How to teach remotely using Cambridge Primary Path

How to teach remotely with

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Cambridge One is your hub for all core course materials and Teacher Resources. > Download or use the online version of Cambridge Primary Path Presentation Plus to present the Student’s Book and Activity Book in online lessons. You can directly access Big Question videos, oracy animations, audios, flashcards, interactive activities, and even games. Review Student’s Book or Activity Book answers as a class, and easily refer to the Teacher’s Edition and glossaries, too. > Navigate back to Practice Extra if you opt to do these online activities in class or do teacher-guided Brain Break activities. > Find useful Teacher’s Resources such as study guides and homeschool connection activities known as monthly blasts that allow parents to connect with students through fun, real-world activities.

Cambridge One is a hub for your students, too! > Students can access Practice Extra for additional online activities and Learner’s Resources, including Big Question videos, oracy animations, and audios to support their work at home. These can be downloaded and viewed on personal devices.

We recommend using a mixed model of remote teaching using: > live whole-class lessons online, > collaborative group and pair work, without the teacher or with light teacher input, > individual self-study, > optional tasks with parents.

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Tools you can use for online classes: V I D E O C O N F E R E N C E P L AT F O R M S (like Miro, Google School, Zoom, Microsoft Teams, etc.)

G R E AT F O R : > offering Teacher-led or facilitated online classes,

> organizing and moderating breakout rooms,

> moderating participation, including hand-raising functions and mute control,

> providing real-time interactive whiteboards and saving class work,

> presenting, holding discussions, and using chat,

> recording sessions, if appropriate, to review, monitor progress, or offer make-up sessions.

> screensharing and collaborative annotation,

SCREEN-SHARING

C H AT B O X

G R E AT F O R :

G R E AT F O R :

> presenting grammar, vocabulary, or phonics,

> short contributions to discussion,

> setting up tasks and giving instructions,

> checking answers and brainstorming,

> presenting students’ work or portfolios,

> taking a class vote or poll,

> provoking stimulating discussions.

> closing lessons, > sharing feedback.

BREAKOUT ROOMS

ONLINE INTERACTIVE WHITEBOARD TOOLS

(virtual rooms for pairs or small groups)

(such as Miro)

G R E AT F O R :

G R E AT F O R :

> small group and pair activities, > comparing answers after tasks,

> real-time brainstorming, graphic organizers, and writing activities,

> role-plays and short discussions,

> pair and group activities,

> optional teacher participation in pair and small groups activities.

> keeping records of pair, group, or class work.

For more on how to set up and manage some of these functions see: click here

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https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/

C A M B R I D G E P R I M A R Y PAT H P R E S E N TAT I O N P L U S click here

G R E AT F O R :

> remote teaching via screen-sharing,

> setting timed activities,

> presenting the Student’s Book and Activity Book materials and activities, including embedded videos, animations, and audio,

> reviewing answers (reveal one at a time or all at once),

> presenting flashcards and doing visual literacy activities,

> doing extra activities and playing teacher-guided class game.

> using annotation tools to mark up the pages you’re presenting,

Tools your students can use for independent tasks: PRACTICE EXTRA:

VIDEOS OR AUDIO RECORDINGS:

allows students to do additional online practice of unit vocabulary, grammar, for example, or take Brain Breaks and play educational games from a desktop, tablet, or even a cell phone.

can be made by students at home on their phones, tablets, or computers to build portfolios and share with you and/or the whole class. Online collaboration tools like Flipgrid may be used to facilitate video sharing.

LEARNER RESOURCES:

allow students to download course videos, audios, and animations.

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DISCUSSION FORUMS:

(like Moodle or Edmodo) are good for posting a short task to start a student discussion.

C O L L A B O R AT I V E WRITING TOOLS: (such as Google Docs) allow upper primary students to do collaborative writing work.

Online etiquette and support to ensure smoother online classes: > At the beginning of the school year, establish a list of Ground Rules for Online Classes.

Ideally, students should participate in the creation of the rules list. > Review/elicit the list of Ground Rules at the start of every lesson for the first few weeks of school. If serious slippage occurs at any point, remind students about the Ground Rules and elicit them. > Set aside class time to make sure students understand how all the online tools work; for example, how students can mute themselves, raise their hand, write in the chat, enter and exit a breakout room, etc. (With younger students, parents may need to be present to guide them in the first few weeks.) > Any time you introduce a new tool or application, make sure you take the time to ensure that students are adequately supported and that the majority of your students have adapted. Set aside a block of time to provide personal support or explanations for those students and/or parents who are struggling with the technology. > Establish regular blocks of unstructured online time when you’re available to communicate directly with students in a chatroom and answer their questions about homework or other class-related issues. > Remember that flexibility, patience, and creativity are key!

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Tips and tricks for teaching CPP remotely: > All units of Cambridge Primary Path are similarly organized, though the number of activities and supplementary material varies. > Lessons are divided by focus, not amount of time, so you may cover more or less than one lesson in a class. > The lesson structure and activities in this guide are merely suggestions. You may need to adapt the activities and/or order and flow based on the level of student engagement online. > The correlation between the Student’s Book pages/activities and the corresponding Activity Book activities can be referenced in the Teacher’s Edition. > Additional fiction and nonfiction texts in the Activity Book are not included in this guide except as potential homework. However, the Activity Book is part of Presentation Plus and therefore may be presented during online classes depending on the number of class hours and your students’ needs. > Oracy reminders (look for oracy characters with speech bubbles) are sprinkled throughout Student’s Book lessons. Call these out and use the opportunity to remind students about the oracy skills they have already learned. > Play online games from Presentation Plus or watch Brain Break videos from Practice Extra whenever energy is lagging. > Assign pages from the Creative Journal at any time. > Fun Corner and Build Creativity activities from the Teacher’s Edition can be adapted for online warm-ups or wrap-ups or to provide a fun break from daily routine. > Flexibility and patience with trial and error is an important part of the online teaching process. Remember—there is no right or wrong way to adapt course materials for primary level students. As your online teaching experience grows, your classes will be more fluid and effective.

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Flipped learning: You may be familiar with flipped learning, where pre-lesson tasks are assigned for students to do at home. Remote teaching lends itself to the benefits of flipped learning as students come to class better prepared and your online class time is more effective.

You can flip lesson plans in Primary Path by assigning the following activities ahead of your classes: > Assign the Big Question video and Oracy Animations with simple gist questions ahead of class. > Have students draw pictures of or write sentences for Key Words. > Have students read and listen along to the fiction and nonfiction texts (or sections of these) and circle words they don’t know. > Have students prepare a brief answer for Time to Talk! boxes or Big Question links to share in class. > Ask students to find and circle the target grammar structures in the fiction or nonfiction texts. (In CPP, grammar is always presented first within the core texts and then practiced on the Grammar in Context page.)

It’s important to understand that students are not expected to master pre-lesson tasks. Rather, the aim is to familiarize students with vocabulary and topics and encourage independent learning.

This remote learning guide provides a recommendation for a flipped learning strategy for every lesson in CPP.

