku to the class. Home–school link: Learners teach the haikus to the family. Workbook

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

•

B: Oh, so you’re bilingual. B: Well, my first language is Urdu but I also speak English.

Homework ideas •

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

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

Use of English

1 a What did they have for lunch?

b Which languages do you speak?

Check your progress Answers General knowledge quiz

d How many languages does she speak? e Who won the science prize? 2 a being

d playing

b Eating

e meeting/seeing

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

c Whose is this book?

c Watching, going

3 a don’t understand

d know

b ’re thinking of

e are they looking at

2 They can speak two languages.

c Are you having

f doesn’t remember

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

Summary checklist

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

4 Port Moresby

•

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 learners to record their ideas and reflections in their notebooks.

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 Vocabulary 1 a Cantonese

d Spanish

b Arabic

e Mandarin

c Hindi

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2 Design and architecture Unit plan Approximate number of learning hours

Outline of learning content

1 Bars, boxes and bottles

1.5–2.25

Discuss shapes and the packaging of everyday items.

8Ld.01–03 8Sc.03–05 8Wca.01–02

Learner’s Book Lesson 2.1 Workbook Lesson 2.1 Digital Classroom: video – Buildings, shapes and colours

2 Why is an egg egg-shaped?

2.5–3.5

Describe imaginary situations using if clauses.

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

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

3 Design classics

1.75–2.5

Resources

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

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 1.75–2.5

4 Just the place

Learning objectives

Lesson

5 Homes in the desert

2.0–2.75

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

1.5–2.25

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

7 Improve your writing

1.75–2.5

Write a report on 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 Unit 2 sample answers

8 Project challenge

1.5–2.25

Do a project.

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

Learner’s Book Lesson 2.8 Unit 2 project checklists

9 Non-fiction

1.75–2.5

Read about A History of Pictures for Children and about David Hockney.

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

Resources

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

Learning objectives

Lesson

BACKGROUND KNOWLEDGE

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

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.

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TEACHING SKILLS FOCUS 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 and 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. 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?

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 column (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. 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

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Common misconceptions How to identify

How to overcome

Learners may omit the partitives, e.g. I bought a shorts and a jeans.

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. Ask: What is the speaker doing? (for example, giving advice) What does the speaker mean?

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 correct and incorrect sentences. Ask learners to spot the difference. Ask: What is missing here? Can we say ‘a milk’? ‘breads’? Can we say ‘informations’, ‘advices’?

Misconception

Elicit the correct tense sequence from the class. Practise making sentences. Ask learners to imagine themselves in the position or situation and to say 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. Explain that words such as information, advice and 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

depending on the country or the region: in Spain a loaf can be barra or pistola, while in Argentina it’s a flauta.

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.

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.

•

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.

Shopping (5–10 minutes)

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

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 shopping for food, 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.

•

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

•

Assessment idea: Circulate, listening to learners’ interactions. Take notes of recurrent mistakes for remedial work.

Main teaching ideas

2 Listen and check. (10–15 minutes) •

Tell the class that they are going to listen to a conversation. Ask learners 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.

•

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.

1 Work in pairs. Describe the items in the pictures using words from the list. (10–15 minutes) •

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

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

Download the audio transcript on Cambridge GO.

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3 Listen again and answer these questions. (10–15 minutes)

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

•

Focus on the questions. Ask learners to discuss them in pairs.

•

Learners complete the shopping list using partitives.

•

Then check answers as a class.

•

Check answers as a class.

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?

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.

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.

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.

•

5 Work in groups. Discuss the following. (10–15 minutes)

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.

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/pot of yoghurt

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

Workbook

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

•

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.

Answers Learner’s own answer

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.

Learning objectives

• Language focus: second conditional

8Ug.10

• 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 by justification or adding further, related ideas). Communication: 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 learner, 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 if clause to say what must happen for the present or future situation to be different.

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CONTINUED

Starter ideas Shapes around us (10–15 minutes)

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.

