How to teach remotely with Compact by 華泰文化 Hwa Tai Publishing

How to teach remotely with

Here are some suggestions for how you could use Compact to support your online classes. Downloadable Resource Pack includes: Class Audio, Practice Tests, Speaking Test Videos, Photocopiable Worksheets and Downloadable Audio. If you do not yet have access to these resources, please contact your local sales representative. These resources are available for Compact Key for Schools and Compact Preliminary for Schools. Other resources, such as translated wordlists can be found here

click here

https://www.cambridge.org/gb/cambridgeenglish/catalog/ cambridge-english-exams-ielts/compact-key-schools-2nd-edition/ resources https://www.cambridge.org/gb/cambridgeenglish/catalog/ cambridge-english-exams-ielts/compact-preliminary-schools-2ndedition/resources The suggestions below are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > independent collaborative group tasks > individual self-access study

Useful tools in live classes SCREEN-SHARING: Presentation Plus is our multimedia presentation tool for Compact. If you are teaching using a video conference platform, then you can use all the presentation elements with your students by sharing your screen. Check out our latest blog series on teaching online for hints and tips. www.cambridge.org/ supportingeveryteacher

G R E AT F O R :

click here

C H AT B O X : use for short answers and brainstorming, allows all students to participate actively at the same time.

G R E AT F O R :

BREAKOUT ROOMS: these are virtual rooms for small groups that can be set up as part of the main classroom. Teachers can enter these rooms and monitor the work going on in pairs or small groups.

G R E AT F O R :

> giving instructions

> warmers

> comparing answers after tasks

> setting up tasks

> checking concepts

> role-plays

> presenting grammar or vocabulary

> checking answers

> short discussions

> getting feedback.

> collaborative tasks.

> stimulating discussions.

Two or three short breakout room tasks each lesson add variety and allow for more interaction. To find out more about how to create and manage breakout rooms and other functions in your online class, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here

Useful tools for additional tasks outside the classroom

DISCUSSION FORUMS:

VIDEO OR AUDIO RECORDINGS:

you can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo or you may want to use a wiki or a blog or other shared online space).

students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.

C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document, e.g. using Google docs.

A quick overview of the Compact unit structure. Each unit covers two related topics, grammar and vocabulary, as well as an exam task from each paper of the examination: Reading, Writing, Listening and Speaking. Grammar summaries and practice are referenced from within each unit and are found at the back of the book just before the Writing and Speaking banks. The order of each unit is not fixed across the series, but lessons are probably best taught in order when possible as they build upon each other. Compact is a shorter course intended to revise language and lexis that has been encountered before - this will make self-access more realistic for your students. Plan your schedule unit by unit and use the first online lesson of each new unit to explain the workflow to your class, setting out deadlines for independent study and creating groups for collaborative tasks. As much as possible, do and use what you normally do and use, experiment with the delivery channels and not the content – at first. Make the most of the materials that already come with your course. At the end of each lesson, preview the next lesson and outline what can be done in self-study in the meantime. When lesson patterns become more established, give students choice over what they study and how. Get them to share their favourite online tools for reading/listening, or practising English, for example.

A suggested structure for a flipped approach A flipped approach is based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the online lesson to check answers. You might expect to set up activities in one lesson and review them in the next lesson, but offer students the opportunity of working through the main task alone, or in a collaborative workspace with a partner. After several lessons in this new context, you will be able to gauge how students can successfully preview parts of each unit in advance, and create your breakout rooms or groups accordingly. It might be a good idea to have a first lesson just covering the actual tools of your presentation and communication systems.

A suggested structure for an online course following a mainly synchronous approach.

HOUSE & HOME

Reading

My home Exam task For each question, choose the correct answer.

Reading

This is what it's like to live in a tree house Reading Part 3 1

Luke Jackson and his parents moved from their apartment in Vancouver, Canada, to a tree house in the forest.

Look at these photos of two very different homes. Which one would you prefer to live in? Why? Work in pairs. Look at the words and phrases in the box. Choose a word and tell your partner the meaning. Do not say the word. balcony coast comfortable convenient cosy countryside crowded cultural events freezing historical buildings huge lively peaceful space traditional view This word means when the weather is very cold – the temperature is below zero.

