How to teach remotely with
Teaching and learning online is probably new for you and your students. These are challenging times, but it is important that your students keep up their English and feel secure that life is going on as normal. So, focus on making the online experience fun for all of you. Even though you may not be able to see the children, make sure you encourage, praise and reassure them during the online lessons. If possible, contact the parents and explain how you will be running the lessons and how they can help. Just like the physical classroom, set routines and rules. Get the students to practise good learning habits by asking them to prepare their learning space – have their books, pen, coloured pencils etc ready before the start of the class and stress how important it is that they do their ‘homework’. You can also suggest they watch English videos of songs and stories on YouTube and other sites. Please check them out first to ensure they are suitable before sharing links with your classes. The BBC and British Council websites have lots of stories and songs for children and lots more are being posted at this time. In many countries, families may be able to choose the language for the audio on their TV, so perhaps children can watch their favourite programmes in English with subtitles in their first language, for example.
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Here are some suggestions for how you could use the units in Fun for Starters, Fun for Movers and Fun for Flyers Student’s Books and Teacher’s Books to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio files in the coursebook units:
click here
https://www.cambridge.org/gb/cambridgeenglish/catalog/ cambridge-english-exams-ielts/fun-starters-movers-and-flyers-4thedition/resources The suggestions below are based on a combination of: > live lessons online > ideas for homework and self-access study While we normally try to limit the use of L1 in the classroom, there may be times when clarifying key words may be helpful to make sure all the students are clear about meaning. Don’t be tempted to use lots of L1 though. Use it only when you know that some of your students will benefit from the extra support.
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Useful tools in live classes: SCREEN-SHARING: Share Presentation Plus (if you have it), images, audio files and short video files (bandwidth permitting).
G R E AT F O R : > giving instructions
> sharing stories and songs
> setting up tasks
> create your own ‘boardwork’ on screen – extra pictures, words etc to support the lesson (just as you would in the classroom)
> presenting grammar or vocabulary
If you don’t have this, hold your book up to the camera and point at sections of the page you are focusing on.
WHITEBOARDS: If you are able to use tablet or laptop cameras, get your students to make mini ‘whiteboards’. They can do this by inserting a blank sheet of paper into a plastic sleeve and writing on the plastic with a water-based felt tip pen. They can use these to share their answers.
C H AT B O X : This could be used for older students at a level when they can read and write simple sentences particularly those using Fun for Movers and Fun for Flyers. Younger students can perhaps type in single words. Using the chat box for short answers and brainstorming allows all students to participate actively at the same time.
G R E AT F O R : > starting the lesson
> closing the lesson
> checking concepts
> getting feedback.
To find out more about how to conduct a live online lesson and make use of these 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
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VIDEO OR AUDIO RECORDINGS:
POSTING WORK:
FLASHCARDS:
students can make short video recordings on their (or their parents’) phones, tablets or computers and share them with you and/or the whole class.
if your school has a website or blog, it would be good to create a space where classes can upload photos, videos, their work and share it. If your school doesn’t have this, it would be really great if you could create a blog for each of your classes.
pdfs of flashcards are available on the World of Fun website https://worldoffun.cambridge. org along with lots of other ideas and resources for teachers of young learners. click here
A suggested structure for an online course following a mainly synchronous approach Teachers will find different ways of conducting these online courses. Timings may be different to the lessons children usually have. It is a good idea to schedule at least 2 lessons a week, so that students get into a rhythm of learning.
