![FULL - SAMPLE - Global - TR8 [PDF]](https://pdfs.asia/img/200x200/full-sample-global-tr8.jpg)
26 0 9 MB
We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge
Global English TEACHER’S RESOURCE 8 Annie Altamirano, with Nicola Mabbott, Mark Little, Bob Hubbard, Chris Barker & Libby Mitchell
Second edition
Digital Access
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge
Global English TEACHER’S RESOURCE 8 Annie Altamirano, with Nicola Mabbott, Mark Little, Bob Hubbard, Chris Barker & Libby Mitchell
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title.
University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/978-1-10-892169-5 © Cambridge University Press 2021 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published XXXX 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in ‘country’ by ‘printer’ A catalogue record for this publication is available from the British Library Additional resources for this publication at www.cambridge.org/978-1-10-892169-5 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
NOTICE TO TEACHERS IN THE UK
It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.
NOTICE TO TEACHERS The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CONTENTS
Contents Introduction 05 About the authors 06 How to use this series 08 How to use this Teacher’s Resource 10 About the curriculum framework 15 About the assessment 15 Approaches to teaching and learning
16
Series-specific approaches
18
Setting up for success
20
Acknowledgements 21
Teaching notes 1 Languages of the world
23
2 Design and architecture
59
3 Our society
92
4 Advertising 127 5 Natural resources
159
6 Natural wonders
193
7 Historical figures
228
8 Storytelling 264 9 Music 298
3 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Digital resources The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see inside front cover.
Active learning Assessment for Learning Developing learner language skills Differentiation Improving learning through questioning Language awareness Metacognition Skills for Life Letter for parents Lesson plan template Curriculum framework correlation Scheme of work Audio files and audioscripts Progress tests 1–3 and answers Progress report Learner’s Book answers Workbook answers Wordlists
You can download the following resources for each unit:
Differentiated worksheets and answers Photocopiables Sample answers End-of unit tests and answers Self-evaluation checklists
4 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. INTRODUCTION
Introduction Welcome to the new edition of our Cambridge Global English series. Since its launch, the series has been used by teachers and learners in over 100 countries for teaching the Cambridge International English as a Second Language curriculum framework. This exciting new edition has been designed by talking to Global English teachers all over the world. We have worked hard to understand your needs and challenges, and then carefully designed and tested the best ways of meeting them. As a result of this research, we’ve made some important changes to the series, whilst retaining the international and cross-curricular elements which you told us you valued. This Teacher’s Resource has been carefully redesigned to make it easier for you to plan and teach the course. It is available in print for all Stages. The series still has extensive digital and online support, including Digital Classroom which lets you share books with your class and play videos and audio. This Teacher’s Resource also offers additional materials, including tests, available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.) The series uses successful teaching approaches like active learning and metacognition and takes a 21st Century Skills approach, with a focus on developing critical thinking skills. This Teacher’s Resource gives you full guidance on how to integrate them into your classroom. Formative assessment opportunities help you to get to know your learners better, with clear learning intentions and success criteria as well as an array of assessment techniques, including advice on self and peer assessment. Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered activities, differentiated worksheets, open-ended project tasks and advice about supporting learners’ different needs. All our resources are written for teachers and learners who use English as a second or additional language. In this edition of Global English we focus on four aspects of language: • there is more grammar presentation and practice in the Workbook and on the Digital Classroom • we have introduced scaffolded writing lessons with models of a range of text types • we have retained the literature lessons • and we have worked to ease the transition between stages, especially between primary and secondary. We hope you enjoy using this course. Eddie Rippeth Head of Primary and Lower Secondary Publishing, Cambridge University Press
5 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
About the authors Chris Barker
Chris Barker is an author of English language teaching materials. With Libby Mitchell, he has written Stages 7, 8 and 9 of Cambridge Global English, for Cambridge Secondary 1 English as a Second Language. He has written secondary courses for international markets. He has also written grammar and vocabulary books and has developed materials for magazine-based language teaching. As a teacher trainer, he has given talks and workshops on teaching grammar and vocabulary, on getting students talking and on using drama in the classroom. Before becoming a full-time writer, he worked as a commissioning editor in educational publishing in the UK and as a teacher with the British Council at the University of Belgrade. He also taught adult literacy in the UK. From 2012 to 2015 he was Chair of the Educational Writers Group of the Society of Authors.
Libby Mitchell
Libby Mitchell writes language-learning materials in English and Spanish for secondary school students. She has taught English to teenagers and young adults in Spain and in the UK. With co-author Chris Barker, she has written Stages 7, 8 and 9 of Cambridge Global English and other materials for international markets, including coursebooks, magazines, workbooks and videos.
Olivia Johnston
Olivia Johnston has worked in ELT for more than 40 years. She has taught students aged from 3 to 70 in the UK, Europe and the Middle East. She has also taught Classics, French and adult literacy, and trained teachers in Libya. Early on in her writing career, she wrote and edited ELT magazines for children and teenagers. Since then she has written primary, secondary and adult courses for Europe, Japan, Central and South America and the Middle East, as well as grammar, vocabulary, listening and puzzle books.
Annie Altamirano
Annie Altamirano holds an MA in ELT and Applied Linguistics, (University of London). She has over 30 years’ experience as a teacher and teacher trainer. She has given teacher-training workshops in Europe, Asia and Latin America and for many years she served as a Cambridge English Speaking Examiner and as a Cambridge English Language Assessment presenter. She has worked with a wide range of publishers and written materials for children and adolescents. Her latest published work includes Cambridge Global English Teacher’s Resource and Cambridge Grammar & Writing Skills Levels 7–9 Teacher’s Resource published by Cambridge University Press. She has visited schools in Colombia, Argentina, Brazil, Turkey, Indonesia and China to learn more about teachers’ needs and expectations. Since her early years as a teacher, Annie has integrated the use of film, art, poetry and diverse visual elements in her classes and materials as a way of helping students develop their linguistic skills as well as their creativity. She shares her ideas in her workshops and on the posts on her website Blogging Crazy http://bloggingcrazy-annie.blogspot.com.es/. She is currently the Vice-President of TESOL-SPAIN.
6 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. ABOUT THE AUTHORS
Mark Little
Mark Little has over twenty years’ experience of teaching English, largely in the UK, and has also worked as a teacher educator. He has been a full-time freelance writer since 2015, contributing to a wide range of English Language tests for Cambridge Assessment English and Cambridge International, including Cambridge Secondary Checkpoint. Mark has also co-authored course books aimed at providing practice for Cambridge exams, from Preliminary to Advanced levels.
Nicola Mabbott
Nicola Mabbott is a linguist who began her teaching career in Nottingham, England in 1998, teaching English as a Foreign Language to young adults. Since then, she has taught learners of all abilities and ages (from preschool age to retired adults) in Italy. She also regularly works as a Tutor in English for Academic Purposes, mainly at the University of Nottingham. Nicola has been writing for a variety of publishers in the UK and Italy – mostly resources for teachers of EFL to young learners and adolescents – for over 10 years. These resources include games, quizzes, communicative activities, worksheets, self-study resources, short stories and reading and listening activities for school coursebooks. Nicola has a passion for language and languages and also works as a translator and a Cambridge Speaking Examiner from Young Learners to the First Certificate in English.
Bob Hubbard
Bob Hubbard’s first teaching job was in a primary school in Dagenham, teaching a mixed ability/mixed age/mixed ethnicity group. Subsequently he became a teacher trainer at Hilderstone College, before teaching abroad in the Middle East. He then worked for the British Council in Yemen and Somalia, writing English language textbooks for the host governments, and training their teachers to implement them. Bob has worked for Cambridge Assessment as an examiner and item writer for over 30 years and also as an external examiner for the Northern Consortium, based in Manchester University. At Anglia Ruskin University, he taught graduate students, specialising in speaking and listening.
Penny Hands
Penny Hands is a freelance lexicographer, writer and editor. She started her career as an English teacher in France and the UK, working with high school students and adults studying business English. She has a master’s degree in Applied Linguistics from the University of Edinburgh. When studying there, she became interested in dictionaries, and went on to become a senior editor in ELT dictionaries and reference, using the British National Corpus to inform her lexicography. She has worked as part of various large teams using corpora to produce learner dictionaries, and led a team of lexicographers on an advanced learner dictionary. She also works in the domain of grammar reference materials, leading a research team tracking the evolution of emerging aspects of English grammar. She uses the Cambridge Learner corpus to inform the creation of Cambridge learner materials, ensuring that they are finely tuned to the needs of learners from specific language backgrounds. She is currently editor for the IATEFL Materials Writing Special Interest Group.
7 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
How to use this series The Learner’s Book is designed for students to use in class with guidance from the teacher. It offers full coverage of the curriculum framework. The cross-curricular content supports success across the curriculum, with an international outlook. There is a focus on critical thinking, reading and writing skills with a literature section in every unit and a scaffolded approach the development of written skills, with model texts. End of unit projects provide opportunities for formative assessment and differentiation so that you can support each individual learners’ needs.
The write-in Workbook offers opportunities to help students consolidate what they have learned in the Learner’s Book and is ideal for use in class or as homework. It provides grammar presentations and plenty of differentiated grammar practice at three tiers so that learners have choice and can support or extend their learning, as required. Activities based on Cambridge Learner Corpus data give unique insight into common errors made by learners.
8 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE INTRODUCTION THIS SERIES
In the print Teacher’s Resource you’ll find everything you need to deliver the course, including teaching ideas, answers and differentiation and formative assessment support. Each Teacher’s Resource includes •
A print book with detailed teaching notes for each topic
•
A digital edition with all the material from the book plus editable unit and progress tests, differentiated worksheets and communicative games
The Digital Classroom is for teachers to use at the front of the class. It includes digital versions of the Learner’s Book and Workbook, complete with pop-up answers, helping you give instructions easily and check answers. Zoom in, highlight and annotate text, and support better learning with videos, grammar slideshows and interactive activities.
A letter to parents, explaining the course, is available to download from Cambridge GO (as part of this Teacher’s Resource).
9 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
How to use this Teacher’s Resource This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Global English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO.
Teaching notes This book provides teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit. The Unit plan summarises the lessons covered in the unit, including the number of learning hours recommended for the lesson, an outline of the learning content and the Cambridge resources that can be used to deliver the lesson. Lesson
Approximate number of learning hours
1 My 3 language, your language
Outline of learning content
Learning objective
Resources
Talk about languages and learning languages
8Ld.02-03 8Sc.04-05 8Sor.02 8Wca.01&04 8Ug.01
Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Learning languages presentation – Subject and object questions
The Background knowledge feature provides information which helps the teacher to familiarise themselves with the cross-curricular and international content in the unit. Learners’ prior knowledge can be informally assessed through the Getting started feature in the Learner’s Book.
BACKGROUND KNOWLEDGE In Lesson 4.2, learners read about the (possibly) first advertisement ever published. It was during the Song dynasty.
TEACHING SKILLS FOCUS The Teaching skills focus feature covers a teaching skill and suggests how to implement it in the unit.
As they progress in their learning, learners are expected to read increasingly complex texts; therefore, it is essential that they improve their ability to understand and use the information in these texts.
10 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER’S RESOURCE
Reflecting the Learner’s Book, each unit consists of multiple lessons. At the start of each lesson, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the lesson. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning
LEARNING PLAN Learning objective
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen for general information, listen for detail.
• Learners can listen to and understand people talking about languages.
There are often common misconceptions associated with particular grammar points. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. At Cambridge University Press, we have unique access to the Cambridge Learner Corpus to help us identify common errors for key language groups. Misconception Learners may wrongly use how instead of what, e.g. How do you think? Tell me about your plan.
How to identify
How to overcome
Ask questions using how, e.g. How do you do this? How are you feeling today?
Ask learners to think what information the question is trying to elicit. Are they asking about the way in which something is done?
For each lesson, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.
Starter ideas
•
Have learners choose and get together in small groups with other learners who have chosen the same project. You may wish to video-record groups as they are working as well as record their presentations.
A quiz (20–25 minutes) •
Divide the class into small groups. Ask the groups to write ten quiz questions about the unit.
•
•
When they have finished, they exchange their quiz with other groups and work to solve the exchanged quiz.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
11 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
LANGUAGE BACKGROUND The Language background feature contains information to help you present the grammar in the unit.
Clauses ending in prepositions When a relative pronoun is the object of a preposition, the preposition often goes at the end of a clause: This is the book (that) I told you about. Also in what clauses: I don’t know what he is looking at. Infinitive clauses can have prepositions too. Small children need other children to play with.
CROSS-CURRICULAR LINKS The Cross-curricular links feature provides suggestions for linking to other subject areas.
Geography: Ask learners to listen again and write down the countries and cities the teenagers mention. Ask them to locate and label them on the map.
Differentiation ideas: This feature provides suggestions for how activities can be differentiated to suit the needs of your class. Critical thinking opportunities: This feature provides suggestions for embedding critical thinking and other 21st century skills into your teaching and learning. Assessment idea: This feature highlights opportunities for formative assessment during your teaching. Digital Classroom: If you have access to Digital Classroom, these links will suggest when to use the various multimedia enhancements and interactive activities. Answers: Answers to Learner’s Book exercises can be found integrated within the lesson plans and Learner’s Book and Workbook answer keys are also available to download.
12 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. HOW TO USE THIS TEACHER’S RESOURCE
Digital resources to download This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include: • • • •
Letter for parents: a template letter for parents, introducing the Cambridge Global English resources. Lesson plan template: a Word document that you can use for planning your lessons. Examples of completed lesson plans are also provided. Curriculum framework correlation: a table showing how the Cambridge Global English resources map to the Cambridge English as a Second Language curriculum framework. Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year.