Exam tip If you’re not sure which option to choose, cross out the ones you know are definitely wrong. Remember, your answers must come from the text, not your own opinion.

Freezing? 5

Choose words from Exercise 2 to complete this text about a girl called Léa and where she lives. Then compare in pairs.

My home by Léa Dupont I live with my parents and twin brother in a small town near our capital city. We’re in the north of the country, so it can be in the winter, but the summers are warm. (1) There are trains that run from my town straight to the capital, so it’s to get there. We can also drive to the quite (2) if we want to spend time at the beach, although it’s (3) a long journey. Our house is in a narrow street, which I think makes the house a bit too dark inside. But it also means there aren’t many cars driving past, which is great, as the street is quiet and (4) . Our house and I have my own room. It’s the has quite a lot of (5) . My smallest room in the house, but it feels really (6) parents are very sociable people, so the house is always full of visitors, and life is rarely dull! The capital is a big, (7) city with lots to do. My parents love all the cultural events like exhibitions, and I love shopping in the – much bigger than the department stores. They’re (8) shops in my town – but also much more expensive, so I can’t really afford to buy anything there. My grandparents live in the heart of the city, in one of the luxury apartments that were recently built there. outside, where you get an They have a lovely big (9) of the city. My brother’s not a city person, amazing (10) though – when we’re there, he’s always keen to get home again as quickly as possible!

Listen and check.

Look at these questions about Léa. Choose the correct answer (A, B or C) based on the text. Underline the phrase from the text that shows the correct answer. Then compare your answers in pairs. 1 What does Léa say about her town? A It never gets very cold during the year. B It’s at the seaside. C It’s close to the capital city. 2 How does Léa feel about the house she lives in? A She would like more space in her room. B She has mixed feelings about its location. C She thinks it’s sometimes too crowded. 3 Léa says that the capital city has A some smart new flats in the centre. B something for all of her family to enjoy. C big stores where she buys clothes.

Work in pairs. Take turns to talk about where you live. Talk about your town or city, and the kind of home you live in.

Earlier this year, I moved into a tree house. It had been my family’s dream ever since we read an article on a website about people who live in unusual homes. My parents decided to design our new home without the help of an architect, so they spent hours watching online videos and reading library books to get ideas for our tree house. Now that we’ve finished it, it’s exactly how we wanted to have it. Our tree house is built around a very strong tree, so it can support the two floors that surround it. I used to have a big bedroom in our old apartment, but now my room is pretty small. However, I don’t mind that at all because now it has an incredible view of the forest in every direction. It’s fantastic – I really couldn’t imagine living anywhere else now. Our next project is to finish the garden – it’s going to be amazing one day. I’ll never forget the first night we spent in the tree house. When I was in bed, I started to notice how the tree house actually felt. I hadn’t expected it to move in the wind like a boat on the ocean. However, it was quite relaxing and didn’t take long to get used to. It was also really dark, because there are no street lights! We don’t have any neighbours nearby, so I spend a lot of time on my own painting and playing music in my room. What’s great is that I can make a noise when I play my guitar up there since I live in the middle of the forest! I only wish more of my paintings could fit on my wall, instead of being in a big pile on the floor! My friend’s coming to stay next weekend and I can’t wait to welcome him to my home! I’ve already warned him that it’ll be a bit crowded in my room, but that won’t stop us from having fun together! 1 Where did Luke’s family get the idea to build a tree house from? A from talking to another family member B from the internet and library books C from an architect D from an unusual home they visited 2 What does Luke like most about the design of the tree house? A what he can see from his room B its position in the garden C the size of his room D the tree it's built around 3 On his first night in the tree house, Luke was ... A surprised by the way it moved. B afraid of the noises he heard. C relaxed because it was so dark. D worried because there were no lights.