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Follow-up tasks or homework: > The supporting activities in the Activity Book or Grammar and Writing Workbook > Practice Extra activities and games > Student-made photos or videos to answer a Big Question link or Time to Talk! question or give their opinion about a text > Creative Journal activities—you can ask students to share their work in the next class! > Home-School Connection Activities for students to do with their parents such as Monthly Blasts and Study Guides

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Cambridge Primary Path course structure:

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Lesson 1

Unit Opener Spread: Presentation of the Big Question and Key Words 1

Lesson 2

Getting Ready to Read: Nonfiction, Presentation of Reading Strategy

Lesson 3

Nonfiction Text, Presentation of Key Words 2

Lesson 4

Explore the Text, Presentation of Key Words 3

Lesson 5

Grammar in Context

Lesson 6

Phonics (L1 – L2), Phonics and Spelling (L3 – L4), Spelling Patterns and Word Study (L5 – L6)

Lesson 7

Oracy

Lesson 8

Writing

Lesson 9

Getting Ready to Read: Fiction, Presentation of Key Words 4

Lesson 10

Getting Ready to Read: Fiction, Reading Strategy

Lesson 11

Fiction Text

Lesson 12

Explore the Text

Lesson 13

Grammar in Context (refer to Lesson 5)

Lesson 14

Listening (and Values)

Lesson 15

Big Challenge Project

Lesson 16a

Speaking Mission

Lesson 16b

Oracy Performance Task

5

Why do we travel?

B B B B B

Talk Learn Write Do Plan

about travel. how to ask for information. a travel blog. a class questionnaire and analyze the results. to visit a wildlife park in another country.

What can yo you see?

Which

5.1

trip tri p do y you want to go on? ?

Key Words 1

Why?

Do you like

1

to travel?

5.1

campfire

culture

hiking

camping

souv uvenir

cabin

castle

Watcch the vid deo. Why do we e travel? Ma ark

to see natture

2

tourist

.

to learn about different cultures

to save e money

to learn new skillls

to watch TV

to take a vacation n

5.11 Watch again. Complete the 5. graphic organizer in the Activity Book.

AB page 82 95

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Lesson 1: Unit Opener Spread: Presentation of the Big Question, Key Words 1

Pre-lesson task:

Homework

Option 1: Select one of the preview questions on the Unit Opener Spread and have students draw a picture or prepare an answer.

Option 2: Have Ss watch the Big Question video. Give them an observation task or gist question, for example: How many different types of animals can you see?

What’s the narrator’s favorite food? What are three reasons whales are in trouble?

1

Read Big Question (unit topic) out loud.

Online meeting room

Have students write the first word or phrase that comes to their mind after they hear the Big Question in the chat box.

Chat box

Use the words students have written to personalize and ask them further questions.

2 3

If you assigned pre-lesson task option 1, have students share their drawing or give their prepared answer.

Online meeting room

Encourage all students to participate.

Screen sharing of SB spread with Presentation Plus (P+)

Pre-teach Key Words 1 with online flashcards and audio.

Online meeting room

Play online Key Word game as a class to practice (check if available on P+).

Screen sharing of SB spread with P+

Then go through the rest of the photos and preview questions, asking questions and eliciting responses.

Key Word game

10

4

If you assigned pre-lesson task option 2, elicit answers to observation task or gist question.

If you didn’t assign pre-lesson task option 2, elicit the Big Question and have students write it in the chat box.

Chat box Screen sharing with P+ Self-study

Play Big Question video. Have students do Activity 1 individually. Review answers as a class.

5 6

11

Have Ss do Activity 2 (corresponds to graphic organizer in Activity Book) in breakout rooms.

Breakout Rooms

Call Ss back and review answers to AB graphic organizer as a class.

Screen sharing of AB with P+

Assign any of the following:

Homework

Corresponding AB activities Practice Extra: Key Words 1

Online meeting room

Unit

5A

Ready to Read: Nonfiction

Reading Strategy: Identifying Author’s Purpose Texts and pictures sometimes have a specific message. When we identify this message, we can understand what the author or artist wants to say.

1 Look at the pictures and number.

1 They want

you to watch something.

2 They want

you to buy something.

3 They want

you to know the rules.

4 They want

to give you directions.

2 Read the text. Which phrase best describes its purpose? Circle.

a to give you information about vacations

b to persuade you to use their travel company

c to describe a vacation

3 Look at pages 97 and 98, and answer the questions.

a Where are the vacations in the pictures?

b What do you think the text is about?

S

Time to Talk!

What’s your favorite place to visit?

Come Backpacking and See Mountain Gorillas!

and Gorillas are some of Africa’s most special most endangered animals. Join us on an adventure to see these wild animals in their you natural habitat. Our tour guides will take you through the rainforest in Uganda, teaching about this magical place and For more the animals living there. information, see our website:

rainforesttrips.com

RAINFOREST TRIPS

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Lesson 2: Getting Ready to Read: Nonfiction, Presentation of Reading Strategy

Pre-lesson task:

Homework

Option 1: Select a word from Key Words 1 (presented with the nonfiction text) that clearly links to the Big Question and ask students to draw a picture, take a photo or find an online image that represents the word. (For Levels 5–6, assign different words to different students.)

Option 2: If there is a Big Question link or Time to Talk! box on the Student’s Book page, have students answer the question by drawing a picture or writing out their ideas.

1

If you assigned pre-lesson task option 1: Have students show their drawings or pictures. Ask each student to justify and/or say a few words about their image.

Online meeting room

If you didn’t assign pre-lesson task option 1, present a few images that you have selected to represent a few of the Key Words 1.

Have students guess which Key Words they represent.

Ask questions about the images to stimulate a brief discussion.

2

Present the Reading Strategy box. Give examples and encourage students to ask questions.

Online meeting room

3

Do the Student’s Book activities to practice the Reading Strategy as a guided class activity. Play any audio tracks where indicated.

Online meeting room

Be prepared to give students time to read and do the activities independently. In some cases, working in small groups in breakout rooms may be merited.

Bring students back and elicit answers. Where relevant, reveal answers with P+.

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Screen sharing of SB with P+

Screen sharing of SB with P+ Self-study Breakout rooms

4

The final Student’s Book activity on this page is a pre-reading activity for the nonfiction text.

Breakout rooms

Have students do this activity in breakout rooms if appropriate or do it together as a class.

Screen sharing of SB with P+

Online meeting room

If done with breakout rooms, bring students back and have them share their answers with the class.

5

If you assigned pre-lesson task option 2, have students show their drawings or give their answers. Use their responses to ask further questions and elicit a discussion.

If you haven’t assigned pre-lesson task option 2, present Time to Talk! box or Big Question link question.

Online meeting room Breakout rooms Chat box

Have students discuss in small groups in breakout rooms if appropriate.

(Alternatively, these activities can be done as a whole class discussion.)

Bring students back and have them share their answers with the class.

The chat box can be used to take a class poll or compare answers.

6

Assign any of the following: Corresponding AB activities: Key Words 1 Prereading the Student’s Book nonfiction text with audio Creative Journal

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Homework

5.2

Key Words 2

ler

le Trave Being a Responsib 5.3

WHAT’S ECOTOURISM?

Ecotourism means to travel and respect nature at the same time.