Here is an example for preparing to use Unit 26 Fun for Starters. (*You can use the same ideas with Fun for Movers and Fun for Flyers, but the page references will change, and use the flashcards for that level). To best prepare your students for an online lesson, ask them to > Read through and review the previous lessons and test themselves on the vocabulary they have learnt recently by checking they know the words from the wordlists (pages 116-120), from the previous units (especially the home words). Maybe someone at home like an older sibling can help. OR Use the Home Fun Booklet as you normally do. Most teachers set tasks from the Home Fun Booklet for homework. Make sure you go over these tasks the following lesson (e.g. by writing the correct answers into a Word file which you can then share during the lesson). You can show the students the correct answers on screen and ask them to be ‘teachers’ and check their own work and if they think they did a good job award themselves a smiley face or sticker. > Before a new unit, look through the pages and check if they know any of the words already. > Look through the Pre A1 Starters flashcards from the World of Fun website and find the home words. Alternatively, students can make small flashcards of pictures of key vocabulary to use during their lessons. e.g. to raise or point to when you say them or to lift up when they hear them in a song or chant. Tell them exactly what flashcards they will need beforehand. > You may also be encouraging your students to do the online activities in the Cambridge LMS, and they can continue to do so.s they will need beforehand. You can usually set the final task from the Teacher’s books for homework. Make sure you go over or share these tasks the following lesson. (e.g. by writing the correct/suggested answers into a Word file which you can then share during the lesson or asking students to show each other their work) Students can evaluate their own work and others’ work and award each other a smiley face or sticker.
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There are a number of tasks we do in class like drawing or making things which will be best done by children on their own and not during the live online lesson. This programme suggests what can be done by the children on their own. Make it clear to them when they should do this. Warmers: Why not start each lesson with a song or game (like Simon Says) that the students know well. Encourage them to join in and have fun. This should get them into a positive mood before they start the main part of the lesson. There are some suggestions for games on pages 7-8 of the Fun for Starters Teacher’s Book. Most of them can also be used for online classes. Throughout lessons use ways of ensuring students are paying attention and not drifting off because you aren’t there in person. You can use class management chants like: Eyes on the Door Feet on the Floor Hands behind your back And say no more And ‘shout-outs’, where you shout the first half of a phrase and the students have to shout back the second half. e.g. Teacher
Students
Hocus Pocus!
Everybody focus!
All set!
You bet!
Oh me!
Oh my!
Chiko. Chiko!
Boom. Boom!
You can find lots more like this online e.g. Pinterest. For pair work/dialogues: They won’t be able to work with a partner, so ask students to make 2 puppets (if they have a printer at home, they can download and print out finger puppets from https:// worldoffun.cambridge.org/storage/app/media/FingerpuppetsA4.pdf), find 2 animal toys or 2 funny hats and do the dialogues as if two different people are speaking. They should use a different voice for each person. This encourages them to practise speaking and the different voices help them avoid speaking unnaturally. These dialogues would be great fun shared as videos with the rest of the class.
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click here
For sharing answers, ideas, etc ON CAMERA: Get your students to make mini ‘whiteboards’. They can do this by inserting a blank sheet of paper into a plastic sleeve and writing on the plastic with a water-based felt tip pen. They can use these to share their answers. Use the chatbox for this if you are using one. The lessons below are based on one unit (26) of each level of the Student’s Book, but of course, your lessons may be longer and you can choose which homework to set.
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26 How many pets? A
Listen and write a name or a number.
Examples
Read What is the girl’s name? May 1 How many pets has she got? 2 What is her dog’s name? 3 How many mice does she have? 4 What is the name of her favourite pet? 5 How old is the crocodile?
.
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How old is she?
Mr
B Complete the man’s questions. 1
How many have you got?
2
How many do you have?
3
3
How many have you got?
5
4
1
How many do you have?
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C Let’s talk about your pets! How many
have you got / do you have? How many pets have you got?
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Which pets would you like to have?
Lesson 1: Questions with be and have got, animals, numbers.
1 2 3 4
Practise and revise numbers 1-20 with students by saying different multiples (1,2,3… 2,4,6, etc.). Vary this, with everyone saying (and showing the numbers with their fingers) or different students saying the next number.
Online class
Show the picture from SB p56 A. Ask the questions in TB p66 A in bullets 1 and 2.
Online class
Show the examples and the questions from SB A. Use TB p66 A bullet 3 to introduce the listening task. Students can also look at the examples and questions in their books.
Online class
Play the examples on the audio. Ask the questions from TB p66 A bullet 4.
Online class
Check that students have pencils or pens to write their answers. Play the rest of the audio. Students write the names and numbers. Check answers by asking students to say and show their fingers for the number answers and to say the names and then say the letters to spell the names.
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Show the questions with the gaps from TB A bullet 5. Students suggest how to complete them.