5 What might Luke write in a blog about his family’s tree house? A

My family wasn’t sure if we would be able to live in a tree house until we found an architect who could help us. I love living somewhere where all my friends can come and hang out in my room. Even though we haven’t started looking after our garden, I prefer spending time there because it’s just wild flowers and lots of trees. Moving from an apartment to a tree house has been an exciting adventure – it’s a very different type of home.

4 What else does Luke say about his bedroom now? A It is too close to his nearest neighbours. B It is a good place to play a musical instrument. C It has enough wall space for all his paintings. D It has plenty of room when friends come and visit him.

UNIT 6

Lesson 1: Lead-in: In your first online lesson, explain how you will work with your students in the new class setting. Preview any collaborative projects you will be setting over the unit (The ancient wonders of the world). Introduce what you want to cover within the lesson time and look ahead to the tasks which you will be setting for homework and self-study.

1 2

Ask students to look at the images at the top of the page and enter their answers into the chat box. Feedback on their answers by calling on individual students to expand on their contributions, either with voice or chat. Do this with several students before moving on. Elicit with questions in the chat box any vocabulary you think might need to be pre-taught from exercises 2 and 3.

Screen sharing

Put students into pairs/groups in the breakout rooms to work on exercises 2 and 3. Visit each breakout room during each activity to monitor and offer help. Students may also ‘raise their hand’ to ask for support. As a transition from the breakout room to the main classroom, you can ask students to write a short summary of what they discussed in the chat box. This will occupy fast finishers and allow other groups a little more time to complete the exercises.

Breakout rooms

Chat box Main classroom

Screen-sharing Chat box Hands up

Bring the students back into the main classroom. Check answers by playing the listening (exercise 4). If you cannot broadcast the audio from the main classroom, then use the recording script or, if the students have the audio recording, ask them to play it for themselves.

Main classroom Screen sharing Chat box

Lead a follow-up discussion by asking the students to enter some of the new items of vocabulary and definitions into the chat box. You could make a game of this by offering a word and an incorrect definition, and asking True or false?

Ask the students to do exercise 5 individually, then put the students back in to breakout rooms to compare and discuss.

Breakout rooms

Bring the students back into the main meeting room to feedback on answers and then set up breakout rooms again for exercise 6. Visit each breakout room during each activity, to monitor and offer help.

Breakout rooms

The full Exam task could be set for independent work offline and reviewed at the start of the next lesson. Alternatively, time permitting, students can compare their answers in pairs and then in the main classroom.

Individual Study

Preview the next lesson: ‘Grammar’ page 48

Main classroom

Ask the students to read the Grammar references from page 48. You may decide to ask the students to work through the grammar section in advance if you are following a flipped approach.

Self-study/ preparation for next class

Optional: Set the relevant corresponding Workbook exercises as consolidation.

Main classroom

Breakout rooms Main classroom

Homework

Reading

Grammar 3

Page 87 1

Read this explanation of used to. I used to have a big bedroom in our old apartment. We use used to to talk about things in the past that are no longer true. His bedroom was big before, but now it isn’t. Now complete these sentences with the correct form of used to.

I really couldn’t imagine living anywhere else now. Complete this table with ‘infinitive’ or ‘-ing form’. Verbs followed by (1) apologise for avoid consist of imagine look forward to suggest

Verbs followed by (2) advise agree forget intend learn offer persuade plan promise teach want

D Reading Part 5

Match the names with the photos (A–E). Buckingham Palace the Eiffel Tower the Great Wall of China the Leaning Tower of Pisa the Pyramids Exam task

Exam tip Try writing a word in the gap before you look at the options. This can help you when you come to make your choices.

For each question, choose the correct answer.

The Taj Mahal

Look at what Luke says about his guitar on page 47. I can make a noise when I play my guitar up there. Correct the mistakes in these sentences written by exam candidates. Which verb should replace the underlined verb? 1 I’m going to do a lot of sandwiches and salads for the picnic. 2 We have decided to make a sports day. 3 Next week, we want to make a party. 4 I have to do shopping today in the big shopping centre. 5 I am going to climb mountains and do fishing. 6 Next week, we are going to do a volleyball match at the club. 7 They also had rooms to sit down in and make your homework.