Each unit includes: •
• • •
•
Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are the least challenging with the most support, while worksheets labelled ‘C’ are the most challenging with the least support. Worksheet B is between worksheets A and C. Answer sheets are provided. Photocopiable resources: these can include communicative language game, templates and any other materials that support the learning objectives of the unit. Sample answers: these sample writing answers contain teacher comments, which allow learners and teachers to assess what ‘good’ looks like in order to inform their writing. End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the Assessment for Learning section of this Teacher’s Resource. Self-evaluation checklists: checklists for learners to use to evaluate their writing and project work.
Additionally, the Teacher’s Resource includes: Progress test 1: a test to use at the end of unit 3 to discover the level that learners are working at. The results of this test can inform your planning. Answers are provided. • Progress test 2: a test to use after learners have studied Units 1–6 in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again. Answers are provided. • Progress test 3: a test to use after learners have studied all units in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. Answers are provided. • Progress report: a document to help you formatively assess your classes’ progress against the learning objectives. • Audioscripts: available as downloadable files. • Answers to Learner’s Book questions • Answers to Workbook questions • Wordlists: an editable list of key vocabulary for each unit. •
In addition, you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook). Video is available through the Digital Classroom.
13 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNI
T TEST 1
This test and mark scheme have been written by the author. These may not fully reflect the approach of Cambridge International Education. Assessment
Name ______________________________ _____
ENG E GLOBAL CAMBRIDG
LISH
IVITIES OPIABLE ACT 8: PHOTOC
End-of-Unit test 1
Date _____________
CAM BRID GE G LO
BAL
ENG LISH
This te Intern st and mar at io nal Ed k sche me ha ucat io n. ve be en
Vocabulary 1
8: PR OGR
se… the letters to make the names of languages. Add capital letters where they are needed. Name __ / whoRearrange ____ eone who o / Whose?Example m ____ and so d n Fi : ____ ble 1 ns wit h Wh 0 duur ____ ing questio Urdu P is for practic Photocopia _
rogre
writ
te n
by th
ESS TE ST
e au
thor
. Thes
1
e m ay
not fully
refle
ct th
e ap
proa
ch of
Cam ____ brid as a bas ge As rs use cards ____ se ss n 1.1. men ing - learne fro m Lesso t ____ Aim: Speak languages _ words for V 1 _ d the i h o n e i _ ctis c _ …………… abula ………. to pra es D nut a mi r te __ y Read time: 5 th _ Preparation ____ Exam e sentenc 15 minutes 2 i r a a i b ____ es an time: 10– ple ……………………. d cir __ Completion ). cle th t 0 …as a firs m Lesson 1.1 e corr I spe focus: ent in, speaks questions (fro ect le ak S of Language (flu t ns jec sio panis tter, expres c e2 f h n r and … as the sub .3 TEST A h ies ose ds ds) …………… A END-OF-UNIT 8: ENGLISH alit GLOBAL ………. Wh tan a CAMBRIDGE , ion ers t pidg B or hom 1 Who and guages, nat in le bit of, und C. e – it rners. sson 1.1: lan speaks a litt ’s m up of 3–4 lea ry fro m Le y …… phrases in, . for each gro words and 2 Vocabula …… s gicaited e h n l game cards es, 4as ind B speaks a few 1 M ……………………. langu dashed lin o / whose… offic language, the Assessment wh Cambridge of approach y e the ng reflect fully not may These author. a the alo by eon written b been have e g ial and tmark This testnex est fr e. pagscheme Find som the iend Education. International One set of A b the table on is … Materials: ds, cut up iling …… 5 pand i hans n we a rs s h set of car C ual …b ……………………. 2 I’ first cards to ask To make eac ecau d lik se sh ing to use the _____________________ go _____________ Date e are to y ______________ e Name be ab spea ll them the cards. B A Ja Procedure: ks E le to of 33–4. Te one of the nativ nglish pan spea j etlya, a s into groups ent learne6r e p n rec rs e fid rne …………… con k lea a ………. 3 e and G …… stion cor Man Divide in their groups. activit y. Giv …… erma ms the que y peo b be) onstrate the , but n equ learner for questions ple in e for the ver C I thin he cards, dem card. Make sure the the ally B A U simple, ((ar 7 i Pakis extin well. k it’s Japa distributing rdu d n n m a a r for present ns on the ct tan sp nese Before quite ……………………. 4 A s the questio third person singular e ask r a a k rne d lea …… …… ifficu The s / did, but simVocabulary h group. . e doe eac / … pil … ple to lt do 1 t the ds … t … la of ngua . C is a sh i.e. withou B … game car a card from the top A b for the pas ose ver e g Ja wh / ple tim e o U c panis 8 correct ape li one k ns. to le a sshape. e wh rdese t ow i n r s All to take with the ……………………. and past sim someon arn. h mathematical Match each ke a take turns word 5 M the questio of the Find ball in a pile and ers answer y mu ute one set ent learners. or a ds face down m alw group memb Distrib lesss-confid plane C place the car ation on it. The other and give support to ays g B t. A c Urdis 9 s c e e t n n o a ate cube Learners orm ets a a cul inf n Cir the y. …………… h out ivit ………. big … the act 6 A and read Shapes …… to complete Answer …… Mathematical words …. o for learners …… y. f ban C up. is a sh B of the act ivit A anas theair agro sphe ut10 sbha bunc at the end ayaamlsi ape th when re ……………………. ……………………. triangu Wrap up: h questions abo mo n errors the com a la up 7 on CA t she g r gro MB look prism RIDGE GLO There Ask each ss feedback oes to s rs. cla BA e li we L Giv k EN ans ’s GLISH 8: e a ro [Total: too m 10 marks] A the su PHOTOCOP ack on the db A C u fee 0 cube n B ss u perm A e: d IAB cla c h tra LE ACTIV carto tube cylin neITIE ght includ Give arket. t language? mi ig ff . ns firs S n a ic h stio d as b que er where ourh 8 I guage? d Mandarin Suggested ood think I live as a first lan d/has learne , so th there ) Mandarin Who learne oke (sp / C shou ere’s B A fr ents speak h par ld e c lo m ose o e be m Wh mmu ts of isphe e ore c nit y …… in Hinddi? Aim: Learn re di? ar- … …… ers play a Who is fluent ent in1Hinhexagonal B prism …… in th Cambridge Global English 8 – Mark LittleThey Sn t friend is flu © Cambridge use the University Press 2021akes and lad e tow … are C Whose bes B1 e? ders-style idioms to cong n cen as in away talk abou board game Hindi at hom ia? e aks Ind tre. st e m spe Pr t o v fro io sit eparation Wh ery to uations the in groups n igrated time: 5 mi of four. y or other wn a t friend em both the nutes people ha nd cit Whose bes Complet ve been in. up, introduce y. C ion time: rin? s to each gro nda n set o d Ma 15 n car ak –3 : e spe 0 minutes ion doesn’t tributing the C Language foc Differentiat 2 dis hemisphereMandarin…? Who sses, before us: Speak o speaks confident cla ing, using Materials: ms, e.g. Wh In more the idiom negative for For each s fro m Le ͺ– group of sson 1.6. ̹ positive and one coin 3–4 learne with a he rs, ad on / e tai each learne Idioms sn ls side an akes and d one sm r on the all object board. ladders ga ʹͲʹ 1 (e. me board, ͳ D g. a pencil Pr ocedure: 3 cone sharpener) to represen t s 2021 Re Pres y vie w the expre ge Universit © Cambrid ssions fro la Mabbott m the Learn Something ish 8 – Nico Global Engl that’s as er’s Book Cambridge easy as AB . The expre Something C. ssions be that was 1 low are use a piece of E A time yo 4 triangular pyramid d in the ga cake. u really pu me. t your foo Something t in it. that you ha ven’t got A time yo the fainte u (or som st idea ab eone else) A time yo out! were on a u (or som knife-edge eone else) A time wh . were over en things F the moon 5 cylinder went from Something . bad to wo that gets rse. on your ne Something rves. you do eve ry so often Something . or someo ne that’s A time yo out of thi u (or som s world. eone else) Something got the wr you would on 1 g end n’t do in Something of the stick. Cambridge Global English 8 – Mark Little © Cambridge University Press 2021 a million that is a pa years! Distribu in in the ne te one Idi ck. oms snakes to each gro and ladde up of 3–4 rs ga me lea to mark the rners. Ch board, an eck each d one coin ir place on learner ha Make with a he the board s a small ad / tails sure learne . object (e. side rs underst g. a pencil to the botto and that if sharpener) m and if the they land Choo y land on on the he se a group ad the of foo a snake, the t of the lad and demo mo ve for y nst de go r, rat do the e ward one wn the game y go up to . Player 1 space. If the top of prompt on it lands on tosses the it. the board coin. If it tails, move Check to speak ab lands on forwards learners un out a situa the ‘head four spa ces tion e.g. So derstand s’ side, . to talk ab Th by e me pla po thing tha yer uses the int ing to out a situa t’s as easy random sq tion. Enco While as ABC. uares and urage the learners pla asking mo learners to y the game re-confide say as mu pronunciat , cir nt ch as possi culate and learners ion and giv ble. offer supp e class fee ort. Note dback on co co mmon errors at the mmon errors with form and end.
ss te
st 1
End-of-Unit test 2
Photocop
Cambridge Global
English 8
– Nicola Mab
iable 4: Id io
bott © Cam bridge Uni vers
ity Press
ms snake
s and lad ders
2021
9
14 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. ABOUT THE CURRICULUM FRAMEWORK
About the curriculum framework The information in this section is based on the Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks from 2020. You should always refer to the appropriate curriculum framework document for the year of your learners’ examination to confirm the details and for more information. Visit www.cambridgeinternational.org/primary to find out more. The Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks from 2020 are designed to enable young learners from an ESL background (who speak little or no English at home) to communicate effectively and with confidence in English. Children are not expected to have any experience of English before they start Stage 1. The curriculum frameworks involve developing the skills to access and understand a wide range of information, media and texts. It achieves this by focusing on active learning, developing critical thinking skills and intellectual engagement with a range of topics. Further to this, the curriculum frameworks aim to develop learners’ curiosity about other languages and cultures, and to build the learners’ confidence as successful language learners, able to communicate effectively and to enjoy reading a variety of texts with confidence. The curriculum frameworks support teachers by providing an integrated approach to planning and teaching to develop effective communication skills in English. The five strands, and their respective learning objectives, work together to support the development of knowledge, skills and understanding in: • Reading • Writing • Use of English • Listening • Speaking The updated curriculum frameworks do not alter any of these fundamental aspects of the original curriculum frameworks, but there are some important changes. For example, there is a new sub-strand of learning objectives within the Speaking strand, with new learning objectives to help support learners to achieve fluency and accuracy of pronunciation. The curriculum frameworks are also underpinned by greater integration of metacognitive development and strategies within lessons. A further focus of the updates has been to ensure learning objectives are written in a concise, clear and consistent manner, to support teachers in applying the curriculum framework to their own planning.
About the assessment Information concerning the assessment of the Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks is available on the Cambridge Assessment International Education website: www.cambridgeassessment.org. This set of resources has been endorsed by Cambridge Assessment International Education following a rigorous review process. The endorsement means the content is suitable for supporting teaching and learning required by the curriculum frameworks.
15 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Approaches to teaching and learning The following are the teaching approaches underpinning our course content and how we understand and define them.
Active learning Active learning is a teaching approach that places student learning at its centre. It focuses on how students learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.
Assessment for Learning Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learner’s level of understanding of a particular concept or topic, which helps to inform how we support their progression.
Differentiation Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. Whilst precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners.
Language awareness For many learners, English is an additional language. It might be their second or perhaps their third language. Depending on the school context, students might be learning all or just some of their subjects through English. For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that students access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning.
16 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. APPROACHES TO TEACHING AND LEARNING
Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set.
Skills for Life How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. These six key areas are: • • • • • •
Creativity – finding new ways of doing things, and solutions to problems Collaboration – the ability to work well with others Communication – speaking and presenting confidently and participating effectively in meetings Critical thinking – evaluating what is heard or read, and linking ideas constructively Learning to learn – developing the skills to learn more effectively Social responsibilities – contributing to social groups, and being able to talk to and work with people from other cultures.
Cambridge learner and teacher attributes This course helps develop the following Cambridge learner and teacher attributes. Cambridge learners
Cambridge teachers
Confident in working with information and ideas – their own and those of others.
Confident in teaching their subject and engaging each student in learning.
Responsible for themselves, responsive to and respectful of others.
Responsible for themselves, responsive to and respectful of others.
Reflective as learners, developing their ability Reflective as learners themselves, developing to learn. their practice. Innovative and equipped for new and future challenges.
Innovative and equipped for new and future challenges.
Engaged intellectually and socially, ready to make a difference.
Engaged intellectually, professionally and socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Education. More information about these approaches to teaching and learning is available to download from Cambridge GO (as part of this Teacher’s Resource).
17 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Series-specific approaches
TK
18 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. SERIES-SPECIFIC APPROACHES
TK
19 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Setting up for success Our aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate student learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-solving skills. Some ideas to consider to encourage an active learning environment are as follows: •
Set up seating to make group work easy.
•
Create classroom routines to help learners to transition between different types of activity efficiently, e.g. move from pair work to listening to the teacher to independent work.
•
Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
•
Start a portfolio for each learner, keeping key pieces of work to show progress at parent–teacher days.
•
Have a display area with learner work and vocab flashcards.