Online class
Show the complete questions. Students think of their own answers to each question. Explain that students have to say their answer to each question and also listen to the other students’ answers and find someone like them (e.g. Everyone says how many people live in their house. 2 students both live in a house with 5 people.)
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Work through bullet points 1-4 TB p66 B. Write the numbers on the screen as you work through the bullets.
Online class
Show the questions and answers from SB p56 B. Work through TB p67 bullet 5. Students ask and answer questions about the pets they have or would like to have (C). Count the number of pets that the class has (including yours if you have any).
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Learners write 3-4 sentences about one of their pets or a pet they would like to have. Tell them to write their pet’s name, which animal, what colour, how old it is. If possible, ask learners to send you their sentences (e.g take a photo of the sentences and their pet if it’s real!).
Homework
How many pets?
D Write the words in the one or two bag.
dress beaches toys story cross mats babies body buses family day tails sausage bee classmates meatball teddies
E Look and read. Write yes or no.
Examples
You can see a goat on the man’s T-shirt. The door of the house is closed. 1 A frog is sitting on the dog’s head. 2 There are two giraffes in the window. 3 One cat is sleeping in the tree. 4 You can see a crocodile in the water. 5 A bird is under the cow.
yes no
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Lesson 2: Plurals, present simple and continuous, pets
1 2
Share the sentences/photos about the students’ pets on the screen if possible. Don’t include the students’ names. Everyone reads the sentences and looks at the pet photos and says who wrote those sentences.
Online class
Show the bags SB p57 D. Students draw two bags like these in their notebooks but make them bigger. Work through TB p67 D bullet 1. Show the words SB p57 D. Students write the words in the correct bag (bullet 2).
Online class
Check answers. First, by asking students to say how many words they wrote in the ‘one’ bag. If they wrote a different number of words to the other students, tell them to check again. Then, ask each student to say a different word from this bag. Do the same with the ‘two’ bag. To finish, students hold up their notebooks to show their bags to the class.
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3 4 5
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Work through TB p67 D bullets 3-6.
Online class
Tell half of the group (A) to look at their ‘one’ bags, and the other half (B) to look at their ‘two’ bags. Group A make their words plural. Group B make their words singular. Then, different students from Group A say their plural words, using the correct pronunciation for the plurals. Group B say their singular words. To finish, get everyone to choose their favourite word and say it (everyone together) – singular, then plural. Show and work through SB p57 E. See TB p67 E all bullets.
Online class
Students draw the two birds, the cat, dog, and the five mice in the picture in A and colour the house, the garden and the people’s clothes. Tell them to show their pictures to their family and tell them about May’s pets.
Homework
26 Guess who lives here? A Look and read and write.
Examples
closed The window at the back of the room is What is tall and brown and opposite the stairs?
Complete the sentences. Write 1, 2, 3, 4 or 5 words. 1 On the wall, there is a picture of a 2
The bat on the desk is next to
.
the old clock
.
. .
Answer the questions. Write 1, 2, 3, 4 or 5 words. 3 4
What is the bat at the bottom of the stairs doing? Which animal has got eight legs?
. .
Now write two sentences about the picture. 5 6
. .
B Listen and write the names of the bats.
Then, draw lines between the names and the bats.
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Lesson 1: The home, prepositions of place.
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Welcome the students and tell them that now you are spending more time at home. Tell them a little about your home and your favourite things and where they are. (Connecting the lesson to real life and personalizing is a great way to connect online).
Online class
If you can show students some of these things, like a teacup, picture, etc. that would be fun. You can ask them to show their class one thing that they really like (e.g a book, photo, etc).
2 3
Ask students the questions from TB p66 A bullet 1, adapting the first question for online classes. Where are we? Inside or outside our homes?
Online class
Show students the picture on SB p56 and ask them to find it.
Online class
Allow time for them all to be ready. You can’t see them, but don’t rush the lesson. Explain that they should look at the picture and get ready to answer some questions about it.
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Show the questions from bullet 2 TB p66A on the screen. Each student thinks of their own answers to the questions. Then, students share their answers, using the chatbox or by saying them. Have fun with this.