Work in pairs. Which famous buildings and places do you know around the world? Look at the photos above to help you.

Page 89

Page 88

It’s exactly how we wanted to have it.

B A

do, make, have, go

Verbs followed by infinitive / -ing form

Look at these sentences from the text on page 47:

Complete these sentences with the correct form of the verbs in brackets. 1 My older sister wants to learn (drive) as soon as possible. 2 I can’t imagine (lose) my mobile. My parents would be very angry! 3 I had to apologise to my mum for (break) her favourite vase. 4 My dad offered (take) me to my friend’s house in the car. 5 Jay suggested (go) to the cinema, but I didn’t have any money. 6 I didn’t really want to go out tonight, but my friend persuaded me (go).

1 My mum take me to the park every day when I was small. 2 (you) play computer games when you were younger? 3 I go out in the evenings, but I go out a lot now. 4 My older sister play with me very much when I was a child. She said I was too annoying. 5 (she) have long hair when she was ten? 6 I ride my bike to school every day, but now I go on the bus.

Correct the mistakes in these sentences written by exam candidates. 1 Don’t forget go to the shops and buy milk. 2 I would enjoy to see a show, especially a fashion show. 3 The bookshop needs people working for up to six months. 4 We should consider to make tourist programmes.

On page 47, Luke describes his bedroom like this:

PLACES & BUILDINGS

used to

What’s the most beautiful building you’ve ever visited? Many people (1) that the Taj Mahal, built in India in the 17th century, is one of the most magnificent buildings they’ve ever seen. For example, its walls are made of white marble, which almost seems to change colour depending on the (2) of light shining on it. What’s more, in some of the gardens that the building, there are wonderful fountains and (3) pools of water. up to 8 million visitors Nowadays, the Taj Mahal (4) every year, coming from all over the world. However, increasing (5) of pollution in the environment, from vehicles in for the building, the area, are becoming a serious (6) so people are no longer permitted to drive close to it. Visitors must either walk from the parking areas or catch a special bus.

1 A advise

B decide

C suppose

D agree

2 A amount

B total

C sum

D whole

3 A support

B consist

C involve

D surround

4 A introduces

B finds

C attracts

D produces

5 A heights

B types

C levels

D loads

6 A trouble

B issue

C doubt

D event

Work in pairs. Discuss these questions. 1 What can you remember about the Taj Mahal from the text?

2 Have you ever been to any of the places in the photos above? Which one would you most like to visit? Why?

UNIT 6

Lesson 2: Grammar

1 2 3 4

Start with a short warmer to allow time for everyone to enter the class. For example, you can ask the students to type answers to simple questions unrelated to the lesson, e.g. What did you have for breakfast today? Or you could ask questions to help match the theme of the lesson, e.g. List some hobbies/activities you don’t do anymore. You can refer back to these later in the lesson. (You may also decide to do a quick review of the last lesson in advance of this.)

Main classroom

Concept check used to by asking the students what time they went to bed when they were five/younger. When I was 5, I used to go to bed at 7 o’clock. What time did you use to go to bed? Use the Grammar reference as an aid, then set exercise 1. The students check their answers to the exercises in the breakout rooms.

Chat

Ask the students to look at the sentences from page 47 and elicit the different patterns of verb + infinitive and verb + ing form. Direct to the Grammar reference and encourage students to build up a record of verb patterns in their notebooks. Set exercise 2 individually, then feedback in the open class. Set exercises 3 and 4 in breakout rooms and do feedback in the open class.

Main classroom

Open the exercise by listing some words and expressions and asking the students which verb – do, make, have, go – goes with each one. Set activity 5 in the breakout rooms, reminding the students to refer to the Grammar reference at the back of the book. Visit each breakout room to monitor and allow the students to ask questions. Do feedback in the open class.

Main classroom

Chat box

Breakout rooms

Chat box Breakout rooms

Look ahead to the next lesson: ‘Reading’ page 49

Self-study

Set up the reading lesson in an asynchronous discussion forum. Set a deadline for the students to share their responses and reply to each other. Set expectations of how much they should contribute to encourage interaction, e.g. Please write about three or more famous places that you know about from around the world by Tuesday. Please say what the building is called, where it is located, and when it was built. Then read your partner’s post and ask them one other question about the building on Wednesday. Answer any questions you are asked by Thursday.