Sometimes, tourists damage the environment. For example, big hotels on unspoiled parts of the coast can pollute the water and create problems with trash. They don’t respect the plants or animals, and they use too much water! Ecotourism cares more about nature.

damage

Some tourists like to volunteer. Volunteering is when you work for free to help. Volunteering is not as relaxing as sightseeing, but you can learn a lot!

coast

VACATIONS WITH A DIFFERENCE! sightseeing

Do you want to see the world, learn new skills, and meet interesting people? Check out these fun ecotourism ideas!

Welcome to Sam’s Sloth Sanctuary!

Do you want to help endangered animals? of Sam’s Sloth Sanctuary, in the rainforest sloths.

Costa Rica, is a safe place for endangered

rescue

What can you do? of them ● Learn about sloths and take care at the sanctuary. ● Meet sloths that were rescued from the wild. ● Ride in a canoe down the river.

canoe

What do our visitors say?

Andy, 11, U.K.: “This was a perfect trip.

I had an awesome time learning about sloths. They are so cute and peaceful!”

Carla, 9, Italy: “Sloths are so intelligent.

I’m sad that people are destroying their habitat. Come and help the sloths in Costa Rica!”

Email: sam@samsanimals.net

waterfall

Horseback Riding

in the Pyrenees

Experience the great outdoors on our horseback-riding adventure. You can see Spain’s beautiful, unspoiled mountain while you ride. s

tour guide

5.4

There are magical waterfalls, snowy mountain s, and green hills.

Check out our website: www.horsebackva cations.com

97

ler

le Trave Being a Responsib

Join Our Sea Turtle Conservation Project!

Sea turtles need our help. Every year, people catch turtles and take eggs from their nests on beaches. Some turtles are also hurt by fishing boats. Help us to help the turtles in Mexico!

What do we do? ●

●

We study endangered turtles and collect information.

We protect turtles’ nests. Sometimes, we move their eggs to special beaches where the eggs can hatch safely.

What do our volunteers say?

Amy, 10, Canada: “My family volunteered for a week in the summer. It was hard work, but amazing! I learned a lot.

Sea turtles are wonderful creatures. We must take care of them!”

Make your reservation now! Email: seaturtleconservation@mex.net

Rainforest

RESERVE

T Think Why do people choose ecotourism vacations?

At our rainforest reserve in Brazil, we protect A nature. Every year, the rainforest gets smaller and smaller. But we work very hard planting new trees for the future. Our scientists study the trees, the plants, the insects, and many other animals in the rainforest. We also teach people how to protect this habitat. It’s a lot of work, but you can also have fun. You can try whitewater rafting when you’re here, or you can go hiking through the rainforest with our tour guides.

It’s the experience of a lifetime!

For more information, see our website:

amazonrainforestreserve.com

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Lesson 3: Nonfiction Text, Presentation of Key Words 2

Pre-lesson task:

Homework

Option 1: Have students read the nonfiction title and subtitles, and write a question on the topic that they hope the text will answer.

Option 2: Have students listen to the nonfiction text audio while they read along.

Have them circle the words they don’t know.

1

If you assigned pre-lesson task option 1, have students ask their question or write it in the chat box. Use these as a springboard for discussion.

If you didn’t assign pre-lesson task option 1, read the title of the text and give students 30 seconds to write as many words as they can think of that are related to the topic in the chat box.

Go over the words and use them as a springboard for discussion.

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Online meeting room Chat box

2 3

Pre-teach Key Words 2 with online flashcards and audio.

Online meeting room

Play online Key Word game as a class to practice (check if available on P+).

Screen sharing of SB with P+

If you assigned pre-lesson task option 2, have students pick one word they circled and write it in the chat box. From these words, pick a few and see if students can help define them.

Chat box Screen sharing of SB with P+

Play nonfiction text audio and encourage students to listen and read along.

Stop the audio frequently and ask questions to check comprehension and keep the students engaged. (Refer to your Teacher’s Edition for a list of dialogic reading questions, including Personalization and Digging Deeper questions.)

Alternatively, you can have students take turns reading a section out loud.

Ask questions to check comprehension after each student finishes reading.

If you assigned pre-lesson task option 2, go back and see if students can work out the meaning of any of the unknown words listed in the chat box based on the context. Any words they are unable to define can be left as homework.

4

Draw students’ attention to the Think box (or boxes) and read the question out loud.

Online meeting room Breakout rooms

Have students discuss in small groups in breakout rooms if appropriate.

(Alternatively, this activity can be done as a whole class discussion.)

Bring students back and have them share their answers with the class.

5

Assign any of the following: Unknown words from nonfiction text for students to look up and define or draw pictures in their notebooks Corresponding AB activities: Key Words 2 Practice Extra: Key Words 2

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Homework

Explore the Text

5A

1 Complete the graphic organizer with information from the text.

Main Idea Sloth Sanctuary

Where?

Detail

Detail

Costa Rica

ride in a canoe

meet animals rescued from the wild

Horseback Riding

Sea Turtle Conservation Project Rainforest Reserve

2 What do all the texts want you to do? Mark a go to Spain b choose an ecotourism vacation c protect endangered animals d visit the rainforest e contact the company or visit their website f go on vacation with them

3

more than one answer.

B B B B B B

5.5 Key Words 3 Find the words in the article and circle them. Then, match them with the definitions.

1 unspoiled

a a safe place

2 creature

b still naturally beautiful; not developed by people

3 respect

c animal

4 sanctuary

d value; take care of something

?

What makes a vacation fun?

Don’t forget to give your opinion!

99

Lesson 4: Explore the Text, Presentation of Key Words 3

Pre-lesson task:

Homework

Assign a Personalization or Digging Deeper question (see nonfiction lesson in Teacher’s Edition) and have students prepare an answer. Lower-level students can draw a picture to support their response.

1

Have students show their pictures and/or explain their answers to the Personalization or Digging Deeper question.

2

Personalize the topic of the nonfiction text by bringing it to students’ own field of experience and knowledge, i.e. talk about the relevance of the topic in their own country, community, school, etc.

Online meeting room

3

Do the Student’s Book activities to review and explore the text as a guided class activity.

Online meeting room

Chat box

Encourage students to ask each other questions in the chat box or by raising their hand electronically. Facilitate the discussion.

Be prepared to give students time to read and do the activities independently.

Bring students back and elicit answers. Reveal answers with P+.

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Online meeting room

Screen sharing of SB spread with P+ Self-study

4

The presentation of Key Words 3 (vocabulary taught in context) is included within an activity on this page. Look for Key Words 3 icon.

For this activity, present the words by playing the audio track.

Then have students work independently to find the Key Words in the text and underline them. Ask them to deduce the meaning from context and do the activity.

Online meeting room Screen sharing of SB spread with P+ Self-study

Check answers as a class.

5

If there is a Big Question link or Time to Talk! box, have students discuss in small groups in breakout rooms if appropriate. (Alternatively, these activities can be done as a whole class discussion.)

Online meeting room Breakout rooms

Bring students back and have them share their answers with the class.

6

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Assign any of the following: Corresponding AB activities: Nonfiction text and supporting activities Practice Extra: Reading 1 and Brain Break

Homework

Grammar in Context

1 Read the sentences and do the tasks.

Volunteering is not as relaxing as sightseeing.