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 triangular prism 7 triangular pyramid 8 hexagonal prism 9 square-based pyramid

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 answers as a class.

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 answers as a class. What helped them decide?

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.

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

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.

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 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.

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, etc. 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.

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

•

Play the recording at least twice.

•

Check answers as a class.

Download the audio transcript on Cambridge GO.

Answers Tracey Hopkins. She’s talking about the geometrical shapes that are around us all the time.

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

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.

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 is found in beehives, the eyes of certain insects, geological formations such as Giant’s Causeway.

Answers Learner’s own answer

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Language tip (10–15 minutes)

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

•

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

•

Check answers as a class.

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.

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.

6 Read the author’s answers. Compare them with what you said. (10–15 minutes)

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

Answers Learner’s own answer

Use of English

Answers a If balls were square, they would be hard to catch. b If I had a spaceship, I would 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 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?

Second conditional (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?

Collect the sentences and write them on the board.

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.

•

They copy the rules and the examples in their notebooks.

•

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) •

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

•

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

•

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

•

Check answers 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 the Use of English box text where appropriate. This will give practice in writing explanations for sciencebased topics. They can speculate why a rugby ball and an American football are ovoids not sphere, for example. Also, what would happen if the puck in ice hockey was spherical rather than biscuit-shaped?

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•

Learners do Differentiated worksheet 3A, B or C.

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.

Answers Learner’s own answer

Plenary ideas Reflection (15–20 minutes)

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

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 learners a few minutes to think about and then write their answers in the reflection section of their notebooks or on a sheet of paper. Then have an all-class discussion.

2.3 Talk about it: Design classics LEARNING PLAN

8Ld.02, 8Ld.03

Success criteria

• 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 intentions

Learning objectives

8Wca.02, 8Wca.04

• Writing: Write notes, 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. • Learners can discuss why some objects have become design classics. • Learners can ask and answer questions about design classics. • Learners can write descriptions.

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

2 Work in pairs. Describe the design classics in the pictures on page 38. 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)

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

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?

•

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

•

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

•

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.

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

•

Ask learners to read through the words and phrases. 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.

Answers Learner’s own answer

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

•

Main teaching ideas 13

•

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

•

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.

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•

Sample sentences: This car 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!

Answers Learner’s own answer

•

Consolidation (15–20 minutes) 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 out more about? 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

4 Work in groups. Ask and answer questions in Exercise 3 about the design classic you researched. (25–40 minutes)

Plenary ideas

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 learned with their partners.

•

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

Workbook

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

Answers Learner’s own answer

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

•

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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 vocabulary related to buildings. • Learners can use relative clauses beginning with prepositions.

21st-century skills

• Learners can describe buildings.

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

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

Download the audio transcript on Cambridge GO.

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.

Answers Photo A – The school is in Thailand. Photo B – The house is in a forest in the United States of America. Photo C – The apartment block is in Denmark.

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.

•

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.

Learners do Photocopiable 6.

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

Twenty conditional questions (15–20 minutes)

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 are used in each.

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.

•

Tell the class that they are going to listen to descriptions of these buildings and match each description to an image in the Learner’s Book. They listen and check their answers.

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 to help them remember.

•

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

•

Answers Learner’s own answer

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

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Use of English

Language tip (5–10 minutes)

Relative clauses beginning with prepositions (10–15 minutes)

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.

•

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

•

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

•

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

•

5 Work in groups. Discuss the buildings in the pictures in this lesson. (15–20 minutes)

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

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.

Digital Classroom: Use the grammar presentation ‘Relative clauses beginning with prepositions’ to revise relative clauses beginning with prepositions. The i button will explain how to use the grammar presentation.

•

Workbook

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

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

Answers Learner’s own answer

4 Combine these sentences using relative clauses. Remember to use which for things and whom for people. (10–15 minutes) Ask learners to work in pairs and combine the sentences.