Discussion forum

Ask the students to attempt the reading task before the next lesson and to be ready to discuss it in pairs. Optional: Set the relevant corresponding Workbook exercises as consolidation.

Homework

Reading

Grammar 3

Page 87 1

Verbs followed by (2) advise agree forget intend learn offer persuade plan promise teach want

D Reading Part 5

Match the names with the photos (A–E). Buckingham Palace the Eiffel Tower the Great Wall of China the Leaning Tower of Pisa the Pyramids Exam task

Exam tip Try writing a word in the gap before you look at the options. This can help you when you come to make your choices.

For each question, choose the correct answer.

The Taj Mahal

What’s the most beautiful building you’ve ever visited? Many people (1) that the Taj Mahal, built in India in the 17th century, is one of the most magnificent buildings they’ve ever seen. For example, its walls are made of white marble, which almost seems to change colour depending on the (2) of light shining on it. What’s more, in some of the gardens that (3) the building, there are wonderful fountains and pools of water. up to 8 million visitors Nowadays, the Taj Mahal (4) every year, coming from all over the world. However, increasing (5) of pollution in the environment, from vehicles in the area, are becoming a serious (6) for the building, so people are no longer permitted to drive close to it. Visitors must either walk from the parking areas or catch a special bus.

1 I’m going to do a lot of sandwiches and salads for the picnic. 2 We have decided to make a sports day. 3 Next week, we want to make a party. 4 I have to do shopping today in the big shopping centre. 5 I am going to climb mountains and do fishing. 6 Next week, we are going to do a volleyball match at the club. 7 They also had rooms to sit down in and make your homework.

Work in pairs. Which famous buildings and places do you know around the world? Look at the photos above to help you.

Page 89

Page 88

It’s exactly how we wanted to have it.

B A

do, make, have, go

Verbs followed by infinitive / -ing form

Look at these sentences from the text on page 47:

Complete these sentences with the correct form of the verbs in brackets. (drive) as 1 My older sister wants to learn soon as possible. (lose) my mobile. My 2 I can’t imagine parents would be very angry! (break) 3 I had to apologise to my mum for her favourite vase. (take) me to my friend’s 4 My dad offered house in the car. 5 Jay suggested (go) to the cinema, but I didn’t have any money. 6 I didn’t really want to go out tonight, but my friend (go). persuaded me

1 My mum take me to the park every day when I was small. (you) play computer games when 2 you were younger? go out in the evenings, but I go 3 I out a lot now. play with me very 4 My older sister much when I was a child. She said I was too annoying. (she) have long hair when she was 5 ten? 6 I ride my bike to school every day, but now I go on the bus.

On page 47, Luke describes his bedroom like this:

PLACES & BUILDINGS

used to

1 A advise

B decide

C suppose

D agree

2 A amount

B total

C sum

D whole

3 A support

B consist

C involve

D surround

4 A introduces

B finds

C attracts

D produces

5 A heights

B types

C levels

D loads

6 A trouble

B issue

C doubt

D event

Work in pairs. Discuss these questions. 1 What can you remember about the Taj Mahal from the text?

2 Have you ever been to any of the places in the photos above? Which one would you most like to visit? Why?

UNIT 6

Lesson 3: Reading Use asynchronous time for reading and use class time for discussion around the texts. Reading independently allows students to work at their own pace and look up new vocabulary.

Start with a short warmer to allow time for everyone to enter the class. For example, you can ask the students to type answers to simple questions related to the reading task, Where is the Eiffel tower? etc. Put students into breakout rooms to compare their answers to the reading task.

2 3 4 10

Main classroom Chat box Breakout rooms

Before asking students to compare their answers to the reading text, check that the students have a general understanding of the text by typing some gist questions into the chat box. After students have worked through the questions together, bring the students back into the main classroom and feedback on the answers together.