The beach is less interesting than the city.

Skateboarding is more exciting than swimming.

a Circle as in blue. Circle more in green. Circle less in red. b Do these sentences talk about one thing or compare two things?

Grammar: Comparatives We use comparatives to talk about how things are the same and different.

Volunteering is not as relaxing as sightseeing.

The beach is less interesting than the city.

Skateboarding is more exciting than swimming.

2

5.6

Listen and match the animals with their dream vacation.

1

2

3

3

5.6

Listen again. Talk about what the animals want. exciting green interesting fun hot noisy quiet tall wet

The camel wants to go somewhere more …

4 Line up from the tallest to the shortest child in your class.

Talk about yourself.

I’m as tall as Hannah. I’m shorter than Peter.

100

Lesson 5: Grammar in Context

Pre-lesson task:

Homework

Have students read Grammar Box. Have them look for the featured grammar structure in the nonfiction text and circle it.

1

Display the nonfiction text. Invite volunteers to show where they found examples of the grammar structure in context.

Online meeting room

2

(Levels 3–6 only) The first activity on this Student’s Book page is an inductive grammar activity. Have students try to work out the answers on their own. As a class, check answers with P+ answer reveal.

Online meeting room

(All levels) Read the Grammar Box aloud and be prepared to explain the grammar point. (See Practice Time activities in the corresponding lesson in the Teacher’s Edition for ideas for presenting the grammar point.)

Online interactive white board

Go over the activities and play any audio tracks where indicated.

Online meeting room

Then have students do written grammar activities independently or in pairs or small groups in breakout rooms.

Screen sharing of SB with P+

Come together as a class to check answers.

Breakout rooms

3

18

Screen sharing of SB with P+

Screen sharing of SB with P+

Self-study

4 5

Production-based (oral) grammar activities can be carried out either as a class or in small groups in breakout rooms.

After small groups have worked together, have them come back and perform the activity for the class.

Assign any of the following: Corresponding AB activities: Grammar spread Practice Extra: Grammar 1 and 2 Grammar and Writing Workbook: Grammar Point 1 activities

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Online meeting room Screen sharing of SB with P+ Breakout rooms Homework

Phonics and Spelling

5A

1 Read the words. What sound do they have in common?

nurse

2

5.7

shirt

teacher

Listen and repeat. Then, complete the chart. skirt tiger nurse shirt sweater curly bird fur Thursday picture circle girl summer birthday teacher -er

3

-ir

-ur

5.8 Listen and say the tongue twister.

Clap when you hear a sound like girl.

Peter the purple bird gets dirty every Thursday.

4 With a partner, make sentences.

Roberta Bert

painter teacher nurse

Roberta the painter wears shirts on Thursdays!

birthday Choose a verb!

skirts shirts

Saturday Thursday

circus Bert the nurse has a birthday on Saturday!

101

Lesson 6: Phonics / Phonics and Spelling / Spelling Patterns and Word Study

Pre-lesson task:

Homework

Have students look at the Student’s Book page before class and find three phonics or spelling words they do not know. Have them look up the words online and draw pictures of them or write one sentence that includes each word.

1

Have students take out their pre-lesson task work. Have students display their drawings as they say the words or read the sentences they wrote aloud. Correct the pronunciation of the phonic words.

Online meeting room Chat box

For upper primary students, make sure they have spelled the words correctly by having them write their sentences in the chat box.

2 3

Present the target phonics language with audio where indicated.

Online meeting room

Go around the class and have students practice the pronunciation.

Screen sharing of SB with P+

Student’s Book activities can be done as a class, in small groups or pairs in breakout rooms, independently or a mix of all of these.

Online meeting room

Check answers as a class with P+ answer reveal.

Screen sharing of SB with P+ Breakout rooms Self-study

20

4 5

21

For engaging ideas to practice target phonics or spelling patterns in class, refer to Fun Corner or Build Creativity activities on corresponding phonics/ spelling page of the Teacher’s Edition and adapt accordingly.

Online meeting room

Assign any of the following:

Homework

Corresponding AB activities: Phonics and spelling Practice Extra: Phonics

Oracy

ros

se Oracy

Skill: Asking for Information

If you don’t understand something, you can ask follow-up questions.

1

5.2

5.9

Watch and do the tasks.

Some stingrays swam next to me.

a Who asks questions? Kate / Jack b What questions does he ask? Circle.

Stingray?

1

Do you agree? What’s a … ?

Sorry, can you repeat that?

Really?

Some stingrays swam next to me.

c How do the questions help him?

He understands better what Emma is saying. / He decides where to go on vacation.

Let’s Practice Oracy!

O

2

12, 13

1 Form groups. Plan a dream vacation.

Complete the Oracy Time! table.

What’s a stingray?

2 Ask your group members follow-up questions.

3 Present your dream vacation to the class.

S

Oracy Time!

Our Dream Vacation to Where do we stay?

What do we eat?

What do we do?

Check Your Oracy!

1 We participated in the discussion.

All of us / Most of us / Some of us

2 We asked follow-up questions.

Yes / No

102

Lesson 7: Oracy

Pre-lesson task:

Homework

Unit 1: Have students brainstorm Ground Rules for online classes so that they function better. Ask each student to prepare a list of at least three rules to share with the class.

Units 2–9: Have students watch the Oracy Animation. Give them an observation task or gist question, for example: Which oracy characters appear? Who practices good oracy? Who practices bad oracy?

1

For Unit 1, have students share one of their Ground Rules for online classes either orally or in the chat box. Work as a class to decide on the five most important rules for online classes so that everyone can work more efficiently and effectively.

Online meeting room Chat box

For Units 2–9, have students give their responses to the observation task or gist question either orally or in the chat box.

2

For Unit 1, break students into groups and have them brainstorm Ground Rules based on the instructions in the Student’s Book. Explain they should imagine they are back in a face-to-face classroom as these rules apply to that situation.

When they have finished, have them come back to a whole class discussion.

Have the class vote on the best Ground Rules.

(Keep a record of these rules for future use in face-to-face classes.)

For Units 2–9, play the Oracy Animation. Then have students independently complete the activity or activities linked to the video on the top half of the page. Check answers as a class.

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Online meeting room Breakout rooms Screen sharing of SB with P+ Self-study

3 4 5 6

For all units, present and practice the functional language on the designated Oracy Cue Cards for this unit. (Refer to Present and Practice section in corresponding oracy page in the Teacher’s Edition. Adapt the activity as needed for online teaching. An interactive white board may be well suited to this activity.)

Online meeting room

Read through the Let’s Practice Oracy activity as a class.

Online meeting room

Follow the steps and use breakout rooms to allow pairs or groups of students to work together.

Breakout rooms

Ask students to complete the self- or peer-assessment in Check Your Oracy!

Online meeting room

Go around the class and find out how students felt about their oracy work.

Ask about any problems they had or observed and what they can do next time to improve.

Screen sharing of SB with P+

Assign any of the following:

Homework

Corresponding AB activities: Oracy Practice Extra: Oracy Creative Journal

23

Screen sharing Interactive white board

Screen sharing of SB with P+

Writing

June 5, 2020

5A

Marco’s Travel Blog

Write a Travel Blog 1 Read the travel blog.