Planning for active learning We recommend the following approach to planning. A blank Lesson Plan Template is available to download to help with this approach. 1 Plan learning intentions and success criteria: these are the most important feature of the lesson. Teachers and learners need to know where they are going in order to plan a route to get there. 2 Plan language support: think about strategies to help learners overcome the language demands of the lesson so that language doesn't present a barrier to learning. 3 Plan starter activities: include a ‘hook’ or starter to engage learners using imaginative strategies. This should be an activity where all learners are active from the start of the lesson. 4 Plan main activities: during the lesson, try to: give clear instructions, with modelling and written support; coordinate logical and orderly transitions between activities; make sure that learning is active and all learners are engaged; create opportunities for discussion around key concepts. 5 Plan assessment for learning and differentiation: use a wide range of Assessment for Learning techniques and adapt activities to a wide range of abilities. Address misconceptions at appropriate points and give meaningful oral and written feedback which learners can act on. 6 Plan reflection and plenary: at the end of each activity and at the end of each lesson, try to: ask learners to reflect on what they have learnt compared to the beginning of the lesson; build on and extend this learning. 7 Plan homework: if setting homework, it can be used to consolidate learning from the previous lesson or to prepare for the next lesson To help planning using this approach, a blank Lesson plan template is available to download from Cambridge GO (as part of this Teacher’s Resource). There are also examples of completed lesson plans. For more guidance on setting up for success and planning, please explore the Professional Development pages of our website www.cambridge.org/education/PD
20 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. ACKNOWLEDGEMENTS
Acknowedgements
TK
21 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
1 Languages of the world Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
1 My 3 language, your language
Talk about languages and learning languages
8Ld.02–03 8Sc.04–05 8Sor.02 8Wca.01&04 8Ug.01
Learner’s Book Lesson 1.1 Workbook Lesson 1.1 Digital Classroom: video – Learning languages presentation – Subject and object questions
2 Teach yourself Tok Pisin
2.15
Learning a new language
8Ld.02 8Rd.01&04 8Sc.03 8So.01 8Sor.01 8Wor.02 8Us.02
Learner’s Book Lesson 1.2 Workbook Lesson 1.2 Photocopiable 1 Differentiated worksheets 1A, B and C
3 It’s good to learn languages
2.15
Listen to and give opinions about learning languages
8Ld.02 8Lo.01 8Sc.04 8So.01 8Wca.04
Learner’s Book Lesson 1.3 Workbook Lesson 1.3 Photocopiable 2
4 Do you speak emoji?
2.15
Discuss the advantages of using emojis
8Ld.01 8Lo.01 8So.01 8Sc.05 8Sor.02 8Rd.01 8Wca.04 8Ug.04
Learner’s Book Lesson 1.4 Workbook Lesson 1.4 Differentiated worksheets 2A, B and C Digital Classroom: presentation – Present continuous
(continued)
23 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
5 Beyond words
2
Read about gestures and other kinds of body language in different cultures
8Ld.04 8Lo.01 8Sc.02 8So.01 8Rd.01&04 8Wca.04 8Uv.05
Learner’s Book Lesson 1.5 Workbook Lesson 1.5
6 An A to Z of idioms
2.15
Learn some English idioms
8Ld.01–02 8Sc.04–05 8Rd.04 8Wca.02 8Wor.03
Learner’s Book Lesson 1.6 Workbook Lesson 1.6 Photocopiable 3 Photocopiable 4
7 Improve your writing
2.15
A letter to an exchange school
8Rd.01 8Ro.01 8Wca.02–04 8Wor.03 8Wc.02
Learner’s Book Lesson 1.7 Workbook Lesson 1.7
8 Project challenge
1.30
Do a project
8Sc.02 8So.01 8Sor.02 8Wca.02&04 8Wor.03
Learner’s Book Lesson 1.8
9 Literature
3.45
Read three poems
8Rm.02 8Rd.01 8Sc.03&05 8So.01 8Wca.01–02 8Wor.03
Learner’s Book Lesson 1.9 Workbook Lesson 1.8
Cross-unit resources Unit 1 Audioscripts Unit 1 End-of unit test Unit 1 Progress report Unit 1 Wordlist
24 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
BACKGROUND KNOWLEDGE Pidgin English A pidgin language is a grammatically simplified language which develops between two or more social groups that do not have a language in common. The vocabulary and grammar of this pidgin language are limited and quite often come from several other languages. A pidgin is not the native language of a community, but it is learned as a second language and often considered to have low prestige with regard to other languages because of its small vocabulary. The origin of the word dates back to the early 19th century, in the city of Guangzhou in the south of China, where Chinese merchants did business with
English merchants on the docks. ‘Pidgin’ derives from the Chinese pronunciation of the English word ‘business’. The Chinese merchants adopted and modified the word in such a way that, by the end of the century, it had become ‘pidgin’. Creole languages A creole language is a language that develops from simplifying and mixing different languages into a new one. A pidgin language can sometimes develop into a full-fledged language and thus become a creole. Creole languages generally systematise the grammar. They eliminate irregularities or change irregular verbs into regular ones. They have large vocabularies and they can become a first language.
TEACHING SKILLS FOCUS Reading strategies Successful learners have shown to effectively use a series of strategies in different contexts. However, less confident learners may need explicit teaching of these strategies to become better readers. Effective readers monitor their understanding as they read, and when they are confused or do not understand what they are reading, they often choose and use a strategy that will help them reconnect with the meaning of the text. Effective readers use certain strategies to understand what they read before, during and after they are reading. Before reading, they think about the topic and what they already know about it and make predictions about what might be included in the text. They then skim and scan to understand the overall meaning. During reading, the learners ask themselves questions and think about the information and ideas they read about, in order to check their understanding. After they finish read, the learners think about what they have read and relate it to their existing knowledge and experiences. They form clear ideas about their
understanding of the text and can extend that understanding in critical and creative ways. As a teacher, you are encouraged to help learners adopt these strategies as they read texts in this course. Your challenge Learners can be taught to be effective readers, and less confident readers will certainly benefit from using different approaches, such as direct teaching, thinking aloud or modelling, discussion. Look through Unit 1 and highlight opportunities for giving explicit instruction on the use of different strategies. As you continue with the following units, tick off the relevant points where you can introduce different strategic approaches to a text. In what ways can you give learners feedback so that they get maximum benefit from it? Reflection • How can I identify what specific strategies learners need to develop? • What can I do to help learners be aware of the strategies that are the most beneficial for working on each kind of text?
25 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Common misconceptions Misconception
How to identify
How to overcome
Learners may wrongly use how instead of what, e.g. How do you think? Tell me about your plan.
Ask questions using how, e.g. How do you do this? How are you feeling today? Compare with questions with what, e.g. What are you thinking about? What do you want? Ask learners: What do you think how means in these questions? And what? What do they each mean? Elicit answers.
Ask learners to think what information the question is trying to elicit. Are they asking about the way in which something is done?
Learners may misspell the present participle of certain verbs, e.g. writeng, studing, planing
Write correct and incorrect forms of present participles. Ask learners to identify the correct forms. Elicit answers.
Write the infinitive and correct present participle forms of the verbs. Ask learners to look at them and explain the spelling rules: • When a verb ends in e, drop the e and add -ing, e.g. take + -ing = taking. • When a one-syllable verb ends in vowel + consonant, double the final consonant and add -ing, e.g. hit + -ing = hitting. • When a verb ends in vowel + consonant with stress on the final syllable, double the consonant and add -ing, e.g. swim + -ing = swimming.
Learners may overuse gerunds where a separate noun form exists, e.g. I usually talk to him about my studying. Paul had been promoted five times during these years because of his hard working.
Write the incorrect sentences. Underline the incorrect forms. Ask learners, e.g. Is there a word, a noun, that we can use instead of this -ing form? Elicit ideas. Elicit nouns that have equivalent -ing forms. Explain that we normally use the nouns.
Ask learners to think if there are equivalent nouns for -ing forms. If there aren’t, then they use the -ing form, e.g. Smoking is bad for your health. Smoking in the sense of smoking a cigarette doesn’t have an equivalent noun, so they should use the -ing form.
Learners sometimes use another part of speech instead of an abstract noun, e.g. It will be good for your healthy.
Write a few sentences with the incorrect word. Circle the mistake and ask learners, e.g. What do we need here: an adjective, a noun, a verb? Elicit ideas. Then ask: What’s the abstract noun for this?
As a class, make a word-building poster. Draw a table with different columns: verb, adjective, adverb, noun, abstract noun. Ask learners to fill it in with examples.
26 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
Misconception
How to identify
How to overcome
Learners usually misspell although, e.g. alough, althoug, althought, altough
Write the words ALTHOUGH in capital letters on the board. Then write the different incorrect forms you have detected. Ask learners to compare these forms with the correct words and say what’s wrong with them.
Give learners a set of letters that spell the words although plus a few extra letters, e.g. h, t, g. In pairs ask them to reorder the letters to form the word.
When using connectives of contrast, learners sometimes add an unnecessary second contrast marker, e.g.: Although the sun was shining but it was not very hot.
Write the incorrect sentence on the board. Circle both contrast markers. Ask the class: What do we use ‘although’ for? And ‘but’? Do we need to use both?
Revise the meaning and use of connectives of contrast. Write correct sentences and ask, e.g. What’s the meaning of ‘although’? Can you think of another word that means more or less the same? Elicit ‘but’. Ask, e.g. Is it necessary to use both? Does this sentence make sense with both? Why not?
1.1 Think about it: My language, your language LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen for general information, listen for detail.
8Sc.04, 8Sc.05, 8Sor.02
• Speaking: Talk about languages and learning languages, ask questions using question words.
• Learners can listen to and understand people talking about languages.
8Wca.01, 8Wca.04
• Writing: Use complete sentences.
8Ug.01
• Language focus: questions: who/whose
• Learners can ask and answer a variety of questions.
• Vocabulary: first language, second language, nationalities, languages
• Learners can ask questions with who/whose.
• Learners can talk about languages and learning languages.
21st-century skills Critical thinking: Compare information and make inferences, predict what a text is going to be about. Collaboration: Use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening. Communication: Participate with appropriate confidence and clarity. Learning to learn: Participate sensibly and positively in learning activities in class.
27 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Materials: Learner’s Book pages 12–13, Workbook pages 8 and 11–12, index cards or sticky notes, sticky tack or adhesive tape, map of the world, internet access
LANGUAGE BACKGROUND Questions: who, whom, which When who, which or whose is the subject, the auxiliary (do, does, did) is not used. Who came? (Who is the subject.) Who did you call? (Who is the object.) Whose parents travelled to Indonesia last year? (Whose is the subject.)
Whose papers did you take? (Whose is the object.) Which suits me better – the blue one or the grey one? (Which is the subject) Which sweater did you buy? (Which is the object)
Starter ideas
Main teaching ideas
Getting started (10–15 minutes)
1 Work in pairs. Talk about the languages you know and would like to learn. (10–15 minutes)
•
Ask learners how many languages they can name. Do they know where they are spoken?
•
Display a map of the world and ask them to find the countries where these languages are spoken.
•
Ask learners if they know how to say hello and goodbye in other languages. Do they know where those languages are spoken? Ask them to find the countries on the map.
•
You may consider telling the class to write the names of the languages on file cards and stick them on the map on the corresponding country.
•
Ask the class: How many languages are spoken around the world? Elicit ideas from the class.
•
You may wish to direct learners to some websites where they can find this information, such as Ethnologue, Fluent In 3 Months and others where they can actually listen to people speaking different languages, such as Dani Voice Overs.
•
Focus on the questions How many different languages do people in the class speak? What are they? Elicit answers.
•
Can learners speak more than one language? What languages are spoken in their family?
•
You may wish to introduce the following concepts: first language/mother tongue, second language, foreign language, bilingual.
Digital Classroom: Use the video ‘Learning languages’ to introduce the theme and vocabulary of the unit. The i button will explain how to use the video.
•
Ask learners to work in pairs. They read the sentence openers and talk about the languages they know and would like to learn.
•
Encourage learners to explain why they would like to learn certain languages.
CROSS-CURRICULAR LINK Social science: You may wish to ask learners to find out how many languages are spoken in their country. Is there an official language in their country? What is an official language? Are different languages spoken for different purposes, for example administration, education, family interaction?
Answers Learner’s own answer
2 Which of the following are nationalities? Which are languages? Which are both? (15–20 minutes) •
Ask learners to work in pairs. They discuss and decide.
•
Ask them to search the internet or in an encyclopaedia to find out about the languages and nationalities they don’t know about.
•
Then ask learners to share their findings with the class.
28 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
with a lot of information. Play the recording once with books closed. Ask learners to identify the nationalities the teenagers mention. Then play the first extract. Ask questions to help them, such as What languages are mentioned? Does Kelly speak Cantonese? Who speaks Cantonese in the family? What language does she learn at school? Then ask learners to open their books. Play the rest of the extracts in turn, stopping after each to allow learners time to write. Play each extract at least twice.
Answers Nationalities: Australian, English, French, Indian, Canadian, Japanese, Spanish Languages: Cantonese, English, Mandarin, Bahasa Malaysia, Arabic, French, Hindi, Urdu, Sanskrit, Japanese, Spanish 02
3 Copy the chart into your notebook. Then listen and complete the information for each person. (15–20 minutes) •
•
Tell the class that they are going to listen to some teenagers talking about languages. Ask them to copy the chart in their notebooks. They listen and complete the chart with the information they hear. When they have finished, they share their answers with the class. Copy the chart on the board and ask volunteers to fill it in.
Critical thinking opportunity: Before listening, ask learners what they expect to hear in the recording. What do they think the teenagers will mention? Elicit ideas.
More confident learners can write down notes of interesting information they find about each speaker, for example languages spoken by different relatives, countries of origin of relatives, etc.
CROSS-CURRICULAR LINK Geography: Ask learners to listen again and write down the countries and cities the teenagers mention. Ask them to locate and label them on the map.
Download the audio transcript on Cambridge GO.
Differentiation idea: Less confident learners may benefit from some scaffolding as they have to deal
Answers Nationality
First language(s)
Second language
Languages at Additional information school
Kelly
Australian
English
–
Mandarin
Understands a few words of Cantonese
Azlan
Malaysian
Bahasa Malaysia
English
Mandarin
Would like to become fluent in Mandarin
Sophie
Canadian
(bilingual) English & French
–
Spanish
Her dad has taught her a few words of Arabic.