Main classroom

Speaking exercise 3 gives the students the opportunity to reuse the language they have just been exposed to. Offer prompts in the chat box for question 2, such as I’d really like to go to…; I’d love to see… etc. This could become a longer speaking activity by creating different breakout groups to allow the students to discuss the questions again with a new partner. Remember to signal the end of a breakout session by sending a chat to the class asking them to type the places they, or their speaking partners, would like to visit, or another question that will allow students to make a short summary of their discussion and transition to the next part of the lesson.

Breakout rooms

Set up a research project on ancient wonders of the world, splitting the class into 7 groups and ask each group to research one of the seven wonders of the world and to create a short text describing it. This document could sit on a shared folder.

Self-study

Chat Breakout rooms

Chat

Discussion forum

Writing

Writing Match the underlined words in the story with the categories in this table.

Writing Part 2 Pages 100–101

Links to explain reason

Exam tip

Links to explain result

For the story option in Writing Part 2, you’ll be given a sentence to begin your story. Before you start, make a brief plan to organise your ideas. 1

Work in pairs. Look at the places in the box. Which ones would you like to go to? Why? What could you do there? Who would you go with? a beach a castle a city a desert a forest an island a jungle a lake a mountain an old house a village

Work in pairs. Choose one of the places in the box in Exercise 1 and write down some ideas for a story about the place you have chosen. Think about these things: • •

Who is in the story? Why did they go there?

• •

What happened? How does the story end?

Linking words Exam tip When you write in English, think about how to join your ideas together. 3

Read Holly’s story about a city she visited. Her teacher asked her to begin her story with this sentence: My parents organised a big surprise for my birthday last Saturday.

My parents organised a big surprise for my birthday last Saturday. It was a day trip to London – and it was fantastic! When we first arrived, we set off to explore the city, despite the rain! We walked all the way along the river and spent the morning at Tate Modern, a huge art gallery. We also had a ride on the London Eye because we wanted to see right across the city – and we weren’t disappointed! Although it was cloudy, we still saw some wonderful views, so we were really pleased. In the evening, we took a bus tour around different parts of the city, which was great fun, then we ate in a really nice restaurant. After that, we went home. We were tired but very happy. It was the best birthday I’ve ever had!

Links to add a point Links to contrast a point 4

Now read this story about a day at a museum. Complete it with linking words from Exercise 3. Use the words in brackets to help you. The student had to begin the story with this sentence:

Samuel’s mum decided to take him to the museum for the day.

Samuel’s mum decided to take him to the museum for the day. When they arrived at the museum, it was still (result) quite early in the morning, (1) they decided to go to the café for some breakfast, which was delicious. (contrast) the museum had just (2) opened, there were quite a few people in there. Then Samuel and his mum set off around the museum. (time link), they went to look at the (3) (time link) they Egyptian section and (4) (reason) went inside a special room (5) Samuel wanted to see the beautiful old paintings in there. (contrast) it was quite crowded, (6) they managed to see everything (7) (add a point) they were even allowed to take pictures, (result) that was great! They (8) spent the whole day at the museum. It was quite (contrast) they didn’t mind expensive, (9) (reason) they’d had a good time! (10)

Exam candidates sometimes make mistakes with punctuation and linking words. Correct the mistakes in these sentences.

Exam tip

1 I was a little bit worried, what it would be like. I was a little bit worried about what it would be like. 2 I want to inform you, we’re going to the Odeon cinema. 3 The bride and groom’s family will invite their friends, relatives to the ceremony. 4 I am not coming to the class tomorrow. I can’t come, I’m going to the dentist. 5 Centre Park is beautiful and there are a lot of animals, which you can feed because they are very friendly.

Time links

When you’re writing sentences, it’s important to think about where one sentence ends and the next one begins.

Look at this story written by a boy called Alex, about his trip to the beach. His story had to begin with this sentence: We put everything into the car and set off early in the morning. Decide where each sentence ends and add appropriate punctuation. Then compare in pairs. we put everything into the car and set off early in the morning the sun was shining and it was hot we had brought a picnic with us to eat on the beach we were quite hungry so we were really looking forward to it finally we arrived at the beach the sea was really blue and it was a beautiful day we got everything out of the car and raced down to the sea my brother and I got changed and went swimming immediately then we ate the picnic it was delicious we spent the whole day on the beach and then came home as the sun was going down and just as it began to get cold it was a great day

25 Listen to Alex talking about his day at the beach and check your answers. Can you split the answer into three paragraphs?