Which techniques does this writer use? Mark .

uses attractive photos includes quotes from people who have been there uses adjectives gives reasons to visit

One Day in Cape Town

B B B B

Today, we arrived in a city called Cape Town, in South Africa. In the morning, we went up to Table Mountain in a cable car.

It’s called Table Mountain because it’s flat at the top like a table. The coolest thing about being at the top was seeing some really cute, funny animals.

They are called dassies, and they look like huge hamsters!

Later, we went to Cape Point. This is an awesome place to visit because it’s the place where two oceans meet— the Atlantic and Indian Oceans. The color of the water is incredible. Our guide told us that there are lots of sharks here.

We didn’t see any.

Improve Your Writing: because We use because to show why things happen or why people feel or think something.

Cape Town is great because the landscape is beautiful.

2 Read and underline two examples of because in the blog.

3 Prepare to write a travel

blog about an exciting vacation in the Activity Book.

But we saw lots and lots of baboons—even babies! They are so cute. But if you’re eating, you need to be careful that they don’t try to take the food out of your hands!

AB pages 89–90 103

Lesson 8: Writing

Pre-lesson task:

Homework

Option 1 (Levels 2–6 only): Have students read the model text in Activity 1 and circle any words they do not know. (Level 1 does not include a model text.)

Option 2: If there is a Big Question link or Time to Talk! box on the Student’s Book page, have students answer the question by drawing a picture or writing out their ideas.

1

Levels 2–6: If you assigned pre-lesson task option 1, have students pick one word they circled and write it in the chat box. From these words, elicit help from the class to define or explain them.

If you didn’t assign pre-lesson task option 1, have students look through the model text and circle the words they don’t know.

Online meeting room Chat box Online interactive white board

Then proceed as in the previous section.

Level 1: Present information in Learn to Write box (refer to Learn to Read section in Teacher’s Edition for specific indications).

2

24

All levels: Have students do the activities on the Student’s Book independently. When students are ready, go over answers as a class, using P+ answer reveal.

Online meeting room

For Levels 2–6, present information in Improve Your Writing box (refer to Present and Practice section in Teacher’s Edition for specific indications).

Self-study

Screen sharing of SB with P+

3

For further reinforcement of the process writing, present the Activity Book Writing page using screen sharing with P+. (Find support for teaching this lesson in class in the Teacher’s Edition.)

Online meeting room

Go over the Process Writing Steps and answer questions.

Self-study

Students work on their process writing assignment independently.

Independent online support for students

Set up a period when you’re available online to help students who require extra support with their writing assignments.

4

If there is a Big Question link or a Time to Talk! box and you have assigned pre-lesson task option 2, have students share their work to stimulate a class discussion.

Screen sharing of SB and AB with P+

Online meeting room Screen sharing of SB with P+

If you haven’t assigned pre-lesson task option 2, have students discuss Big Question link or Time to Talk! question in small groups in breakout rooms if appropriate. (Alternatively, these activities can be done as a whole class discussion.)

Bring students back and have them share their answers with the class.

5 6

To make your writing lesson more communicative and interactive, adapt Fun Corner and Build Creativity activities for online classes (find these on the corresponding writing lesson pages in the Teacher’s Edition).

Online meeting room

Assign any of the following:

Homework

Corresponding AB activities: Improve Your Writing, Process Writing Practice Extra: Writing, Game 1 Grammar and Writing Workbook: Process Writing pages

25

Breakout rooms

Unit

5B

1

Ready to Read: Fiction 5.10

Key Words 4

Listen, look, and repeat.

album

village

slope

jungle

ruin

wall

trail

archeologist

construction

guest

2 Write the word next to the definition. a a group of houses where people live b a kind of book to keep pictures in c a hill d someone who visits you e an old building that isn’t used f building work g a kind of historian h a forest in a tropical place i a path in the countryside j a tall structure that divides things

S

Time to Talk!

Are there any famous ruins or sites in your country?

Where are they? Why are they important?

104

Lesson 9: Getting Ready to Read: Fiction, Presentation of Key Words 4

Pre-lesson task:

Homework

Select a word from Key Words 4 that clearly links to the Big Question and ask students to draw a picture, take a photo or find an online image that represents the word. (For Levels 5–6, assign different Key Words to different students.)

1 2 3

Have students show their drawings or pictures. Ask each student to justify and/or say a few words about their image.

Online meeting room

Pre-teach Key Words 4 with audio.

Online meeting room Screen sharing of SB with P+

Student’s Book activities can be done as a class, in pairs or small groups in breakout rooms, independently or a mix of all of these.

Check answers as a class with P+ answer reveal.

Online meeting room Screen sharing of SB with P+ Breakout rooms Self-study

26

4

If there is a Big Question link or Time to Talk! box, have students discuss in small groups in breakout rooms if appropriate. (Alternatively, these activities can be done as a whole class discussion.)

Online meeting room Breakout rooms

Bring students back and have them share their answers with the class.

5 6

27

For engaging ideas to practice Key Words in class, refer to Fun Corner or Build Creativity activities on corresponding vocabulary lesson page of the Teacher’s Edition and adapt accordingly.

Online meeting room

Assign any of the following:

Homework

Corresponding AB activities: Key Words 4 Practice Extra: Key Words 4

Reading Strategy: Comparing and Contrasting Many texts have contrasts. There might be two very different characters or places. Some texts include different styles of writing, too.

1 Compare and contrast the two pictures. What’s the same? What’s different?

2

1

2 Read the text and check your answers. Underline information about the past in red. Underline information about the changes in blue.

Fifty years ago, this was a quiet village no one visited. There was nothing here except for a cafe. There weren’t many jobs, but fishing was very common.

Then, they built an airport nearby, and everything changed. Lots of tourists started coming. Suddenly, there were hotels everywhere and a lot more noise.

But the changes weren’t all bad. The tourists spent money in the new stores and restaurants. There were more jobs and new opportunities for local people.

I started a boat trip business for tourists.

3 Answer the questions. a Why did the village change? b What do you think are the best things about the changes? c What do you think are the worst things about the changes?

?

What effect does traveling have on the natural world?

Don’t forget to ask follow-up questions!

105

Lesson 10: Getting Ready to Read: Fiction, Presentation of Reading Strategy

Pre-lesson task:

Homework

If there is a Big Question link or Time to Talk! box on the Student’s Book page, have students draw a picture or prepare their answer.

If there is not a Big Question link or Time to Talk! box, refer to Fun Corner or Build Creativity activities on the corresponding lesson page of the Teacher’s Edition and adapt for pre-lesson task.

1

Present the Reading Strategy box. Give examples and encourage Ss to ask questions.

Online meeting room

2

Do the Student’s Book activities to practice the Reading Strategy as a guided class activity. Play any audio tracks where indicated.

Online meeting room

Be prepared to give students time to read and do the activities independently. In some cases, working in small groups in breakout rooms may be merited.

Bring students back and elicit answers.

Where relevant, reveal answers with P+.

28

Screen sharing of SB with P+

Screen sharing of SB with P+ Self-study Breakout rooms

3

The final Student’s Book activity on this page is a pre-reading activity for the nonfiction text.