Online class
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Tell students to close their books and to find a piece of paper/ notebook and a pen or pencil. They write the numbers 1-8. Then, they look at the picture on the screen again for one minute. Hide the picture.
Online class
Read out the eight sentences from the fourth bullet in TB p66 A. Students listen and write yes next to the numbers of the right sentences and no next to the wrong sentences. Show the picture on the screen. Say the sentences again. Students check their answers while they listen and look at the picture.
6 7 8 9 10
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Explain that they are now going to make all the sentences correct. Show the gapped sentences from TB bullet 6. Learners type the missing words into the chatbox.
Online class
Ask students to write two more sentences about the picture (on their whiteboards or in the chatbox). Explain that they can write about the room or the bats. Students share their sentences with each other.
Online class
Show the picture again, with the five empty boxes below it. Tell students to listen and write the names of the bats. Read out the sentences for the names from TB p 66 B. Students write the five names. Check answers and spelling. Then, each student decides which name to match to which bat and draws lines. Students compare their ideas.
Online class
Students draw the bats in different places in the picture of the room SB p 107. Alternatively, they could draw the room on a piece of paper from memory and add the bats.
Online class
Students choose a kind of bat and find out about it. They make a bat poster or prepare a presentation about it.
Homework
Guess who lives here?
C Read and then write the names of the people who live in each flat. Mr and Mrs White live at the bottom of the stairs, below Mary Pink. Mr White is a cook and likes cooking a lot at home too. They often invite friends to their flat and they have dinner parties. Anna and Bill Brown love reading quietly in their living room. They don’t like living above Miss Green because she plays very loud music when she comes home after work. Miss Green lives opposite her friend Mary Pink. They are both learning to play the guitar and they make a lot of noise. Mark Grey’s flat is under Miss Green’s. He doesn’t have to drive to work because he works on his website at home but he puts on his roller skates and skates around the park every morning first. The newest person in this house is Julia Blue. She moved into the flat at the top of the stairs, two floors above Mr and Mrs White’s apartment. She loves skateboarding and wants to be a pop star.
D
Play the game! Alphabet find and draw.
E From top to bottom!
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Lesson 2: The home, sports and hobbies, present simple.
1 2 3 4 5 6 7 8 15
Students show each other their bat posters or give their presentations.
Online class
Ask students the questions from bullet 1 TB p67C.
Online class
Show students the picture of SB page 57 and ask them to find it. Read out bullet 2 TB.
Online class
Tell students to read the text about the apartment building and ask the questions in bullet 4 TB.
Online class
Students read the text again and write the names of the people on the lines in the picture. Check answers.
Online class
Show the sentences from Rooms and what we do in them (TB p67). Ask them which rooms these are. Ask students to suggest sentences for the other rooms.
Online class
Show the Talltown building picture. Play the Alphabet find and draw game. (TB p67D) If your students don’t have the SB, then they can say what they could draw for ‘h’ and ‘j’ and where they would draw the things.
Online class
Send half of the students the A sentences and the other half the B sentences from TB p 121 TB. They all complete their sentences. Check their answers at the start of the next lesson.
Homework
Where can we go on holiday? ild
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nd
urew nt
is ew l
s ck
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nc
tent
hote
c tor h
yruck
B Complete the holiday diary. Write one word in each space. of I spent most this morning in the pool but in (1) afternoon, Dad drove us to a city (2) was quite far away. I thought that (3) quite boring. After dinner, we (4) down in a circle round a fire and told stories. One was (5) a person who lived in the mountains and found an eagle’s nest! We went to bed really late. Sleeping (6) the ground isn’t easy! It’s quite cold (7) hard. But camping is much more fun than staying (8) a hotel!
C Read the conversation and choose the best answer (A–H). Example
1 2 3 4 5
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Ben:
This is our last week of school before the holidays!
Helen: Ben: Helen: Ben: Helen: Ben: Helen: Ben: Helen: Ben: Helen:
What do you have to take with you on holiday, then?
C Where do you usually go on holiday? Do you stay in a hotel?
What do you do during the day? This year, we’re going to go to London. Have you been there?
Lesson 1: Travel.