Exam task Your English teacher has asked you to write a story. Your story must begin with this sentence: Jack and his dad took their backpacks and started walking towards the mountain. Write your story in about 100 words.

Exam tip Write down a few ideas before you start writing so that you know you have enough to say. Don’t forget to write only about 100 words.

UNIT 6

Lesson 4: Writing You can use the same focused writing prompts you normally use. Students can type their responses in a chat box or discussion forum. For collaborative writing tasks, students can create and edit a shared document. For individual improvement, students can assess and edit their own work using Write & Improve. https://writeandimprove.com/

Start with a short warmer to allow time for everyone to enter the class. You could use this time to elicit the linking words that will be used in the lesson. Why are we having our lesson online? We are having our lesson online because… etc.

click here

Main classroom Chat box Breakout rooms

Ask students to answer exercise 1 in the chat box, after giving an example yourself. Then set up breakout rooms to allow students to develop a short story with their partner in exercise 2. Invite some pairs to tell the structure of their story to the class.

2 3 4 5 11

Set up the reading and language tasks in exercises 3 and 4 by pre teaching any vocabulary you think might be problematic. Students complete exercise 3 in pairs and feed back in the open class before completing exercise 4 in pairs and feeding back in the open class again.

Main classroom

To support students with exercise 5, have your board work ready to copy and paste into the chat box. This will be sentences joined with commas – elicit which linking words could join them together.

Main classroom

Preview exercise 6 for homework by reading the story as written, without punctuation. Then read the story again with punctuation. This will scaffold the exercise to allow students to attempt it after class and before working with a partner during the next lesson. (Alternatively you could paste the text without punctuation into a shared document the students can edit and ask them to make corrections.)

Main classroom

Set the writing exercise in exercise 7, reminding students about the Writing bank on page 98 and the need to structure their story with paragraphs.

Main classroom

Breakout rooms

Chat box

(Shared online document)

Self-study

Speaking

Listening Listening Listening Part 1

Speaking Part 3 Pages 110–111

Exam task 26

Exam tip

For each question, choose the correct answer.

1 What does the girl like about her town?

Before each dialogue starts, look carefully at the question and the pictures to make sure you understand exactly what you’re listening for.

Put these phrases into the correct category in the table below.

Listen to Saskia and Oscar talking about a trip to a city. Complete their conversation with phrases from Exercise 1.

What do you think? I think ... would be more useful for them. How/What about taking ... ? I think they should take ... rather than ... They’d probably take ... That’s a good idea, isn’t it?

5 Who came to talk to the girl’s class at school?

2 What would the girl like to buy?

6 Which drink did the boy and girl have during their school trip?

Giving opinions

Making suggestions

Asking for opinions

Saskia: Oscar: Saskia: Oscar: Saskia: Oscar:

What do you think they should take with them on the trip, Oscar? I think it would be useful to take a guidebook. That’s (1) ? And (2) an umbrella? I think a coat (3) . It could be cold and windy! an umbrella (5) a coat. OK, well, (4) Fine.

Exam task A

3 What will the weather be like at the weekend? A

Listen to the examiner and do the task.

Exam tip There’s no ‘correct’ answer to this part of the exam. The important thing is the language you use to discuss the options.

7 Which birthday present will the girl buy for her sister?

4 What did the boy dislike about the hotel room he stayed in?

UNIT 6

Lesson 5: Listening Students may not be able to avoid background noise or other distractions during listening exercises, so use asynchronous study time for listening work when possible. Students can then listen as often as they need to. The same prediction techniques can be used before a listening as you would in class by screen sharing the images on page 52. You can play the listening and have students check in pairs before feedback in open class.