Have students do this activity in breakout rooms if appropriate or do it together as a class.

Online meeting room Screen sharing of SB with P+ Breakout rooms

If done in breakout rooms, bring students back and have them share their answers with the class.

4

If there is a Big Question link or Time to Talk! box, have students discuss in small groups in breakout rooms if appropriate. (Alternatively, these activities can be done as a whole class discussion.)

Online meeting room Breakout groups

Bring students back and have them share their answers with the class.

Alternatively, refer to Fun Corner or Build Creativity activities (see corresponding lesson in Teacher’s Edition) and adapt accordingly.

5

29

Assign any of the following: Pre-reading the Student’s Book fiction text with audio Creative Journal

Homework

5.11

The

Top of the World

By Aaron Burkholder

5B

Ah, look! This is a picture of me with an archeologist. One day, I saw Father talking with this strange man. The man explored the ruins in the forest, like I always did when I was a girl. But he was very slow and made drawings in his notebook. Of course, I watched him. He was the first person from outside our village who I had ever seen.

“Can I go exploring with you?” I asked the man.

Aaron Burkholder is from Ohio, in the U.S.A. He has worked as a writer and editor for many years. His interests include writing, creative arts, traveling, languages, and technology.

He and my father laughed. “Don’t worry, Sisa,” the man said. “I will be back.”

A few years later, the archeologist returned to Machu Picchu with many other men. They cut the jungle away from the walls. Here’s a picture I took of them. Many of the men were from Lima, the capital of Peru.

“Grandma!” the little girl said. “Tell me about these photos.”

“Where did you find that photo album? Oh, all right. Look—this is the village when I was a little girl … .” *** I grew up on the slopes of the mountain, close to the forgotten city of Machu Picchu.

In those days, the jungle covered the old city. Everyone in the village knew about the ruins, but we never thought much about them.

My father was a farmer, and he grew food here h on the mountain. I explored while he worked, climbing on the ruins and walls of the w old o city and hiding between the vines.

Look at this photo. It’s the view from high L up u on the mountain. See, there is our village far f below. It looks tiny! It has changed a lot.

It’s I much bigger now. In those days, the only way w to get there was by walking for a day through the forest.

One time, I was walking along a trail near my village with my father, and he told me, “Walking in these mountains is the best thing in the world. You can see the whole world from here.”

“The whole world! It’s beautiful,” I smiled.

But I knew there was more. And I wanted to go and see it all.

106

The 5.12

Top of the

T Think Why do you think the archeologist comes

to the village?

“You wouldn’t believe it,” they told me. “In Lima, there are big roads with cars. And there are tall buildings. There are banks and stores and schools. And there are so many people, they couldn’t all fit in a picture!”

“Schools?” I asked. “I want to go to school.”

The men looked surprised. “There’s no school here? Then, we will build you one.”

A year later, there was a new school in my village. And that’s how I started to study.

At school, we studied math, science, writing, and history. But my favorite subject was languages. I loved learning languages. The first languages I studied were English and French.

107

5B

World

Att tthis time, many of the villagers stopped farming A aand nd started to help visitors visit the ruins. My father opened a hotel. I practiced speaking with the ope visitors; taking them up the mountain to see the vis ruins ru was good practice.

Here’s a picture of me at the hotel in my last year H of o school. I wanted to go to college, but my father got very sick, so I stayed to help him with f the t hotel.

When my father was an old man, he liked to sit at the front of the hotel and watch the construction of the new railroad. After he died, I stayed at the hotel. It didn’t seem right to sell it.

We were happy for many years with our guests and our children and our plans to travel the world. We imagined visiting different countries in Europe, where I could practice speaking all my languages.

Your grandfather often spoke about his family in Italy. He missed his mother and father very much. He wrote them letters almost every day. He wanted me to meet them. When your mother was a girl, he told her stories about his childhood in Italy. Those stories made your mother laugh! But, then, your grandfather got sick, and now he is gone. The world is a very big place, and I’m old now. I don’t think I can travel alone.

“Grandma,” asked the little girl, “how many languages do you speak?”

When the railroad was finished, we started getting more and more visitors. Our hotel was always full. The village grew bigger and bigger, and much of the old community was lost. Some villagers felt sad about this. But I was always happy to talk to new people.

At our dinners, I talked to all the guests—English, French, German, Italian, Russian—I loved it!

One of the guests from Italy asked me to a dance. This was your grandfather. He loved me and Machu Picchu so much, he decided to stay. Here’s a picture of us when we got married.

“What, dear? Oh, many.”

“And how many friends do you have from other countries?”

“Many, many friends, dear child.”

T Think What can you learn from meeting new people?

“So you didn’t have to go see the world,” the girl said.

“The world came to you.” ***

T Think Can you learn a lot living only in one place? How?

Sisa hugged her granddaughter, and they watched the moon rise over the whole world.

108

109

Lesson 11: Fiction Text

Pre-lesson task:

Homework

Have students listen to the fiction text audio and read along. Have them circle the words they don’t know.

1

30

Share Student’s Book pages of fiction story spreads with screen sharing of P+.

Draw student’s attention to the illustrations and elicit what they think is happening in each scene.

Online meeting room Screen sharing of SB spreads with P+

2 3

Have students pick one word they circled from the fiction text from the prelesson task and write it in the chat box. From these words, pick a few and see if students can help define them.

Online meeting room

Play fiction story audio and encourage students to listen and read along.

Stop the audio frequently and ask questions to check comprehension and keep the students engaged. (Refer to your Teacher’s Edition for a list of dialogic reading questions to accompany each section of text, including Personalization and Digging Deeper questions.)

Online meeting room

Chat box

Screen sharing of SB spreads with P+ Chat box

Alternatively, you can have students take turns reading a section out loud.

Ask questions to check comprehension after each student finishes reading.

Go back and see if students can work out the meaning of any of the unknown words listed in the chat box based on the context. Any words they are unable to define can be left as homework.

4

Draw students’ attention to the Think boxes and read the questions out loud.

Online meeting room Breakout groups

Have students discuss in breakout rooms if appropriate, or you can do it together as a class.

If done in breakout rooms, bring students back and have them share their answers.

5

Assign any of the following: Have students look up, define or draw pictures of unknown words from the fiction story in their notebooks.

Creative Journal

31

Homework

Explore the Text

1 Complete the graphic organizer with information from the story.

Beginning

Middle

End

a a The archeologist came back with other men. They cut the jungle away from the ruins.

b Sisa explored and played on the mountain where her father grew food. c One of the hotel guests fell in love with Sisa and decided to stay. d Sisa’s husband died. She didn’t want to travel alone. e Sisa’s father opened a hotel. f An archeologist came to see the hidden ruins of Machu Picchu.

2 Complete the graphic organizer to contrast the village now and in the past.

In the Past

Now

ruins were covered by plants village was tiny no school got there by walking through the forest no visitors Sisa wanted to travel the world

3 With a partner, retell the story.

?

How can we protect tourist sites for the future?

110

Lesson 12: Explore the Text

Pre-lesson task:

Homework

Assign a Personalization or Digging Deeper question (see fiction lessons in Teacher’s Edition) and have students prepare an answer. Lower-level students can draw a picture to support their response.