•

When they have finished, check answers 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.

•

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, have designed important buildings in Denmark and other parts of the world.

Plenary ideas 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?

Homework ideas •

Learners choose an interesting building in their city or region and write a description of it. They add a photo of the building. Do they think this building is well integrated in the environment? Why? Why not?

•

Home–school link: Learners show the family the pictures in the Learner’s Book and describe them. Workbook For further explanation and practice, learners do Workbook page 31.

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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, sun-dried, endure, layers, belongings, spacious

21st-century skills

Critical thinking: Analyse causes and effects of problems, examine possible solutions to a given problem and state 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.

Starter ideas Places around the world (10–15 minutes) •

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.

Show a map of the world to the class. Remind the class of the places mentioned in the recording in

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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.

Main teaching ideas

•

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. Answers Learner’s own answer

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?

2 Read and listen to the article. Why do you think the journalist chose to write about Tateh Lehbib? (20–25 minutes)

d What are the walls of his grandmother’s new house made of ?

•

Ask the class what they think the journalist chose to write about engineer Tateh Lehbib. What is so special about him? Elicit opinions.

e When there is a sandstorm, what is the advantage of having a round house rather than a square house?

•

Tell the class that they are going to read and listen to the article and check if their opinions were correct.

f When Tateh told people about his idea, why did they call him ‘the crazy bottle man’?

Play the recording twice. Elicit 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.

1 Look at the article below. Focus on the title and the photo. What do you think the article is about? (5–10 minutes)

CROSS-CURRICULAR LINK

Answers Learner’s own answer

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 three features help to keep Tateh’s houses cool? Answers a (sun-dried) brick and zinc b high temperatures, rain and sandstorms could take the roof off 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

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Differentiation idea: Ask learners to make notes of their answers. This will provide support to less confident learners when they give their opinions. •

Download the audio transcript on Cambridge GO.

3 How many words for building materials can you find in the article? (10–15 minutes) Ask learners to reread the text and find words for building materials.

•

Check answers as a class.

•

If learners made the BUILDINGS spidergram in Lesson 2.4, ask them to add the new vocabulary to it.

Answers plastic; brick; zinc; sand; straw; cement; limestone

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.

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.

Answers a dried by the heat of the sun b live with, suffer (something unpleasant) c something that covers a surface d possessions, things that belong to someone e with plenty of space, plenty of room to move around

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) •

1 What kind of homes are there in your neighbourhood? (apartment blocks, detached houses, etc.) 2

What materials are they made of ?

3 What kind of housing is most needed in your town or region? 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 work in small groups. They read and discuss the questions.

Ask learners to make notes of their answers and ideas.

Answers Learner’s own answer

4 In pairs, find these words in the text and try to work out their meaning: (10–15 minutes) •

Critical thinking opportunity: Ask groups the following questions to develop a conversation:

•

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

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 label a 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.

Plenary ideas Consolidation (10–15 minutes) 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. When they have finished, ask volunteers to share their ideas with the class. Explain that by sharing their ideas

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and concerns, they can help each other find solutions to the problems they had or the difficulties they encountered.

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.

•

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 city. They can prepare a file with photos if possible.

Workbook For further explanation and practice, learners do Workbook page 32.

2.6 Talk about it: Famous buildings LEARNING PLAN

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 8Wca.01, 8Wca.02

Learning objectives

• Reading: Read and understand quiz questions. • Writing: Write quiz questions.

• Learners can discuss questions and answers. • Learners can write quiz questions about famous buildings.

• Language focus: questions beginning with prepositions

• Vocabulary: ancient, ruin, building, mosque, stadium, cast a shadow, equinox, pyramid, temple, opera house, cathedral, set sail

21st-century skills

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

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Starter ideas

•

Buildings (10–15 minutes)

Play the audio at least twice. Learners check their answers.

•

Check answers as a class.

•

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.

•

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.

•

Then 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.