Dev
Indian
Hindi
English
Sanskrit
Knows a little Urdu Wants to learn Japanese or Spanish in the future
29 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Use of English
Answers a Kelly b Kelly’s grandparents c Kelly’s d Azlan e Azlan f Kelly and Azlan g Sophie’s h Dev
Question words 1 (5–10 minutes) •
Remind the class of the use of who/whose.
•
Focus on the examples and explanations. Read and discuss the Use of English box with the class.
•
Ask learners to supply more examples and write them in their notebooks. Workbook For further explanation and practice, learners do Workbook pages 11–12.
Use of English Question words 2 (10–15 minutes) •
4 Complete the questions. (5–10 minutes) •
Ask learners to work in pairs. They read and complete the questions.
•
Check as a class. Answers a Who lives in Melbourne? b Who emigrated to Australia fifty years ago? c Whose father speaks Cantonese and English? d Who knows a few words and phrases in Arabic? e Who wants/would like to become fluent in Mandarin? f Which two people learn Mandarin at school? g Whose mother speaks French as a second language? h Who speaks a little bit of Urdu?
5 Listen again and answer the questions in Exercise 4. (5–10 minutes)
Focus on the example. Ask learners what they notice about the question. What is the structure of the question? (Who + auxiliary + subject + verb.) Critical thinking opportunity: Is it similar or different from other questions, for example questions with what, where, etc.? Elicit answers.
Compare the question with the question in Use of English Questions words 1. What difference can they see? For example, the question in Question words 1 is asking about the subject – the person who does the action. In the second case, the question is asking about the object of the action. Digital Classroom: Use the grammar presentation ‘Subject and object questions’ to introduce subject and object questions. The i button will explain how to use the grammar presentation.
6 Complete these questions. (5–10 minutes) •
Ask learners to read the questions and complete them.
•
Tell the class that they are going to listen to the recording again. They listen and answer the questions.
•
Ask learners to pair up with a partner, compare their answers and discuss any differences.
•
Play the recording again. Learners write down they answers.
•
When they have finished, check the answers as a class.
Differentiation idea: Before listening, remind less confident learners of the questions you asked in Exercise 3. What do they remember? They read the questions in pairs and predict the answers. Play each extract in turn to allow learners to listen and answer.
Answers a Which languages does Kelly’s father speak? b Which language does Azlan learn at school? c How many languages does Sophie speak fluently? d What does Dev like watching? e What does Dev want to learn in the future?
30 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
7 Listen again and answer the questions. (10–15 minutes) •
Tell the class that they are going to listen to the recording again. They listen and answer the questions.
•
Play the recording again. Learners write down their answers.
Differentiation ideas: Before listening, remind less confident learners of the questions you asked in Exercise 3. What do they remember? They read the questions in pairs and predict the answers. Play each extract in turn to allow learners to listen and answer. •
As an extension, ask learners to work in groups. Ask them: How much can you remember about Kelly, Azlan, Sophie and Dev? Use your answers to the exercises in this lesson to say as much as you can about each of them.
Answers a English and Cantonese b Mandarin c Two d Films in English with subtitles. e Japanese or Spanish – or maybe both
8 Work in groups. Ask and answer questions about languages in your family. (10–15 minutes) •
Ask learners to work in small groups.
•
Group members take it in turns to ask and answer questions about languages in their families following the model of the audio.
•
Plenary ideas Consolidation (10–15 minutes) Ask the class: How much can you remember about Kelly, Azlan, Sophie and Dev? Elicit answers from learners. Differentiation ideas: Less confident learners may use the answers to the exercises in this lesson to say as much as they can about each of them. More confident learners may make an oral summary of the information they remember about each of them. They may also make comments about who they feel more identified with. Assessment idea: Ask the class: What is the most interesting thing you have learned in this lesson? What would you like to learn more about? How can you learn more about that?
Homework ideas •
If the learner’s family is bilingual or multilingual, they may collect a few expressions in the languages spoken at home to teach the class the following day.
•
Learners find out about the languages spoken in their country. Do people speak more than one language? What are they? Where are they spoken? What is their status? For example, in Spain there is one official language, Spanish, and three co-official languages, Galego, Basque and Catalan.
•
Home–school link: Learners tell the family what they have learned in this lesson. Workbook For further explanation and practice, learners do Workbook page 8.
Students can refer back to the prompts in Exercise 1 as support for this exercise.
Differentiation ideas: Less confident learners may listen to the recording once again before doing the exercise. Answers Learner’s own answers.
31 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
1.2 Geography and languages: Teach yourself Tok Pisin LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02
• Listening: Listen and practise expressions in an unknown language.
• Learners can read and understand a text about the history of English.
8Rd.01, 8Rd.04
• Reading: Read and understand a text about Papua New Guinea and its language; read for detail.
• Learners can use prepositions in time phrases. • Learners can talk about languages in the world.
8Sc.03, 8So.01, 8Sor.01
• Speaking: Discuss one’s abilities to speak languages.
• Learners can read a text and look for specific information.
8Wor.02
• Writing: Complete a summary; answer questions; join sentences.
• Learners can write a timeline.
8Us.02
• Language focus: conjunctions: although, while, whereas • Vocabulary: eastern, population, independent, isolated, communities, develop, official language, percentage, English-based, creole, pidgin
21st-century skills Critical thinking: Predict; develop awareness of linguistic differences; interpret and make deductions. Communication: Use appropriate strategies to develop a conversation. Learning to learn: Understand essential grammatical terms and concepts, participate sensibly and positively in learning activities in class. Materials: Learner’s Book pages 14–15, Workbook page 9, map of the world, enough copies of a world map for each group (optional), access to the internet and a printer (optional), encyclopedias, Photocopiable 1, Differentiated worksheets 1A, B and C
LANGUAGE BACKGROUND Connectives Connectives or linking words are used to link phrases and sentences. They can also be used to connect paragraphs.
While/whereas and although are connectives of contrast. Connectives of contrast are used to balance two facts or ideas that contrast, but do not contradict each other. They may come after or before the main clause, for example:
32 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
CONTINUED While/Whereas some languages have more than ten different vowel sounds, others have five or fewer. Mai gets a lot of homework, while/whereas her sisters get very little.
Starter ideas 1 One country many languages (10–20 minutes) •
If learners have done the homework exercise in Lesson 1.1, ask them what they have found about other languages spoken at home and in the community.
•
Ask learners what they remember from the previous class, for example What’s a first language/ second language? What language is spoken in Australia? etc.
•
Ask: Which are the most widely spoken languages? Elicit ideas.
•
You may wish to have learners visit websites such as Fluent In 3 Months and find out information about languages in the world.
CROSS-CURRICULAR LINK Social science: Ask the class, for example, What countries have the most languages? You may wish to direct learners to some websites where they can find more information about languages, for example Ethnologue. Learners choose a few phrases which they would like to know how to say in other languages. They search the internet or reference books and write them. They teach them to their classmates.
Although school was very hard for me, I have passed all my exams. I can eat anything, although I’m not really keen on fish.
•
What do they know about this country? Elicit information from learners.
Main teaching ideas 1 Read the text. What is the most surprising fact about Papua New Guinea? (5–10 minutes) Assessment idea: On a large sheet of poster paper, draw a K-W-L table and ask learners what they know (or think they know) about Papua New Guinea. Ask them what they would like to learn about this topic. What questions do they have? Have them write the questions in the W column. Tell them you will go back to the table at the end of the lesson. •
Focus on the photographs. Ask learners what they think Papua New Guinea is like, such as its weather, flora and fauna, life in general.
•
Tell the class to read the text and ignore any unknown words at this point.
•
When they have finished, ask them what they think the most surprising fact is.
•
Discuss as a class.
2 Read the text again and complete the notes. (10–15 minutes) •
Focus on the words in the key words box.
•
Ask the class to look for the words in the text and explain what they mean in their own words. Focus in particular on the meaning of ‘creole’ and ‘pidgin’, and make sure they understand the difference between the two.
2 Before you read (10–15 minutes) •
Learners do Photocopiable 1.
•
Display a map of the world. Ask the class to look at the map and find where Papua New Guinea is.
•
•
Which languages do they think are spoken in Papua New Guinea? Elicit ideas. Encourage learners to use words such as: north, east, west, in.
Ask learners to reread the text and look for the information they need to complete the notes. They can work in pairs to complete them.
•
Check as a class.
33 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Country: Papua New Guinea Capital: Port Moresby Population: just over 7 million Official languages: Tok Pisin, English, Hiri Motu Total number of languages: about 800 Languages used in education: Tok Pisin, English
3 Answer these questions. (10–20 minutes) •
Learners work individually. Focus on the questions. Tell learners to read the text again and answer them. Then ask them to pair up with a partner and compare their answers before discussing them as a class.
Critical thinking opportunity: Tell learners that they may not find the exact answers in the text. Encourage them to reflect on what they have read and make deductions, especially when answering parts a and c. •
As an extension, you may ask learners what the official language of their country is. Are there any co-official languages? Is a pidgin or creole spoken?
Answers a Because most communities there are isolated and have little contact with each other or with the outside world. b It’s a creole language spoken by most people in Papua New Guinea. c Your first language is your native language; an official language is the language used by the government and in business.
•
When they have finished, you may ask them to compare their answers with a partner before checking them as a class. Differentiation idea: You may ask more confident learners to use the exercise as a model and write three pairs of sentences on a sheet of paper. They exchange their sentences with another pair and join them with although, while and whereas. Answers a Although my dad only spent a month in Australia, he learned a lot of English when he was there. b Although geography is his favourite subject, he didn’t know where Papua New Guinea was. c Although she speaks really good English, she’s never been to an English-speaking country. d Although I didn’t do much revision, I got good marks in the test. e Some people are good at languages, while/ whereas others find it very difficult to learn another language. f I prefer reading and writing, while/whereas my friend likes speaking and working in groups. g English is quite easy to learn in the early stages, while/whereas French is quite difficult. h Russian uses the Cyrillic alphabet, while/whereas Polish uses the Roman alphabet.
5 Work with a partner. How good are you at learning a new language? Listen and practise the expressions in Tok Pisin. (10–15 minutes) •
Tell learners they are going to work with a partner and find out how good they are at learning a new language.
Use of English
•
Then tell them to listen to the audio recording.
although, while and whereas (10–15 minutes)
•
Play the audio once for learners to familiarise themselves with the content. Play it a second time, pausing after each exchange.
•
They practise the expressions in Tok Pisin and judge how good their pronunciation is.
•
Tell the class to work in pairs. They take 30 seconds to try to memorise the phrases. Then they test each other to find how much they can remember.
•
Learners do Differentiated worksheet 1A, B or C.
•
Read and discuss the Use of English box with the class. Give more examples. Write them on the board and ask the class to copy them into their notebooks.
•
Ask learners to supply more examples of their own and write them in their notebooks.
4 Join these sentences using the conjunctions. (10–15 minutes) •
Tell learners to read and join the sentences.
03
Download the audio transcript on Cambridge GO.
34 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
learners’ country, they can search the internet to find more information about creole languages, countries where they are spoken (for example, Jamaica), variants of English-based creole languages and examples of words and phrases. They could then prepare a short report and present it to the class.
Answers Learner’s own answers.
Plenary ideas Consolidation (15–20 minutes) Assessment idea: Display the K-W-L poster and ask learners to read the questions they wrote. Have they found the answers in the lesson? What questions remain unanswered? Where can they find the answers? •
Ask learners to think about their performance during the lesson. How happy are they with what they have done? What would they have done differently? Why?
•
You may wish to have learners start a learning log where they write down their ideas about their learning at the end of a lesson.
•
Home–school link: Learners teach the words in the new language to their family. They can ask family members, especially grandparents, if they know any words in a foreign language or dialect. They can copy the words in their notebooks and then teach the words to the class. Workbook For further explanation and practice, learners do Workbook page 9.
Homework ideas •
Learners look for information about the language or languages spoken in their country and write about them. If creole languages don’t exist in the
35 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
1.3 Write about it: It’s good to learn languages LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01
• Listening: Listen to short interviews about learning languages.
• Learners can listen to and understand opinions in interviews.
8Sc.04, 8So.01
• Speaking: Give opinions about learning languages.
8Rd.01
• Reading: Read and answer questions; choose correct words to complete sentences.
8Wca.04
• Learners can give opinions about learning languages. • Learners can discuss advantages and disadvantages of learning languages. • Learners can use -ing forms correctly.
• Writing: Write notes; write answers to questions. • Language focus: -ing forms as subjects and objects • Vocabulary: work, health, travel, meet people socially, entertainment, education, at ease, advantage, improve, skills, evidence, do business
21st-century skills Critical thinking: Compare points and arguments from different sources, compare structures in different languages. Collaboration: Provide justification for their ideas or suggestions, stay on task. Communication: Start and manage conversations with confidence. Materials: Learner’s Book pages 16–17, Workbook pages 10 and 13–14, map of the world, Photocopiable 2
LANGUAGE BACKGROUND -ing forms We can use -ing forms (gerunds) as the subject or complement of a verb. Reading in this light is bad for your eyes. (subject) My favourite free time activity is reading. (complement)
Infinitives (for example, To smoke is bad for you) are possible in these cases, but are formal and not common. The -ing form is used like a noun, but it is still a verb and can have an object. Doing exercise is very good for your health. My favourite activity is reading poetry. I hate ironing summer clothes.
36 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
Starter ideas ‘Pidgin’ English and foreign languages (10–15 minutes) •
If learners looked for information about pidgin English for homework, ask them to share their findings with the class.
•
Ask them to locate on the map the countries where pidgin English is spoken.
•
You may wish to show the class a YouTube video where people are speaking pidgin English.
2 Match the words from the interviews with the correct definitions. (5–10 minutes)
Learning languages (5 minutes) Ask the class why they think it’s good to learn another language. What languages would they like to learn? Why? How would that language help them?
04
•
Focus on the words and the definitions. Tell learners that the words on the left appear in the audio. Ask them to match the words to their definitions.