1

Have students show their pictures and/or explain their answers to the Personalization or Digging Deeper question.

2

Personalize the topic of the fiction text by bringing it to students’ own field of experience and knowledge, i.e. talk about the relevance of the topic in their own country, community, school, etc.

Online meeting room

3

Do the Student’s Book activities to review and explore the text as a guided class activity.

Online meeting room

Chat box

Encourage students to ask each other questions in the chat box or by raising their hand electronically. Facilitate the discussion.

Be prepared to give students time to read and do the activities independently.

Bring students back and elicit answers.

Reveal answers with P+.

32

Online meeting room

Screen sharing of SB with P+ Self-study

4

If there is a Big Question link or Time to Talk! box, have students discuss in small groups in breakout rooms if appropriate. (Alternatively, these activities can be done as a whole class discussion.)

Online meeting room Breakout rooms

Bring students back and have them share their answers with the class.

5

33

Assign any of the following: Corresponding AB activities: Fiction text and supporting activities Practice Extra: Reading 2

Homework

Grammar in Context

5B

1 Read the sentences and do the tasks.

Walking in these mountains is the best thing in the world.

I loved learning languages.

a Circle the words ending in -ing. b Which one is a subject? Underline it in blue. c Which one is an object? Underline it in green.

Grammar: Gerunds as Subjects and Objects A gerund is a noun made from a verb. Gerunds end in -ing and can be the subject or the object of a sentence.

Walking in these mountains is the best thing in the world.

I loved learning languages.

2 Read. Complete the paragraph with the gerunds. kayaking sparkling going swimming seeing 1 to Fajardo in Puerto Rico was my favorite vacation ever. in the ocean and 3 through the We enjoyed 2 all the wildlife was cool, too—there were mangrove forests. 4 lots of iguanas! When we were at the beach at night, I couldn’t believe was from my eyes! The water was sparkling with light. The 5 plankton in the water!

3 Make sentences that are true for you.

Swimming Reading Chatting with friends Playing video games

is

boring. fun. interesting. relaxing.

I

love

cooking. … ing.

Traveling is the best thing in the world!

111

Lesson 13: Grammar in Context

Pre-lesson task:

Homework

Have students read Grammar Box. Have them look for the featured grammar structure in the fiction text and circle it.

1

Display the fiction text. Invite volunteers to show where they found examples of the grammar structure in context.

Online meeting room

2

(Levels 3–6 only) The first activity on this Student’s Book page is an inductive grammar activity. Have students try to work out the answers on their own. As a class, check answers with P+ answer reveal.

Online meeting room

(All levels) Read the Grammar Box aloud and be prepared to explain the grammar point. (See Practice Time activities in the corresponding lesson in the Teacher’s Edition for strategies for presenting the grammar point.)

Online interactive white board

Go over the activities and play any audio tracks where indicated.

Online meeting room

Then have students do the written grammar activities independently or in pairs or small groups in breakout rooms.

Screen sharing of SB with P+

Come together as a class to check answers.

Breakout rooms

3

34

Screen sharing of SB with P+

Screen sharing of SB with P+

Self-study

4 5

Production-based (oral) grammar activities can be carried out either as a class or in smaller groups in breakout rooms.

After smaller groups have worked together, have them come back and do the activity for the class.

Assign any of the following: Corresponding AB activities: Grammar spread Practice Extra: Grammar 3 and 4 Grammar and Writing Workbook: Grammar Point 2 activities

35

Online meeting room Screen sharing of SB with P+ Breakout rooms Homework

Listening

1

5.13

Listen and match the children to the pictures.

Carlos

a

2

Jemima

5.13

Mehmet

c

b

Listen again. Write C, J, or M for the speaker.

a Who practiced speaking a new language on vacation? b Who learned about building fires? c Who learned about animals?

and

d Who went on vacation with their mom? e Who is taking their sister on the same vacation again this year?

3 Which vacation would you like most and why? Discuss in pairs.

?

Is it important to travel to different places in the world? Why or why not?

Values AB page 96

112

Lesson 14: Listening (and Values)

Pre-lesson task:

Homework

Have students look at the first activity (listening for gist) on the Student’s Book page and then listen to the audio track. Have them complete the first activity.

1

Go around the class and check students’ answers on the first activity on the Student’s Book page.

2

Student’s Book activities linked to the listening activity should ideally be done as a class.

Chat box

Then ask students to rate the difficulty of the audio track on a scale of 1 to 10 and record their answers in the chat box. Based on their responses, you can adjust your strategy for the listening lesson.

Go over each activity before you play the audio track and make sure students understand the task.

If an audio track is especially challenging for students, pause it frequently to ask comprehension questions. Play the track as many times as needed for students to complete the activities.

Elicit and check answers using P+ answer reveal.

36

Online meeting room

Online meeting room Screen sharing of SB with P+

3 4

If there is an oracy extension task at the bottom of the page, go over the instructions and check understanding.

Then break the class into pairs or small groups and have students work in breakout rooms.

Online meeting room Screen sharing of SB and AB with P+ Breakout rooms

Bring students back and ask them to reflect on their performance in relation to the target oracy skill. Have them complete the Check Your Oracy! evaluation table in the Activity Book.

Self-study

Display the Activity Book Values page. These may be done as a whole class, in small groups, in pairs or individually. (See Teacher’s Edition for ideas for teaching the Activity Book Values page in class.)

Online meeting room Screen sharing of AB with P+ Self-study

5

37

Assign any of the following: Practice Extra: Listening, Game 2 Home-School Connection: Monthly Blast

Homework

The Big Challenge

How can we investigate our travel habits?

1

5B

Your challenge is to do a class questionnaire and analyze the results.

Brainstorm Think of questions you can ask your classmates about traveling.

2 Write your questionnaire.

3 Ask Talk to your classmates to find out the answers.

4 Analyze Look at their answers. What conclusions can you make?

5 Present Tell the class your findings.

6 Reflect Listen to your classmates’ reports.

Don’t forget to ask follow-up questions! Complete Check Your Oracy! in the Activity Book.

O

7 Compare Which conclusions are the same as yours? Which are different?

In my class, most people go on vacation once a year. Most people go by car. Traveling by bus is more popular than traveling by train in my country.

?

Why is it important to travel? Look back through the unit.

Share your ideas with the class.

AB page 97–99 113

Lesson 15: Big Challenge Project

Pre-lesson task:

Homework

Have students reflect on the Big Question link and prepare a written answer.

Lower-level students can draw a picture to support their response.

1

Go around the class and encourage students to share their responses to the Big Question.

Online meeting room Breakout rooms

Alternatively, students can share their responses in small groups in breakout rooms first, and as part of a whole class discussion.

(Refer to the corresponding Big Challenge page of the Teacher’s Edition for additional questions to enrich this discussion on the Big Question.)

2 3

Present the Big Challenge project step by step and explain how students will proceed. The project can be done individually or collaboratively.

With remote learning, students working in pairs or groups will need help to decide the division of tasks.

Screen sharing of SB with P+ Breakout rooms

Students work on their projects and presentation.

Self-study

Upper primary students can meet in breakout rooms to brainstorm and organize their work strategy.