Main classroom Chat box

Speaking

Listening Listening Listening Part 1

Speaking Part 3 Pages 110–111

Exam task 26

Exam tip

For each question, choose the correct answer.

1 What does the girl like about her town?

Before each dialogue starts, look carefully at the question and the pictures to make sure you understand exactly what you’re listening for.

Put these phrases into the correct category in the table below.

Listen to Saskia and Oscar talking about a trip to a city. Complete their conversation with phrases from Exercise 1.

What do you think? I think ... would be more useful for them. How/What about taking ... ? I think they should take ... rather than ... They’d probably take ... That’s a good idea, isn’t it?

5 Who came to talk to the girl’s class at school?

2 What would the girl like to buy?

6 Which drink did the boy and girl have during their school trip?

Giving opinions

Making suggestions

Asking for opinions

Saskia: Oscar: Saskia: Oscar: Saskia: Oscar:

What do you think they should take with them on the trip, Oscar? I think it would be useful to take a guidebook. ? And (2) an umbrella? That’s (1) . It could be cold and windy! I think a coat (3) OK, well, (4) an umbrella (5) a coat. Fine.

Exam task A

3 What will the weather be like at the weekend? A

Listen to the examiner and do the task.

Exam tip There’s no ‘correct’ answer to this part of the exam. The important thing is the language you use to discuss the options.

7 Which birthday present will the girl buy for her sister?

4 What did the boy dislike about the hotel room he stayed in?

UNIT 6

Lesson 6: Speaking Ideally you have been able to use breakout rooms during live classes for communicative tasks and pair work. In addition to using class time for speaking practice, students can also record themselves on their own devices and then share the file. The advantages are that nearly all devices can make recordings, include a timer and encourage self-correction by the student.

Use the chat box to ask the students to categorise the phrases. Have your board work ready to copy and paste.

Main classroom

Exercise 2 can be completed individually with the phrases from exercise 1, then checked in pairs.

Main classroom

To prepare for the speaking task, you could ask the students to think what they could use each item for.

Main classroom

Students do the speaking task in pairs. Students could repeat the speaking task with another partner during the lesson or at a later time.

Breakout rooms

Chat box

Breakout rooms

Optional: Allow students to work in pairs to record their speaking practice. At the next lesson, ask students What did you do well? What did you find difficult? What would you do differently next time?

We hope you find these guidelines helpful. There are further resources available for you and your learners in the following locations: 1. From our Downloadable Teacher Resources Pack > We have 6 reading lessons (worksheets with teachers notes) which you can share with your students online. > We also have 6 listening lessons (worksheets with teachers notes) which you can share with your students online. > Speaking lessons with Speaking Test Videos also include exercises that can be completed individually by students. > 2 Cambridge practice tests per exam level. If you don’t have the Teacher Resource Pack please contact your local Cambridge representative for access. 2. Compact Online Practice If your students have access to the CLMS online practice material, you could set activities from this. It is particularly useful for reviewing grammar and vocabulary which students have already learned. The access codes are found inside the front cover of the Student’s Books. 3. Compact Class Projects click here

If you are using a video tutoring platform to connect with your students, you could also take a look at our new Compact Class Projects for Compact A2 Key for Schools and Compact B1 Preliminary for Schools. The first part of the projects can be done individually, the other parts could be done by your students collaborating online. 4. Presentation Plus

click here

Presentation Plus is our multimedia presentation tool for Compact. If you are teaching using a video conference platform, then you can use all the presentation elements with your students by sharing your screen. Check out our latest blog series on teaching online for hints and tips. www.cambridge.org/supportingeveryteacher

click here

5. Test Generator With the test generator, you can create new tests for your students to work through based on what you have covered in class. 6. Testbank If your students have copies of the Compact Student’s Books which include Testbank, now is a good time to work through this wealth of material. The tests may be used in practice mode as well as test mode, and the exams may be broken down into individual tasks, to enable students to perfect their approach to each part of the exam. 7. Practice makes perfect click here

Don’t forget to check out practicemakesperfect.cambridge.org for lesson plans for each exam level. These can be easily adapted to teach online classes. Please contact your Cambridge representative for help accessing any of this material.