•
You may consider playing the audio again. Stop where the words are spoken, so that learners have a context in which to make their decision.
•
Check the answers with the class.
Answers 1 d; 2 e; 3 c; 4 b; 5 a
Main teaching ideas
Use of English
1 You’re going to hear some short interviews about speaking another language. What does each person focus on? Match the topics to the names. (10–15 minutes)
-ing forms as subjects and objects (10–15 minutes)
•
Talk through the task with the learners. Tell them to look at the a–f options to read the topics. Make sure they understand the meaning of the words and phrases.
•
Then tell them to listen and match the topics to the names.
•
Play the audio at least twice. Learners match the names and the topics.
•
Play the audio once again. Then check as a class.
•
Discuss with learners what helped them decide.
•
Focus on the Use of English box and read the examples with the class.
•
Remind learners of verbs followed by -ing, for example love, hate, enjoy, etc.
•
Explain that -ing forms can also be used as subjects of sentences.
•
Elicit more examples with the class.
Critical thinking opportunity: Looking for patterns: ask learners to think of examples of -ing forms in their own language. Elicit a few and write them on the board. Ask them to compare and contrast the structures used in each language. How similar or different are they? Workbook For further explanation and practice, learners do Workbook pages 13–14.
Download the audio transcript on Cambridge GO.
Answers 1 d; 2 c; 3 e; 4 b; 5 f; 6 a
3 Listen again. Complete the sentences using a verb in the -ing form. (10–15 minutes) •
Focus on the sentences. Tell the class that you are going to play the recording again.
•
They listen and complete the sentences.
•
Check as a class.
37 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers a Being b Knowing c listening d Learning e Understanding
4 Listen again and answer these questions. (10–15 minutes) •
Allow some time for learners to read the questions first. Check that they understand the vocabulary.
•
Do learners remember the information? Can they answer some of the questions without listening? Elicit ideas.
•
Play the audio again a few times. Learners answer the questions.
Differentiation idea: You may wish to ask them to pair up with a partner and compare their answers. They discuss any differences before checking as a class. This will give less confident learners the opportunity to confirm their answers or correct them if necessary. Answers a Because they are more at ease. b Being able to say ‘hello’ and ‘thank you’ in the language of that country. c Because he can enjoy watching French TV series. d Because it improves your brain power. e They have better reading skills and a wider vocabulary. f The first is that you’re more likely to be successful. The second is that you earn more money.
5 Listen to the interviews again. Put your hand up when you hear each of these words and phrases. (10–15 minutes) •
•
Tell the class to look at the list of words. Explain that you are going to play the audio again. They listen and put up their hands every time they hear the words listed in the exercise. Play the audio at least twice.
Differentiation idea: Encourage more confident learners to repeat the sentence where the words and phrases occur and write it on the board. Less confident learners may copy the sentences in their notebooks. Then they can listen to the recording again and identify them. Answers Learner’s own answers.
6 Work in groups. Give your views about the advantages of learning other languages. Use some of the words and phrases in Exercises 2, 3, 4 and 5. (15–20 minutes) •
Divide the class into groups. Ask learners to discuss the advantages of learning other languages.
•
Tell them to try to use some of the words and phrases they have learned in the lesson.
•
Learners do Photocopiable 2.
•
Set a time limit and then ask ‘scribes’ to share the group’s conclusions with the class.
•
Ask a volunteer to write the main ideas on the board. Do groups share common ideas?
Assessment idea: Ask learners to appoint a ‘scribe’. The role of the scribe is to make notes of the ideas discussed and keep a record of how often group members take part in the discussion. Differentiation idea: Less confident learners may take some minutes to write down their ideas before discussing as a whole. They can then use the notes to help them. Ask more confident learners to expand the scope of the question and reflect on whether there are disadvantages. Critical thinking opportunity: Encourage learners to think about how their life would be different if they spoke more than one language. Tell them to think about their future and what influence knowing languages would have. Answers Learner’s own answers.
38 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
Plenary ideas
•
Consolidation (15–20 minutes) •
Ask learners to imagine they are an interviewer and they are going to interview a person who speaks many languages. What questions would they like to ask? How do they expect this person to answer?
•
Reflection: Ask the class what they have enjoyed most in the lesson. Are they happy with their performance? What would they change in order to improve?
Home–school link: Learners tell the class about what they have learned in the lesson. They ask family members, relatives and friends what they think is the advantage of learning languages. They make notes about the answers. Workbook For further explanation and practice, learners do Workbook page 10.
Homework ideas •
Learners use the information they obtained from family and friends to prepare a short report of the answers and present it to their class.
1.4: Think about it: Do you speak emoji? LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Lo.01
• Listening: Listen for detail, listen and identify opinions.
• Learners can discuss the advantages of using emojis.
8So.01, 8Sc.05, 8Sor.02
• Speaking: Talk about emojis, discuss advantages and disadvantages.
8Rd.01
• Reading: Read and understand definitions.
• Learners can listen to a conversation and understand opinions of speakers.
8Wca.04
• Writing: Write notes, complete sentences.
8Ug.04
• Language focus: present continuous with a variety of verbs
• Learners can give opinions. • Learners can use the present continuous.
• Vocabulary: emoji 21st-century skills Critical thinking: Discuss and give reasons for opinions. Collaboration: Use head nods and eye contact when other learners are speaking to show that they are listening, provide justification for their ideas or suggestions. Communication: Present points clearly and persuasively. Learning to learn: Write notes to help learning.
39 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Materials: Learner’s Book pages 18–19, Workbook pages 15 and 18–19, images of emojis, GIFs, icons and stickers used in social media, large sheet of poster paper, Differentiated worksheets 2A, B and C
2 Now match a meaning to each emoji. (5–10 minutes) •
Ask the class if they know what these emojis mean. Elicit answers.
Starter ideas
•
Social media (5–10 minutes)
Focus on the meanings. Still in pairs, learners match the meanings to the correct emoji.
•
Check as a class.
CROSS-CURRICULAR LINK ICT: Show images of emojis, GIFs, icons, stickers, etc. used in social media. Elicit the names of these elements from the class. Ask learners if they use them. What do they use them for? Focus on the opener questions: Did learners know that more people ‘speak’ emoji than English? Why do they think this is? Have an open-class discussion about the usefulness of emojis and other similar graphic elements.
Main teaching ideas 1 Match a description to each emoji. (10–15 minutes)
Critical thinking opportunity: Ask learners if they use these emojis. Do they use them to mean the same? Can the same emoji mean different things? What other emojis do they use? Answers a This is a joke. I’m not being serious. 9 b This is very funny. I’m laughing a lot about it. 6 c I’m not sure. I’m thinking about it. 8 d I love this! 2 e I’m rolling on the floor with laughter. 3 f I’m feeling happy, warm and positive. 4 g Please, thank you, I bow to you, or a prayer. 5 h I’m laughing so much that I’m crying. 1 i OK, that’s fine. 7 j Cool. 10
Use of English
•
Ask the class if they know the meaning of the word ‘emoji’. What language do they think it is from? Elicit ideas.
Present continuous (15–20 minutes) •
Remind learners of the use of the present continuous. Read the uses and examples.
•
Focus on the meaning of ‘emoji’ in Exercise 1. Were their ideas correct?
•
•
In pairs, ask learners to match the emoji to the correct description. Check as a class.
Explain that in English there are action verbs and stative verbs. Action verbs describe actions, for example play, work, run, write, etc., and they can have both simple and continuous forms. Stative verbs describe possession, measurements, feelings and emotions, senses and perceptions, thoughts, opinions, for example be, have, like, think, know, believe, love, hate, remember, understand, want, wish, weigh, measure, etc. and are not normally used in the present continuous.
•
Focus on the examples and elicit more examples from the class.
Answers 1 c, 2 h, 3 b, 4 a, 5 j, 6 e, 7 i, 8 f, 9 g, 10 d
40 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
•
•
Explain that some verbs can have an action meaning as well as a state meaning, such as the verb ‘think’. When ‘think’ means ‘I have an opinion’ it’s used in the present simple, for example I think emojis are useful. When ‘think’ refers to the mental process, it is used in the continuous form, for example What are you thinking about? The verb to be can also be used in the present continuous to describe a temporary condition: She’s very generous. (state – her permanent quality) You’re being really childish! (action – you are temporarily behaving this way)
•
Elicit examples from the class. Ask volunteers to come to the board and write them. Ask learners to copy them in their notebooks.
Digital Classroom: Use the grammar presentation ‘Present continuous’ to review the present continuous. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 18–19.
3 Use verbs in the present continuous to say what each emoji means. (10–15 minutes) •
Ask learners to work in pairs. They take it in turns to ask and answer the questions.
•
Some answers could be fairly variable, for example Is basketball boring or am I tired? Accept possible alternative answers as long as the present continuous is used.
•
Check as a class.
•
Learners do Differentiated worksheet 2A, B or C.
Differentiation idea: Doing the exercise in pairs will help less confident learners as they will have some more time to think about their answers. They can also copy them in their notebooks. Answers Note: other answers are possible. a I’m sitting on the beach under an umbrella. b It’s raining a little but the sun’s coming out.
c No thanks. I’m tired. d It’s great! I’m having a good time. e I’m playing table tennis.
4 Listen to this radio interview with Professor Rory Jones. What the professor’s opinion of emojis? What do you think the presenter’s opinion is? (10–15 minutes) •
Tell the class that they are going to listen to a professor and a radio presenter saying what they think about emojis. Ask the class: What do you think each of them is going to say? Elicit ideas.
•
Play the recording at least twice. Elicit ideas from the class. Who is positive about them? Who isn’t?
05
Download the audio transcript on Cambridge GO.
Answers The professor thinks that emojis are good. The presenter is not as enthusiastic as the professor and thinks that there might be some disadvantages to using emojis.
5 Listen again. What are the advantages of using emojis, according to Professor Jones? (10–15 minutes) •
Tell the class that they are going to listen to the interview again. This time they listen and take notes of the advantages of using emojis that the professor mentions.
•
Play the recording at least twice again.
•
Ask learners to pair up with a partner and compare notes. They discuss any differences.
•
Check as a class.
Answers According to the professor, the advantages of using emojis are: everyone can understand them; it’s quick to send a message with an emoji; emojis make communicating easy so people are communicating more; emojis don’t replace words and sentences, they add to them; emojis help us to express ourselves.
41 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6 Work in groups. Discuss these questions (15–20 minutes) •
Ask learners to work in groups. They read the questions and discuss them.
Differentiation idea: Ask learners to take a few minutes to reflect on the questions. They make notes of their ideas. This will help less confident learners when they have to give their opinions. They can use their notes as help. •
When they have finished, ask groups to appoint a spokesperson. Groups share their opinions with the class.
Answers Learner’s own answers.
Plenary ideas Consolidation (10–15 minutes) Bring a large sheet of poster paper and ask learners to write a sentence or two about what they liked most about the lesson. They can include an emoji.
Homework ideas •
Learners use the notes they made in class to write a short paragraph about what they think about emojis. They may include their family’s ideas about them.
•
Home–school link: Learners ask parents and other relatives what they think about using emojis. Workbook For further explanation and practice, learners do Workbook page 15.
42 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
1.5 Social studies: Beyond words LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.04, 8Lo.01
• Listening: Listen and understand people’s opinions.
8Sc.02, 8So.01
• Speaking: Talk about the importance of non-verbal communication across cultures.
• Learners can read and understand an article about nonverbal communication.
8Rd.01, 8Rd.04
• Reading: Read about gestures and other kinds of body language in different cultures.
8Wca.04
• Writing: Write notes, complete sentences.
8Uv.05
• Language focus: abstract nouns to describe human interaction, e.g. friendliness, confidence
• Learners can talk about the importance of non-verbal communication across cultures. • Learners can listen to each other’s opinions respectfully. • Learners identify and use abstract nouns.
• Vocabulary: confidence, confusion, embarrassment, friendliness, impatience, insanity, receptiveness, body language, gesture, touch, aboriginal, low/high-contact culture 21st-century skills Critical thinking: Examine possible solutions to a given problem and state how effective they are. Collaboration: Use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening, provide justification for their ideas or suggestions. Communication: Can use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Use notes to construct original output, use a learner’s dictionary (monolingual or bilingual) and other reference resources to enhance their knowledge of vocabulary. Values: Understand the contribution of different cultures to learners’ own lives. Accepting others and showing respect for cultural differences. Materials: Learner’s Book pages 20–21, Workbook pages 16 and 20–21, dictionaries or access to online dictionaries
Starter ideas
as mad, how much, this one, come here, not sure, don’t like, etc. Elicit ideas from the class.
Non-verbal communication (10–15 minutes) •
Tell the class that you are going to make some gestures and that they have to say what you mean. Make a few gestures learners may understand, such
•
Ask the class how they know what you mean. Elicit the concept of ‘body language’ and ‘non-verbal communication’.
43 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Ask the class what they think ‘non-verbal communication’ is. Elicit ideas. Help with additional vocabulary as necessary.
•
You may wish to write any new words on the board for future reference.
•
Focus on the lesson. Ask what the relationship is between the title and the concept of non-verbal communication.
•
Ask them if they think there are differences across cultures in the way non-verbal communication is used. You may show some gestures that are common in other parts of the world and ask if they mean the same (or anything at all!) in their culture.
2 Work in pairs. Act out each scenario. Respond in the correct way. (10–15 minutes) Ask learners to work in pairs. They read each scenario and take it in turns to act out and respond.
CROSS-CURRICULAR LINK Social studies: You may wish to direct learners to appropriate websites, such as verywellmind, and show them examples of non-verbal communication. You may wish to also explain how the tone of voice and intonation can convey different messages. Say, for example, I’m here in different tones of voice and elicit learners’ ideas.
Main teaching ideas 1 What is the purpose of the newspaper article opposite? (15–20 minutes) Focus on the headline and ask them what they think the article is about. What kinds of non-verbal language is the article going to refer to? How do they know? (The section titles.) Elicit ideas. Ask the class to read and decide what the purpose of the article is. •
Check as a class.