Breakout rooms

Lower primary students may need additional support from you and from their parents.

38

Online meeting room

4

Students may give their presentations live online or share their screens to show a pre-recorded video. After each presentation, the audience is encouraged to ask questions.

Online meeting room Screen share

Parents or family members can be invited to view Big Challenge presentations.

5

If there is an oracy extension activity on page (look for an oracy character with a speech bubble), make sure to emphasize the target skill at the appropriate stage of the Big Challenge Project. (Refer to the Oracy Extension Activity box on corresponding Big Challenge page in the Teacher’s Edition for more details.)

Online meeting room Screen sharing of SB with P+ Breakout rooms

When appropriate, ask students to reflect on their performance in relation to the target oracy skill. Have them complete the Check Your Oracy! evaluation table in the Activity Book.

6

Assign any of the following: Corresponding AB activities: Unit Review, Big Challenge, Big Question and Me Home-School Connection: Study Guide

39

Homework

SSION SPEAKING MI

5

During Your Mission 3 Find a wildlife park website and complete the table.

You are planning a trip to a wildlife park in an English-speaking country. Prepare to visit the park and ask the guide questions.

Name of Wildlife Park Country

eagle

Before Your Mission 1

5.14

Key Words

Look and n circle two animals that you don’t find in a wildlif wildlife park.

hamster

giraffe

Adults:

Children:

Park Hours

Opening Time:

Closing Time:

parrot p

Special Activities or Events

leopard ostrich

lizard

2

Ticket Prices

Interesting Animals or Exhibits You Can See

monkey

milk cow

fox

5.15

kangaroo

4

3 snack bar 4 restrooms stroom ro

5 In pairs, role-play a conversation

Listen and number the places in the wildlife park.

MAPLE LEAF WILDLIFE PARK

1 foxes 2 ostriche ostriches ostr es

5.16 Listen to a conversation between a guide and a visitor at a wildlife park.

with a guide at the wildlife park.

Use the information in Activity 3.

S

Key Language

Welcome to (Maple Leaf Wildlife Park).

Can I see your tickets?

Where’s the ticket office?

How much does it cost?

Are there any special activities today?

What time does the park close?

What is there to see?

Can I please have a map?

S 114 114

Time to Talk!

ENTRANCE

Which animals do you most want to see at the park? Why?

115 1115 15

Lesson 16a: Speaking Mission

Pre-lesson task:

Homework

Option 1: Have students listen to the audios and complete the first activities on the Student’s Book page. (Assign only activities that are linked to the Speaking Mission Key Words.)

Option 2: If there is a Big Question link or Time to Talk! box on the spread, have students record a short video of themselves answering the question.

1

If you assigned pre-lesson task option 1, play Key Word audios and check answers to the activities as a class.

2

Go over the Student’s Book “Before Your Mission” activities as a class, playing the audios where necessary and making sure students understand the task.

Online meeting room

Students can do the activities independently or in pairs or small groups in breakout rooms.

Self-study

If you didn’t assign pre-lesson task option 2, go to the step 2.

Check answers as a class with P+ answer reveal.

40

Online meeting room Screen sharing of SB spread with P+

Screen sharing of SB spread with P+ Breakout rooms

3

Go over the Student’s Book “During Your Mission” activities and emphasize and practice the phrases in the Key Language box as this will be used for the role play activity.

Online meeting room

Have students work in pairs and practice their role plays. (Students can be given additional time to meet outside of class with their partner online and practice.)

Breakout rooms

Screen sharing of SB spread with P+ Self-study

For their final Speaking Mission performance, pairs can record their dialogues on video or can present their dialogue live in class.

4

If you assigned pre-lesson task option 2, have students use screen share to present their videos to the class. The responses in the videos can be used to stimulate a broader class discussion.

If you did not assign pre-lesson task option 2 and there is a Big Question link or Time to Talk! box, have students discuss in small groups in breakout rooms.

Online meeting room Screen share Breakout rooms

Bring students back and lead a class discussion.

5

41

Assign any of the following: Corresponding AB activities: Speaking Mission review, Wrap-up Home-School Study Guides

Homework

Oracy Performance Task 1: Collaboration

1–3

1 Form groups and circle three ground rules for

1 Which oracy skills do you remember? Read and match.

1 Active listening

a help us remember how to behave in a discussion.

2 Ground rules

b encourages others to talk.

3 Positive feedback

c is about listening and responding to others.

the task.

• We listen to each other’s ideas.

fishing net

pot

knife

chocolate bar

• We stand up when we speak.

• We ask each other, “What do you think?” and “Why do you think that?”

2 In pairs, complete the table.

• We try to agree in the end.

Good point! That’s awesome! Really? How about … ? I see.

Great idea! That’s interesting. I think …

2 Discuss and report your group’s results to the class.

3 Talk about your talk!

Giving Positive Feedback

Active Listening

• What positive feedback did you hear?

Giving an Opinion

• What active listening did you observe? bottle of water

YOUR TASK You are traveling in the Arctic on a snowmobile.

Your snowmobile suddenly breaks down.

You have to walk for two days to the nearest shelter.

You are wearing warm clothes.

Look at the pictures on page 71.

You can choose five items to take with you.

• Did your group follow the ground rules?

can of beans

4 Complete Check Your Oracy!

Check Your Oracy! ☺

sleeping bag

☺☺

☺☺☺

1 I listened actively.

spoon

2 I followed the ground rules.

3 I gave positive feedback.

4 I gave an opinion.

flashlight

sunglasses

What I can do better next time:

Which five items will you take?

first-aid kit

snowshoes

rope

matches

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Lesson 16b: Oracy Performance Task

Pre-lesson task:

Homework

Ask students to do all of the Student’s Book oracy review activities on the first page (before the Your Task box).

1 2

Go over the Student’s Book oracy review activities that students did at home and check answers as a class. Use P+ answer reveal.

Online meeting room

Present the Oracy Performance Task in the Your Task box.

Online meeting room

Answer questions and make sure students understand the steps involved.

Go over any vocabulary presented on the Student’s Book page.

Screen sharing of SB spread with P+

Identify any Student’s Book activities following the Your Task box that are needed to support the students in carrying out their task.

Breakout rooms

Screen sharing of SB spread with P+

Break students into small groups and have groups meet in breakout rooms as needed to complete the activities and/or prepare for their task.

3

For some tasks that involve a performance, students may need extra time outside of class to prepare. Encourage groups to meet online to practice.

Online meeting room

When appropriate, give students the option to record their task/ performances on videos to share with the class.

Breakout rooms

Alternatively, students can do certain collaborative tasks in breakout rooms. In that case, make sure you are present in the room to evaluate their progress.

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Screen share

4

Once students have completed the task, bring students back to reflect on the task and “talk about their talk.” Focus on the oracy skills they have learned and ask how they felt about the activity, especially what worked well and what needed improvement.

Online meeting room Screen sharing of SB spread with P+

Finally, have students individually complete the Check Your Oracy! table on the Student’s Book page.

5

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Assign any of the following: Corresponding AB activities: Oracy Performance Task self-assessment, Wrap-up

Homework

We hope you find these guidelines helpful.

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