Download the audio transcript on Cambridge GO. Answers 1 b, 2 c, 3 a, 4 b, 5 b, 6 c, 7 b, 8 b, 9 a, 10 a

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?

•

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 in Lesson 2.4, ask them to add the new information there.

Main teaching ideas

1 Work with a partner. Take turns to ask and answer the questions in the quiz. (5–10 minutes)

•

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) •

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.

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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)

•

Tell learners to read the questions and rewrite them, putting the preposition first.

•

Then they ask and answer them with a partner.

•

Ask learners to search the internet and look for pictures and information about these events and places.

Answers a In which city is the Empire State Building? (New York, USA) b From which country did Marco Polo set sail on his travels to Asia? (The Republic of Venice) c On which Spanish island is Mount Teide? (Tenerife) d To which country did the Portuguese explorer Vasco da Gama sail in 1498? (India) e To whom did the French give the Statue of Liberty in 1886? (the people of the United States)

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.

Answers Learner’s own answer

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)

•

5 Rewrite the following questions, putting the preposition first. Then ask and answer them with a partner. (10–15 minutes)

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. The Alhambra Palace has beautiful gardens with fountains and pools of water.

Use of English

Questions beginning with prepositions (5–10 minutes) Ask the class to read the Use of English box.

•

Provide some more examples of questions beginning with prepositions 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.

•

Workbook For further explanation and practice, learners do Workbook pages 36–37.

•

Learners work in pairs and write two additional quiz questions.

•

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. Answers Learner’s own answer

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.

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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.

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. Workbook For further explanation and practice, learners do Workbook page 33.

Homework ideas Learners choose one famous building or monument from the ones that appear in this lesson or others,

•

2.7 Write about it: Improve your writing LEARNING PLAN

Learning intentions

Success criteria

8So.01, 8Sor.02

• Speaking: Discuss ideas, give opinions.

• Learners can talk about what they would improve in their school.

8Rd.01

Learning objectives

• Reading: Read and follow instructions. • Writing: Write a report, spell words correctly, use correct punctuation, use appropriate register and style, organise text into paragraphs, use linkers and transition words.

8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02

• Learners can discuss what a report is like. • Learners can organise ideas. • Learners can write a report about school facilities.

21st-century skills

Critical thinking: Distinguish between main and supporting arguments, identify the basic structure of an argument, analyse the structure of a sample text. Creative thinking: Use own ideas to create new content. Collaboration: Identify strengths and weaknesses and provide 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 the 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

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Starter ideas 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 that learners like or don’t like? Why? Encourage them to explain their answers.

•

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).

•

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.

•

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. Match each comment a–j to a number 1–10. (20–25 minutes)

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.

•

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.

Explain that reports do not have a fixed format or structure but that there are some characteristics they should consider.

•

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.

•

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? Answers Learner’s own answer

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 than ‘also’ would they use to make an additional point? (For example, besides, too, in addition.) Prompt learners to 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. Answers 1 e; 2 i; 3 g; 4 j; 5 c; 6 a; 7 f; 8 h; 9 b; 10 d

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3 Write a report giving your group’s ideas and suggestions. Follow these steps. (40–45 minutes) •

Ask groups to use their notes to write the report.

•

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.

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. 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.

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 next time?

•

Ask them to write their reflections in their learning log.

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.

•

Plenary ideas

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.

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.

For further explanation and practice, learners do Workbook page 38.

•

Workbook

Answers Learner’s own answer

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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.

21st-century skills

• Vocabulary: revision of Unit 2

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

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.

•

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.

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.

Main teaching ideas •

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

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Project 1: A design for packaging (60–90 minutes)

Learner’s Book and give them time to reflect on their answers.

•

Tell groups that they are going to design the packaging for a product of their choice.

•

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

•

Ask groups to follow the instructions.

•

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.

1 Work in groups. Decide what kind of product you’re going to choose. •

They choose a product from the list.