CROSS-CURRICULAR LINK Languages: Ask learners if they ever read online or printed newspapers. What differences, if any, do they find between them? Ask learners to reread the article. Discuss how the article is laid out (an introduction under the headline and four sections). Ask them what the purpose of each section is. How would they summarise the main idea of eachsection? Discuss the usefulness of dividing a text into paragraphs and tell them to use this concept when they are writing their own texts.
Answers Learner’s own answers.
Use of English Abstract nouns (10–15 minutes) •
Read the Use of English box with the class. Read the examples and add more some more.
•
Focus on the different suffixes: -ness, -ment, -ion, -ence, -ity. Explain that these suffixes are used to make abstract nouns. Workbook For further explanation and practice, learners do Workbook pages 20–21.
3 Find abstract nouns in the article in Exercise 1 to match these adjectives. (15–20 minutes) •
Ask learners to reread the article and find abstract nouns to match the adjectives.
•
When they have finished, check as a class.
•
Ask them if they can add more abstract nouns to the list.
•
Dictionary skills: Bring dictionaries to the class or use online dictionaries. Ask the class to find more abstract nouns for each category.
44 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
•
Draw a table on the board with the following categories: noun, adjective, verb, adverb.
•
Ask learners to get together in groups and discuss the questions. Set a time limit.
•
Ask learners to work in pairs or small groups and build word families for the words they have found.
•
When groups have finished, they share their conclusions with the class.
•
Ask volunteers to fill the chart on the board and ask the class to copy it into their notebooks.
Answers a friendliness b embarrassed c impatience
Assessment idea: Plan how much time you will give the exercise. Ask groups to appoint an observer who will provide assessment of the group’s work. Provide or create a set of criteria with the class, for example respect turn-taking, participate actively in conversation, encourage other group members to contribute, listen attentively, explain opinions and ideas clearly, etc. As groups work through the questions, the observer will make notes of the group’s performance.
d confusion e confidence f silence
4 Choose an appropriate adjective or abstract noun from Exercise 3 to complete these sentences. (5–10 minutes) •
Ask learners to read the sentences. They look at the adjectives and abstract nouns in Exercise 3 and complete the sentences.
•
When they have finished, check as a class.
Differentiation idea: More confident learners can make their own sentences using these and other abstract nouns they may have found in dictionaries in Exercise 3. Answers a friendliness b silence c embarrassed d confusion e impatience f confidence
5 Values. Work in groups. Look at the words in the Social studies key words box and discuss these questions. (15–20 minutes) •
Focus on the words in the box. Ask learners to explain the meanings in their own words.
•
Ask learners to read the questions and think about the answers.
•
Values: If you have a multicultural class, encourage learners to consider the contribution of the different cultures to their own lives. How can they better understand other cultures? Emphasise the importance of accepting others and showing respect for cultural differences.
After the group has finished the exercise, the observer will provide feedback. The group can then discuss the feedback and think of ways in which they can improve.
Plenary ideas Consolidation (10–15 minutes) •
As a class, discuss kinds of jobs where it is important to know about differences in non-verbal communication across cultures and countries. Encourage learners to give reasons.
Assessment idea: In a class discussion, groups share their perceptions of their work against the set of criteria they used in Exercise 5. Have other groups had similar difficulties? How can they help each other improve?
Homework ideas •
Learners write a short script for a dialogue between two imaginary people introducing opportunities for different kinds of non-verbal communication features.
•
Then, they can video record themselves playing both parts and using the correct features.
•
They can show the video to the class the following day.
Differentiation idea: Ask less confident learners to make notes to help them in the discussion.
45 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Home–school link: Learners share the article they have read for the lesson with their family. Are there differences between what non-verbal communication adults and younger members of the family use?
Workbook For further explanation and practice, learners do Workbook page 16.
1.6 Talk about it: An A to Z of idioms LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02
• Listening: Listen to conversations and understand the meaning of idioms.
• Learners can listen and understand conversations.
8Sc.04, 8Sc.05
• Speaking: Role-play conversations using idioms.
8Rd.04
• Reading: Read idioms and match to meanings.
8Wca.02, 8Wor.03
• Writing: Write conversations using idioms.
• Learners can understand the meaning of idioms. • Learners can write conversations using idioms. • Learners can role-play conversations using idioms.
• Language focus: idioms 21st-century skills Critical thinking: Compare idioms in own language and in English. Creative thinking: Develop new content based on models, act parts in role-plays or dramas. Collaboration: Give supportive feedback to other learners’ comments Communication: Use facial expressions and eye contact appropriately to support verbal communication. Learning to learn: Participate sensibly and positively in learning activities in class. Materials: Learner’s Book pages 22–23, Workbook page 17, A3 sheets of paper or card and drawing materials, Photocopiable 3, Photocopiable 4
Starter ideas Videos galore (10–15 minutes) •
•
If learners have done the homework exericse, ask them to show their recordings and explain what they have done. Publishing idea: You can organise a video club session with another class. Learners show their
videos to the guest class and explain what they have done. The guest class can have an awards ceremony and vote for the most interesting/funniest/ best special effects, etc.
Word family games (20–25 minutes) Learners do Photocopiable 3.
46 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
Main teaching ideas
•
Language tip (5 minutes) •
Ask the class: If something happens ‘once in a blue moon’, what do you think this means?
•
Help with additional questions: Have you ever seen a blue moon? Is it common to see a ‘blue moon’?
•
Explain that this is an idiom. Focus on the language tip box and read the explanation together.
•
Ask learners if there are idioms in their language. Can they give some examples? What do these idioms mean?
•
Tell learners that they are now going to learn about idioms in English.
1 Read the A to Z of idioms. Can you guess what some of them mean? (10–15 minutes) •
•
Ask learners to work in pairs and read the idioms. Are there any they know? Can they guess what they mean? Read and discuss the meanings. Elicit ideas. Then, learners share their explanations in an open-class discussion.
2 Match each picture to an idiom. •
Ask learners to look at the pictures and match them to an idiom.
•
Elicit the answers. Encourage learners to justify their decisions.
Answers a I was over the moon. b on the one hand … on the other hand c It’s out of this world! d It’s a zoo out there! 06
3 Listen. Answer these questions about each of the idioms. (15–20 minutes) •
Tell learners that they are going to listen to mini conversations where the A to Z of idioms are used. They listen and work out the meaning.
•
Pause after each group of six idioms and ask questions a and b.
•
Play each mini conversation in turn. Pause and ask learners what they think the idiom means.
Then ask them to think of an equivalent in their own language. How similar or different are they?
Differentiation idea: With less confident groups, you may wish to play each mini conversation twice if necessary. Pause and ask learners what they think the idiom means. Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
4 Work in pairs. Explain these idioms in your own words. (15–20 minutes) •
Ask learners to work in pairs. They read and discuss the meanings.
•
Then, share their explanations as an open class.
•
You might want to divide up the idioms in Exercise 4, giving two or three to each pair to work on. Then they share their ideas with the class.
Differentiation idea: Ask less confident learners to write down their definitions or explanations before they share them. The notes will help them speak more confidently. More confident learners may create a fill-in-the-blanks exercise with these idioms. Then they exchange the exercise with another pair and complete it. Answers a It’s very easy. b It wasn’t going well and then it became even worse. c It was easy. d You’ve done or said something that is going to upset or offend someone. e There’s no way of knowing what will happen. f I have no idea at all. g I was very happy. h It’s very annoying. i He was really annoying.
47 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
5 Match the idioms to the explanations. (30–45 minutes) •
Still working in pairs, ask learners to read the idioms and the explanations and match them.
•
Then check as a class.
•
Give groups a copy of Photocopiable 4. Learners play a snakes and ladders-style board game in groups of four. They use the idioms to talk about situations they or other people have been in.
Answers 1 e 2 g 3 f 4 i 5 a 6 b 7 h 8 d 9 c 06
6 Listen again. Work in pairs. Choose six idioms you like and write six short conversations to include them. Then practise your conversations and act them out in front of the class. (40–45 minutes) •
Tell learners to choose six idioms and write six short conversations using the ones in the lesson as a model.
•
Play the recording again.
•
Learners write the conversations.
Assessment idea: When they have finished, they may exchange them with another pair and comment on each other’s work, for example the conversation clearly illustrates the idiom, it’s easy to understand what the idiom means, the conversation sounds natural, etc. Learners make changes if necessary.
Plenary ideas Consolidation (15–20 minutes) •
Play idioms charades. Write the A to Z idioms on slips of paper. Ask learners to choose a slip of paper and act out the idiom in front of the class. The class tries to guess the idiom.
•
Reflection: As a class, learners discuss what they have found the most difficult in this lesson.
•
How do they think they can remember idioms more easily? Which idiom do they like most? Which is the funniest?
Homework ideas •
Learners choose two or three idioms. They make a picture for each to illustrate the meaning and write the idiom.
•
Publishing idea: The following class, you may collect all the pictures and have learners make an idioms booklet.
•
Home–school link: Learners can teach some of the idioms to their family and act out the conversations they have created. Workbook For further explanation and practice, learners do Workbook page 17.
Answers Learner’s own answers. •
When learners are happy with their final draft, they rehearse their conversations. Remind them to use non-verbal communication features where needed.
•
Then ask volunteers to act their conversations for the rest of the class.
48 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
1.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Rd.01, 8Ro.01
• Reading: Read a model letter, read and understand the functions of each paragraph, read and match questions to paragraphs.
• Learners can read and understand the functions of paragraphs in a letter.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.03, 8Wc.02
• Writing: Write a letter following a model, spell words correctly, use correct punctuation, use correct layout for a letter, organise ideas into paragraphs.
• Learners can write a letter following a model. • Learners can use correct spelling and punctuation. • Learners can organise ideas into paragraphs.
21st-century skills Critical thinking: Assess strengths and weaknesses of possible solutions. Creative thinking: Employ new ideas and content in solving a task or exercise. Collaboration: Make contributions that are on task and explain them fully. Learning to learn: Recognise areas of strength or weakness in learning the subject. Materials: Learner’s Book pages 24–25, Workbook page 22, copy of a formal letter to show or enough copies to share with groups
Starter ideas
Main teaching ideas
Writing letters (10–15 minutes)
1 Work in pairs. Read the letter on the opposite page. Match each paragraph of the letter to the questions below. (10–15 minutes)
•
•
Ask the class if they have ever written a letter. When do we write letters? For example, to ask for information or to apply for a job. Who do we usually write letters to? For example, companies, school authorities. Share a copy of a formal letter with the class and ask learners what the layout of the letter is, for example the sender’s address at the top, the address of the person receiving the letter on the left hand side, the date, the greeting — Dear Sir or Madam, or the title Ms, Miss, Mrs or Mr followed by the name of the person to whom you are writing, the body of the letter, closing phrase, for example Yours faithfully or Yours sincerely, and the signature.
•
Focus on the task. Read the task with the class and brainstorm the kind of information they would like to ask from a school that offers exchange language programmes. Elicit ideas and write them on the board.
•
Tell the class that they are now going to read a sample letter and analyse how the body is organised.
•
Ask learners to work in pairs. They read the sample letter and match the questions to the correct paragraph.
49 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
2 With your partner, discuss how you will answer the questions in Exercise 1. (10–15 minutes) •
Still working in pairs, learners read the questions and discuss how they will answer them in their own letters.
•
Ask them to make notes of their answers. Tell them to write as many ideas as they can think of. They will have time to choose the most useful later.
•
5 Write the final version of your letter. (15–20 minutes)
When they have finished brainstorming ideas, ask learners to reread the task and decide which ideas they will use. Explain that it is important to reread the instructions to stay on task.
3 Using your answers and following the model letter on the opposite page, write a draft of your own letter. (25–30 minutes) •
Assessment idea: Ask learners to pair up with a partner. They exchange their letters and use the checklist in this exercise to comment on each other’s work.
Check as a class. Ask learners to justify their decisions.
As a class, discuss what elements a successful letter like the one they have to write should have, such as use the right style of writing and language. In this case, it should be fairly formal, use paragraphs, check for correct spelling and use of tenses, use the correct heading and sign-off phrases, and include all the necessary information: what language or languages they have studied, what languages are on offer at the school, their experience of learning a foreign language, when they started learning, for how long they have been doing it, what they enjoy about it, why they think it’s useful/important, etc.
•
As a class, make a list learners can then use to assess their work.
•
Learners write the first draft of their letter using the letter on page 25 as a model.
4 Check your letter. (10–15 minutes) Critical thinking opportunity: When learners have finished writing their first draft, ask them to check their work against the list of elements they wrote as a class. What are the good and the weak points of their letter? Have them make corrections, add or change as necessary.
•
When learners get their work back from their partner, they write the final draft.
•
Once they have finished, volunteers can read their letters to the class.
•
Select some of the learners’ letters to display in the classroom, choosing those that show a variety of positive reasons for learning languages.
•
Publishing idea: If the school has a website where learners can upload their work, you may ask the class to upload the letter to the site. Alternatively, you may wish to start a class blog or website where learners can upload class work and projects.
Plenary ideas Consolidation (20–25 minutes) •
Ask learners to work in small groups. Give each group a large sheet of paper, A3 or larger, and ask them to create a poster advertising the school language exchange programme. Ask them to include a slogan or catchphrase to make people really interested.
•
When they have finished, display the posters around the class.
•
Ask the class what they have found the most difficult in this lesson. How can they overcome the difficulties?
Homework ideas •
Learners ask a partner for a copy of their letter. They reply to the letter as if they were a learner from the exchange school.
•
Home–school link: Ask parents or older siblings about their experience of learning languages. What have they found the most interesting? And the most difficult? Workbook For further explanation and practice, learners do Workbook page 22.
50 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
1.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8So.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, express opinions, give examples.
• Learners can discuss aspects of a project.