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Write the word home vertically with the words happy, opposite, meals, enjoying going across from each letter. Tell students that you’re teaching from home, you’re happy at home, there’s (e.g a brown house) opposite, you are making some great meals, and enjoying them. Ask students to tell you how they are feeling, what’s opposite them, what meals they’re having and things that they are enjoying.
Online class
Show the word holiday vertically on the screen and make a crossword with students by adding their words connected to holidays on the screen. (TB p 66)
2 3
Show the five word circles and the four pictures SB p56 A. Work through bullets TB p66 A.
Online class
Talk about how often students use the internet or text messages to tell their friends about their day. (TB B bullet 1)
Online class
Show the holiday diary (SB p56 B). Students find this text and write words on the lines to complete it. Check answers and match the text to the correct picture in A. (TB bullets 2-3) Students write five fun things and five not-so-fun things about camping. (On their whiteboards). They show their boards to the other students and explain why they like/don’t like these things.
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lsjung
s ili
lentr
ingsk
m cli b
ngvi
ping
c m
d le ve
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A Match four of the word circles with the pictures.
4
Show the first picture from the story SB p57D and ask the questions in TB p66 C bullet 1.
Online class
Show the half conversation SB p56C and check students understand that Helen is talking to Ben and that we can see Ben’s side of the conversation. Show the A-H options (SB p57). Check that students understand that C is the best answer for the Example. Students read the rest of the conversation and choose the best answers. Check answers. Ask students if they have ever been to London.
5 6 7
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Show the questions from TB p66 C bullet 4. Model the questions and answers. Students ask and answer the Have you ever questions.
Online class
Students can also ask each other Ben’s four questions (p56C, 1-4). Show the A-H options (SB p57) again. Work through TB p66 C bullets 7-10.
Online class
Students write a holiday diary for a holiday they have been on. Or, they can write a holiday diary for one of the other three pictures in SB p56 A.
Homework
Where can we go on holiday?
A B C D E F G H
No. A science tour two years ago. What a big building! I know. It’s brilliant, isn’t it! We’re going to go away. Example We love looking for wild animals! Lots of things, like blankets and torches. No, in a tent. We prefer doing that. To the mountains like you did last year. No! You’re so lucky! Can I come too?
D Look at the pictures and tell the story. The day we forgot our tent
1
Helen Robert
E
2
3
4
5
Listen and colour and write.
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Lesson 2: Talking about travel and experiences. Telling a story.
1 2 3 4
Start the class by playing Travel Bingo! (TB p67). Students can choose words from their wordlists, or you can choose put words on the screen for students to choose nine words for their squares. You can play the game a second time, this time, don’t show the words on the screen and students write nine words that they think were on the screen (without looking at their first bingo board!) And say the words in a different order!
Online class
Show the first picture from the story SB p57 D. Ask the questions in bullet 1 TB p67D. Show the other pictures and work through bullets 2-6. Students can either say their answers to your questions or tell the story for the different pictures. You could also ask them to write their answers or stories in the chatbox.
Online class
Show the first picture in SB p57 D again. Play the example on the audio. Ask: What’s orange? (the tent) Play the rest of the audio. Students listen and colour the picture in their books and write the name of the road. Let them listen twice. Check answers.
Online class
Students write their own conversation between themselves and a friend about a real or imaginary holiday, using the questions on SB p56.
Homework
Once a unit is finished, it would be nice to send each student a message congratulating them on working so hard online and saying you understand if it is difficult for them and you miss them, too.
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We hope you find these guidelines helpful. In addition you may find the further resources useful. 1. With the Student’s Book, your students have access to the Fun for Starters/Movers or Flyers resources. You could set activities from these. The access codes are found inside the front cover of the Student Books.
click here
2. If your students continue to use the physical Student’s Books at home, they can download all of the audio from eSource.cambridge. org using one of the codes – please contact your Cambridge University Representative for the codes. You can access the course audio from Presentation Plus. Other free resources you may find helpful:
click here
click here
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1. The World of Fun website features downloadable activities, worksheets and videos: https://worldoffun.cambridge.org/ 2. World of Better Learning blog: To help support all teachers who now have to teach from home due to the Coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.