Project 2: A presentation (60–90 minutes)

•

They discuss the pros and cons of choosing each, what characteristics each might require, etc.

Ask learners to read through the instructions and to clarify any doubts they have.

2 Decide on the packaging.

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.

Once they have chosen the product, they decide on the packaging – shape, colour, material, size.

1 Work in groups. Research houses built from recycled materials. Choose the one you like best and answer these questions.

4 Discuss any improvements you could make.

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.

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.

Learners discuss any improvements they could make to their packaging idea.

•

5 Draw the final version of your packaging. If possible, make a model to show the class.

Learners draw the final version of the packaging. If possible, they make a model out of cardboard to show the class.

6 Present your packaging to the class. Give reasons for your choice of shape, colour and material.

3 Use this outline to structure your presentation. •

Tell groups to use the outline in the Learner’s Book to structure the presentation.

•

They write a first draft and check for correct spelling, grammar and punctuation.

•

Then they check they have included all the necessary information and photographs (optional but desirable). They can prepare the presentation on a slideshow programme.

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.

•

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 •

Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the

4 Give the presentation. The class asks questions if necessary.

5 Ask the class for their comments. 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.

Assessment idea: You may video-record the presentations and keep them in the learners’ portfolios. You may also share the recordings with parents.

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Reflection

Homework ideas

•

Learners who did Project 1 could create a poster to advertise their product.

•

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.

•

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.

Workbook

Consolidation (15–20 minutes)

For further explanation and practice, learners do Workbook page 38.

Plenary ideas

Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.

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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.

8Wca.02, 8Wca.03, 8Wc.01, 8Wc.02

• Reading: Read an extract of a book, read for detail, read and understand the opinion of the writer. • 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.

8Rd.01, 8Rd.03, 8Ro.01

• 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

think art is important in our lives? What is the value of art? Generate a class discussion.

What is art? (20–25 minutes)

•

CROSS-CURRICULAR LINK

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.

•

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.

•

Main teaching ideas

Answers Learner’s own answer

2 Read and listen to the text on the next two pages. Answer these questions. (15–20 minutes)

1 Read about and listen to 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

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.

•

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.

•

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.

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.

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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.

Answers Learner’s own answer

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? (15–20 minutes) •

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

•

Then they get together with another pair and compare their ideas before having an openclass discussion.

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

You may also direct them to useful websites where they can learn more about Degas and his work, for example the website of the Metropolitan Museum of Art.

Answers Learner’s own answer

Plenary ideas

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)

•

CROSS-CURRICULAR LINK

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.

Assessment idea: When they have finished, ask learners 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. •

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 to make a real ‘book’.

•

Publishing idea: Learners can also upload their pieces to the class blog or school website.

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?

•

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 •

If conditions permit, provide learners with 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.

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d If I got 100% in a maths exam, I’d be very pleased. Workbook

e If a friend told me a secret, I wouldn’t tell anyone.

For further explanation and practice, learners do Workbook page 39.

2 a The Colosseum, in which gladiators fought to the death, is one of Rome’s most famous buildings. b My grandparents, for whom this house was built, now live in an apartment in the city centre.

Check your progress Working individually, learners do all three parts of the test.

c The results of the design competition, for which we have made a jewellery box, will be announced next month. 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?

General knowledge quiz

b On which island is Mount Fuji?

1 a cone; a hemisphere; a triangular pyramid

Answers

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 From which city can you see the volcano Popocatépetl? e

•

5 a log cabin 6 because it is a very good heat conductor 8 Peru 10 Dubai Vocabulary 1 a cone

9 Paris

Into which ocean does the Amazon river flow?

Summary checklist

4 a paper clip

7 Petra

Over which river is Tower Bridge?

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 cylinder

d pyramid

2 a glass

d concrete

b sphere

b wood e bamboo c metal

3 a façade

d penthouse

b skylight

e tower

c balcony Use of English

If you found a gold ring in the street, what would 1 a 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?

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