8Wca.02, 8Wca.04, 8Wor.03
• Writing: Brainstorm ideas, organise ideas, plan a guide, write notes, write a guide, write a lesson plan. • Language focus: revision of Unit 1 • Vocabulary: revision of Unit 1
• Learners can write a project plan. • Learners can plan and write a guide. • Learners can express opinions and give examples. • Learners can teach a class.
21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 26–27, internet access, printer, sheets of paper and drawing materials to make word cards (optional), dictionaries (online or hard copies)
Starter ideas A quiz (20–25 minutes) •
Divide the class into small groups. Ask the groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and work to solve the exchanged quiz.
Main teaching ideas
You may wish to video-record groups as they are working as well as record their presentations.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Project 1: A guide to non-verbal communication (45–60 minutes) •
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
Tell learners that they are going to write a guide to non-verbal communication in their country for visitors of their own age.
•
Tell them to use the article in Lesson 1.5 as a guide.
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
Remind them that it is very important to plan their article. Go through the steps as a class.
•
Provide additional explanations if necessary.
•
Tell the class that they are going to work in groups or pairs to do a project.
•
•
•
51 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
You may wish to bring some dictionaries to the class in case learners need to look up words or, if conditions permit, they can use a Cambridge Online Dictionary, for example the Cambridge Essential English Dictionary or a bilingual dictionary.
they have included all the information they wanted.
1 Work in groups. Discuss what you will include in each of the following sections. •
Learners get together in groups.
•
They read the sections and brainstorm what they will include in each.
•
If you have visited websites with the class, remind learners to revisit them for information and ideas.
•
Once they have finished their brainstorming sessions, group members choose the ideas that are most appropriate.
•
•
Remind groups of the language they can use in the project.
Differentiation idea: Less confident learners may benefit from going back to the relevant lessons and revise the language and vocabulary they have learned.
3 Can you use any of the following words and phrases? •
Learners reread their notes and decide where they can include the words and phrases listed in this exercise.
4 Decide how you’re going to present your guide. •
•
Group members discuss each option, such as they resources they need, resources available, share of work, etc. and decide which the best option is.
Groups write the first draft of the guide.
6 Check what you have written for spelling, punctuation and grammar. •
•
When this step is finished, learners write a final version, taking into account the comments and corrections made by their peers.
•
Once they have finished revising their work, learners write the final version.
•
They decide what visuals, if any, they will use to accompany the guide.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Project 2: Learn a new language! (45–60 minutes) Tell learners that they are going to research a language they don’t already know and teach ten to fifteen words and simple phrases to their classmates.
1 Work in groups. Decide on a language and give your reasons. •
Remind learners of what they learned in Lesson 1.1 and the languages they discussed at the beginning of the unit.
•
Ask groups to discuss and decide what language they will choose and why.
They give reasons for their choice.
5 Write a draft of your guide. •
You may wish to ask learners to show their draft to other learners and ask them to comment on and proofread it.
7 Write a final version.
They begin writing the notes for the guide.
2 Remember you can use abstract nouns, such as friendliness, embarrassment and impatience.
•
Once they have finished the first draft, group members revise it, checking for punctuation, grammar and spelling. They also check that
2 Choose the words and phrases you want to teach. How will you choose them? •
Learners read the words and phrases in the table. Would they like to use those or will they choose different ones?
52 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
•
Ask groups to write a list. What criteria will they use to decide? For example, how nice they sound, how useful they are, etc.
3 Make sure you know how to pronounce the words. You can use language websites on the internet to help you. •
•
Once groups have decided which words and phrases they will include, they search for the equivalents in the chosen language. They search the internet to find how they are pronounced. If you have visited suitable websites at the beginning of the unit, you may remind learners to revisit them for information and help.
4 Decide how you will teach the words to your classmates. •
As a group, learners decide what the best way to teach the words will be.
•
They may take your own model of teaching as an example.
•
They prepare the resources they need for the class and decide what role each group member will have.
Plenary ideas Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.
Homework ideas •
Learners make a small poster with pictures of some of the examples of non-verbal communication they included in their guide.
•
If learners have done Project 2, have them write a short paragraph about how well their classmates learned the new words.
•
Home–school link: Learners can show the recording of their work to the family and explain what they have done.
5 Teach the class your words and phrases. Then ask them to complete the checklist to evaluate your lesson. They teach the class.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section
53 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
1.9 Read and respond: Poetry LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Rm.02, 8Rd.01
• Reading: Explore poetry, read a poem about languages, read a tongue twister and a limerick.
• Learners can read and understand a poem, a tongue twister and a limerick.
8Sc.03, 8Sc.05, 8Sc.03, 8So.01
• Speaking: Recite a poem, say a tongue twister, say a limerick, give opinions.
• Learners can recite a poem.
8Wca.01, 8Wca.02, 8Wor.03
• Writing: Answer questions, complete a limerick, write verses for a poem.
• Learners can say a limerick.
• Language focus: rhyming words
• Learners can create new verses for a poem.
• Learners can say a tongue twister.
• Learners can discuss a poem, a tongue twister and a limerick.
21st-century skills Critical thinking: make inferences and draw conclusions Creative thinking: develop new content from existing models Collaboration: make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions Values: accepting others and showing respect for other cultures. Materials: Learner’s Book pages 28–30, Workbook page 23, copies of different poems to share with the class, map of the world, internet access (optional)
Starter ideas Poems, poems (15–20 minutes) •
•
•
Ask the class: What is a poem? Draw a spidergram on the board. Write the word ‘POEM’ in the hub and brainstorm words, phrases, feelings or associations that come to mind when thinking about poems and poetry. Ask learners if they like reading poetry. Encourage them to explain why or why not. Of those who do, do they read poetry frequently? What kinds of poems do they read? Do they remember any particular poem they have read? Do they have a favourite poet? Ask: What do poets write about? Elicit ideas from the class.
•
Bring a few poems of different types, for example with and without rhyme, love poems, poems about places, etc. Share them with the class and ask learners to choose one they like. Encourage them to say what they like about it.
Main teaching ideas 1 Read and listen to the poem ‘I Speak the Language’. How many languages are mentioned? (10–15 minutes) •
Tell the class that they are going to read a poem about languages. What do they expect to find in a poem about languages? Elicit ideas.
•
Ask learners to read the poem and find the languages that are mentioned. Elicit the answer.
07
54 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
CROSS-CURRICULAR LINK Geography: Ask learners to locate on the map the countries where those languages are spoken. What do learner know about the culture of those countries? Would they like to learn more about them? Why is it important to learn about other cultures? Emphasise the importance of accepting others and showing respect for other cultures.
Answers Learner’s own answers.
4 Find out how to say ‘hello’ in two more languages. Write another verse for the poem. (15–20 minutes) •
Ask learners to reread the poem. Ask: Can you add more ways of saying hello? Ask learners to search the internet and find more ways of saying hello in other languages.
•
Have learners work in pairs or groups of three. They choose two languages and find how to say hello.
Answers Eight languages are mentioned.
•
Then they complete the associations and write another verse for the poem.
2 Values. Read the poem again and answer the questions. (15–20 minutes)
Differentiation idea: More confident learners may brainstorm a few more possible associations and then choose the ones they like most and write another verse.
Download the audio transcript on Cambridge GO.
•
Ask learners to read the poem again. Then they answer the questions individually.
•
When they have finished, ask them to pair up with a partner and discuss their answers.
•
Check as a class.
CROSS-CURRICULAR LINK Modern languages: Ask the class: Is your language (or are your languages) included in the poem? If it’s not, how do you say hello in your language(s)? Can you add it to the poem?
Answers Learner’s own answers.
5 Read and listen to the first tongue twister, ‘Shop Chat’. (15–20 minutes) •
Remind the class of what tongue twisters are. Do learners remember any tongue twisters they have learned?
•
Bring a few examples and challenge the class to say them as quickly as possible, for example:
Answers a There are eight words to say ‘hello’. b Because it’s a greeting that everyone uses. c Learner’s own answers.
3 Work in pairs. Look at the second pair of lines and the whole of the last verse. Why do you think the poet has chosen those images? (15–20 minutes) Critical thinking opportunity: Still in pairs, ask learners to read the examples and discuss the answer to the question. Help learners find the associations between the words in each of these verses. Then, discuss as a class.
•
•
She sells seashells by the seashore.
•
How can a clam cram in a clean cream can?
•
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?
•
How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as much as he could, and chuck as much wood. As a woodchuck would if a woodchuck could chuck wood.
08
Focus on the tongue twister. Ask learners to read it aloud. Can they say it really quickly? Have a few volunteers try.
55 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Then tell the class that they are going to listen to the tongue twister. Play the recording at least twice.
•
Can learners try again now?
Download the audio transcript on Cambridge GO.
6 Work in pairs. Identify all the items in shop. (10–15 minutes)
09
•
Learners work with a partner and identify all the items in the shop.
•
Check as a class.
•
Ask the class: What sounds are repeated in this tongue twister? Can you add more words with similar sounds? Elicit ideas.
7 Listen to and read the second tongue twister, ‘Toboggan’. (5–10 minutes) •
Ask learners if they know what a toboggan is. Elicit ideas. Focus on the picture. Would they like to have one? What would they use it for?
•
Tell learners to listen to and read the tongue twister.
•
Then they try to say it.
Download the audio transcript on Cambridge GO.
8 Work in pairs. Take turns to read the tongue twisters. Start slowly! (10–15 minutes) Ask learners to work in pairs. They take it in turns to read the tongue twisters. Tell them to start slowly until they are confident enough. Then they can try to say them progressively more quickly.
9 What do you notice about the sounds of the letters in a tongue twister? What makes them difficult to say? (5–10 minutes) Critical thinking opportunity: Now that they have tried saying the tongue twisters, ask learners what they think makes them so difficult to say. What do they notice about the sounds of the letters?
Answers There are sounds that are repeated, usually consonants.
10 Read and listen to the limerick. Then read it aloud as a class. Make sure you get the rhythm right. (10–15 minutes) •
Focus on the limerick and ask the class: What is a limerick? Can learners come up with an explanation? For example, it’s a five-line poem, usually funny, where the first, second, and fifth lines rhyme with each other, and the third and fourth lines rhyme with each other.
•
Ask learners to read and listen to the limerick. Play the recording at least twice so that they get the rhythm right.
•
Then ask volunteers to say it.
10
Download the audio transcript on Cambridge GO.
11 Look at the words at the end of the lines. Which words rhyme? (5–10 minutes) •
Ask learners to reread the limerick and find the rhyming words.
•
Check as a class.
Answers Fritz – splits – bits laugh – half
12 Work in pairs. Complete the limerick. Follow the rhyme scheme of ‘A Daring Young Gymnast’. (10–15 minutes) •
Ask learners to work in pairs. They read the limerick and complete it with rhyming words.
•
Check as a class.
•
When they have finished, ask them to try saying it as quickly as they can.
Answers Suggested answer: A geography teacher called Pat Had two birds, a snake and a cat.
56 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 1 LANGUAGES OF THE WORLD
The cat made a cake which it gave to the snake And the birds tweeted, ‘Well, look at that!’
13 How would you illustrate this limerick? (15–20 minutes)
Check your progress Working individually, learners do the three parts of the test. Answers
Give pairs sheets of paper and drawing materials and ask them to illustrate the limerick.
General knowledge quiz
•
When they have finished they show their work to the class.
2 They can speak two languages.
•
Display the pictures around the class.
•
Plenary ideas
Canadian. The other three are both languages and 1 nationalities. 3 1 Indonesia, 2 Papua New Guinea, 3 Indian Ocean to north-west of Australia, 4 Australia, 5 South Pacific Ocean 4 Port Moresby
Consolidation (10–15 minutes)
5 A pidgin language spoken in Papua New Guinea.
•
As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn?
6 It’s an emoji. This one means ‘I’m crying with laughter’.
•
Can they think of ways to overcome the difficulties? Have they tried a strategy to solve the problems? Has it worked? Why do they think so?
•
If learners have started a reflection section in their notebooks, you may ask them to write a few sentences about how they perceive their performance.
Homework ideas •
•
7 You think someone is mad. 8 It means you arrive at exactly 11.30. 9 Very happy 10 easy Vocabulary 1 a Cantonese
d Spanish
b Arabic
e Mandarin
c Hindi
Learners look for tongue twisters in their own language and one other tongue twister in English. They take it to the class and challenge classmates to say them.
2 A: I speak French to my mum and Arabic to my dad.
Home–school link: Learners teach the tongue twisters and limericks to the family.
B: Well, my first language is Urdu but I also speak English.
Workbook For further explanation and practice, learners do Workbook page 23.
B: Oh, so you’re bilingual. A: Yes, that’s right. What about you?
A: You speak English really well. I’d say you’re fluent in English. B: We use English a lot at home and I watch films in English. A: So do I, sometimes with subtitles, so that I can read what the actors are saying. 3 a piece
c nerves
b bad
d neck
57 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Use of English 1 a What did they have for lunch? b Which languages do you speak?
Summary checklist •
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
c Whose is this book? d How many languages does she speak? e Who won the Science prize? 2 a being
d playing
b Eating
e Learning
c Watching, going
f meeting/seeing
3 a don’t understand
d know
b ’re thinking of
e are they looking at
c Are you having
f doesn’t remember
58 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
2 Design and architecture Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
1 Bars, boxes and bottles
2
Discuss packaging of 8Ld.01–03 everyday items 8Sc.03–05 8Wca.01–02
2 Why is an egg egg-shaped?
3
Describe imaginary situations using if clauses
3 Design classics
2
Describe objects 8Ld.02–03 and discuss why they 8Sc.01–02 have become design 8Wca.02&04 classics.
Learner’s Book Lesson 2.3 Workbook Lesson 2.3 Photocopiable 5
4 Just the place
2
Talk about the design of buildings and their surroundings
8Ld.02–03 8Sc.01 8So.01 8Wca.04 8Us.03
Learner’s Book Lesson 2.4 Workbook Lesson 2.4 Photocopiable 6 Digital Classroom: presentation – Relative clauses beginning with prepositions
5 Homes in the desert
2.30
Read and discuss an article about building houses from plastic bottles.
8Ld.01–02 8Sc.04–05 8So.01 8Rd.02&04 8Wca.01
Learner’s Book Lesson 2.5 Workbook Lesson 2.5 Photocopiable 7
6 Famous buildings
2
Ask and answer questions in a quiz about famous buildings
8Ld.02–03 8Sc.04–05 8Rd.01&04 8Wca.01–02
Learner’s Book Lesson 2.6 Workbook Lesson 2.6 Differentiated worksheets 4A, B and C
8Ld.02–03 8Sc.01&05 8So.01 8Wca.04 8Ug.10
Resources
Learner’s Book Lesson 2.1 Workbook Lesson 2.1 Digital Classroom: video – Learning languages Learner’s Book Lesson 2.2 Workbook pages Lesson 2.1 Differentiated worksheets 3A, B and C Digital Classroom: presentation – Second conditional
(continued)
59 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
7 Improve your writing
2.15
Write a report about 8So.01 school buildings and 8Sor.02 facilities 8Rd.01 8Wca.02–04 8Wor.01–02 8Wc.02
Learner’s Book Lesson 2.7 Workbook Lesson 2.7 Photocopiable 8
8 Project challenge
2
Do a project
8So.01 8Sor.01–02 8Rd.01 8Wca.02–04 8Wor.01–02 8Wc.02
Learner’s Book Lesson 2.8
9 Non-fiction
1.45
Read about A History of Pictures for Children
8Sc.01 8So.01 8Sor.02 8Rd.01&03 8Ro.01 8Wca.02–03 8Wc.01–02
Learner’s Book Lesson 2.9 Workbook Lesson 2.8
Cross-unit resources Unit 2 Audioscripts Unit 2 End-of unit test Unit 2 Progress report Unit 2 Wordlist
60 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
BACKGROUND KNOWLEDGE Two questions in Lesson 2.6 mention two important historical figures: Marco Polo and Vasco da Gama. Marco Polo was an Italian merchant and explorer. He was born in Venice in 1254 and travelled along the Silk Road through Asia between 1271 and 1295. The Silk Road is a network of trade routes that connected East and South East Asia with South Asia, Persia, the Arabian Peninsula, East Africa and the south of Europe. Polo was the first to write an account of his expeditions in a book, The Travels of Marco Polo, in which he gave the first comprehensive look into China, Japan, India and other Asian countries, and which served as
an inspiration to other travellers like Christopher Columbus. He travelled extensively around China, where he lived for 17 years, which allowed him to see things that had been unknown to Europeans. Vasco da Gama was a Portuguese sailor and explorer. He was probably born sometime in the 1460s in Sines, a seaport on the Alentejo coast, in southwest Portugal. He was first European to reach India by sea in 1497 and the first to sail from Europe to Asia across the Atlantic and the Indian oceans. The discovery of the route to India by sea allowed the Portuguese to establish a colonial empire in Asia. His first trip to India is considered a milestone in world history.
TEACHING SKILLS FOCUS Formative assessment Plenaries are a brilliant opportunity for formative assessment, where you can summarise learning and get learners involved. Plenaries tend to be used at the end of the lesson, but they can also be used at any stage during the lesson. A good plenary helps you assess both the whole group and individual learners. It is differentiated for every learner, and it helps learners reflect on what they have learned and how. The information you collect helps the class prepare for the next phase of learning. Plenary idea examples Key words: Divide the class into groups of three. Give each group an envelope with a choice of words from the lesson. Learners take it in turns to explain the words to the other group members. Set a time limit, for example one minute. The learner who makes a correct guess chooses the next word to explain to the group. Know-Want to know-Learned (KWL): At the beginning of the lesson, draw a three-column table on a large sheet of poster paper. In the first column (K), learners write ‘What I already know’ (or I think I know) about the topic of the lesson. In the second (W), they write ‘What I want to know’. This may be in the form of questions. When they have completed both columns, put the poster to one side of the board until the end of the lesson.
In the plenary, learners fill in the last column (L) with ‘What I have learned’. This technique not only helps learners to be aware of how they have progressed during the lesson, but it can help you decide what to do in the next lesson. Exit tickets: Exit tickets are very simple formative assessment tools that help teachers to assess how well learners have understood the content of the lesson. They can be used daily or weekly and can be written on file cards, sticky notes or electronically on tablets or smartphones. It must be remembered that an exit ticket is not a test. It is linked to the objective of the lesson and focuses on a skill or concept that you expect your class to have understood. Exit tickets can take many forms. They can pose different types of questions, for example multiple choice, questions that require a short answer or a couple of sentences, and learners should be able to complete them in just a few minutes at the end of the lesson. Two stars and a wish: This is also a simple but effective way for learners to reflect on the lesson and on what they have achieved. Learners write down two things that went well, for example: Did they complete a task before the deadline? Did they get all the answers right? etc. Then they write a wish about what they would like to achieve in the next lesson.
61 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED Your challenge Look through Unit 2 and highlight opportunities for plenaries other than at the end of the lesson. What sort of exercise would be the most appropriate at that point? As you continue with the following units, tick off the relevant points where you can introduce different plenary activities.
Reflection • What does the plenary tell me about the current performance levels of my class? • What should I do differently to meet the needs of my class?
Common misconceptions Misconception
How to identify
How to overcome
Learners may omit the partitives, e.g.: I bought a nice short and three T-shirt.
Focus on the sentences and underline the mistakes. Ask questions, e.g.: What is missing here? Is it a pair, a box of shorts? What do we use with items of clothing like jeans, trousers, shorts, etc.?
Make a poster. Ask learners to draw different items of clothing, e.g. trousers, shorts, shoes, jeans, etc. and write a sentence next to each using the correct partitive.
Learners may use cloth instead of item of clothing, e.g. A Kandorah is a long white cloth.
Underline the mistake. Ask: Is this a piece of cloth? Is it a kind of tunic?
Explain the difference. Show pictures and ask, e.g. Is this a piece of cloth, is it an item of clothing? Ask learners to ask themselves this question before choosing the correct words.
Learners may use the wrong tense in the expression ‘If I were you’, e.g.: If I am you, I will join the drama club because I love acting. If I were you, I will join the sports club.
Focus on the sentences and make sure learners understand the meaning of If I were you: What is the speaker doing? E.g. giving advice. What does the speaker mean?
Elicit the correct tense sequence from the class. Practise making sentences, and ask learners to imagine themselves in the position or situation and saying what they would do or how they would react. Ask: How can you say this? Ask learners to underline the correct tenses in the sentences they write.
Learners may omit a piece of when speaking about information, paper, advice, etc., e.g.: The third information was most useful for me. I have a advice for you if you want to buy a computer.
Write a few examples of right and wrong sentences. Ask learners to spot the difference. Ask: What is missing here? Can we say ‘a milk’? ‘breads’? Can we say ‘informations’, ‘advices’?
Explain that words such as information, advice, news are uncountable in English. Ask learners how they use these words in their own language and ask them to point out the differences. Ask them to draw a picture that reminds them of the difference, e.g. a big cloud labelled ‘information’ with a detached piece and a label saying ‘a piece of information’.
62 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
2.1 Think about it: Bars, boxes and bottles LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen to people talking about food; listen and take notes.
• Learners can listen to and understand a conversation about shopping.
8Sc.03, 8Sc.04, 8Sc.05
• Speaking: Describe items in a shopping basket; speak about things to buy, speak about food.
8Wca.01, 8Wca.02
• Writing: Write shopping lists. • Language focus: partitives with countable and uncountable nouns, e.g. a bunch of bananas, a piece of paper
• Learners can describe items in a shopping basket. • Learners can speak about food. • Learners can speak about things to buy. • Learners can write a shopping list.
• Vocabulary: bar, loaf, slice, bunch, jar, carton, can, tube, packet, tin 21st-century skills Critical thinking: Compare different types of information (e.g. look for similarities and differences between languages). Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Speak with suitable fluency, write at a suitable pace. Learning to learn: Take effective notes in class. Materials: Learner’s Book pages 34–35, Workbook pages 24 and 27–28, photos of different packaged products and buildings that look good and not so good
LANGUAGE BACKGROUND Words or phrases such as some/a piece/can/slice of, etc. indicate how much of an uncountable noun there is, for example: • a glass of water • a spoonful of sugar • a lot of feathers • a bottle of perfume • a piece of paper
• a rasher of ham • a bar of chocolate. Some uncountable nouns have a plural form. They have no singular forms with the same meaning, and cannot normally be used with numbers. I’ve bought the groceries. NOT ... a grocery/three groceries. Although ‘news’ looks like a plural noun, it is a singular noun and it takes a singular verb.
63 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED The news is good about Jamie. He’s recovering fast. If we want to talk about news as an individual thing, we have to use bit of, piece of or item of: I have an exciting piece of news for you!
Starter ideas 1 Getting started (5–10 minutes) •
Show the class photos of packaged products. Ask if they like them. Why? Why not? What do they think of the design of the packaging? Elicit opinions.
•
Show pictures of different buildings. Ask learners which they think have a good design. Why? What makes them attractive? Elicit opinions.
Digital Classroom: Use the video ‘Buildings, shapes and colours’ to introduce the theme and vocabulary of the unit. The i button will explain how to use the video.
2 Shopping (5–10 minutes) •
Ask learners if they like going shopping. What things do they like shopping for?
•
Ask them if they like shopping for food. Encourage them to give reasons for their answers.
•
If they like it, what sort of food do they like shopping for? Do they have any favourite brands? What attracts them to a particular product? Does the packaging influence their choice? Elicit ideas.
•
Focus on the pictures and ask the class: What are the most common items you buy at the supermarket? Encourage the class to name the items from the list.
Main teaching ideas 1 Work in pairs. Describe the items in the pictures using words from the lists. (10–15 minutes) •
Ask learners to work in pairs. Have them describe the items in the basket using words from the list.
‘A piece of’ is also used with certain uncountable nouns, for example a piece of news/luggage/ advice/information/furniture.
Critical thinking opportunity: Ask learners if they describe these items using similar expressions in their own language. Are there any differences? Do they have different words for similar things, for example a loaf of bread may have different names depending on the country or the region, in Spain a loaf can be barra or pistola, while in Argentina it’s a flauta. Differentiation idea: Less confident learners may match the partitives to the items before attempting to describe the items. The notes will help them feel more confident. Assessment idea: Circulate, listening to learners’ interactions. Take notes of recurrent mistakes for remedial work. Answers a a bunch of bananas b a bar of soap c a jar of honey d a tube of toothpaste e a carton of orange juice f a loaf of bread g a bottle of water h a slice of cake i a can of cola j a packet of biscuits k a tin of tomatoes l a box of chocolates m a bag of potatoes
2 Listen and check. (10–15 minutes) •
11
Tell the class that they are going to listen to a conversation. Ask them to listen and say what it is about. Play the recording once. Elicit answer from the class, for example a man has just come from doing the shopping and is talking about it with a woman.
64 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
•
Now tell the class to listen again and check if they have described the items in the basket correctly. Play the recording again, twice if necessary. Elicit answers from the class.
Download the audio transcript on Cambridge GO.
3 Listen again and answer these questions. (10–15 minutes) •
Focus on the questions. Ask learners to discuss them in pairs.
•
Then check as a class.
Critical thinking opportunity: Ask learners what they think the relationship is between the man and the woman. Ask which items the woman sounds surprised about and why. What does this tell them about the man? Differentiation idea: Less confident learners may need to listen to the recording again before answering the questions. You may also have them write the answers in note form before discussing as a class. Challenge more confident learners to answer the questions without listening to the recording again. Then they can listen and check their answers. Answers a bananas: small; bread: a large loaf; cake: lemon, with fresh fruit; biscuits: they’ve got fruit and nuts in them b The cake. Learner’s own answer as to why, but possible answer: he only got one slice for himself.
Workbook For further explanation and practice, learners do Workbook pages 27–28.
4 Use partitive expressions to complete the shopping list. (15–20 minutes) •
Learners complete the shopping list using partitives.
•
Check as a class.
Differentiation idea: As an extension and extra practice, you may ask learners to role-play the conversation in the recording. Play the recording again so that learners remember the details. More confident learners may take a few notes to help them remember. You may give less confident learners a copy of the script for them to use when they act out. Answers a a carton of milk b a bottle of vinegar c a box of tissues d a jar of strawberry jam e a bunch of grapes f a carton of yoghurt
5 Work in groups. Discuss the following. (1–15 minutes) •
Ask learners to work in groups. They read the questions and discuss the answers.
Use of English
•
Partitives (10–15 minutes)
Encourage them to be as creative or humorous as they wish.
•
Ask groups to share their ideas with the class.
•
Tell the class to look at the Use of English box and focus on the highlighted words.
•
Read the explanations and examples and ask learners to provide some more examples for each category.
•
Focus on the use of partitives with uncountable nouns. Can learners think of some more examples? For example, a glass of juice, a bit of patience, a piece of cheese, a drop of perfume, etc.
•
You may ask learners to write down a few examples in their notebooks
Plenary ideas Consolidation (10–15 minutes) Play this chain game around the class: A: I went to the supermarket and I bought (a packet of rice). B: I went to the supermarket and I bought (a packet of rice and a loaf of bread). C: I went to the supermarket and I bought (a packet of rice, a loaf of bread and a …)
65 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Homework ideas
Workbook
Learners write a dialogue between themselves and their parents when writing the shopping list. •
For further explanation and practice, learners do Workbook page 24.
Home–school link: Learners ask their parents for the weekly or daily shopping list and write it in English.
2.2 Maths: Geometry: Why is an egg egg-shaped? LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen to a radio programme.
8Sc.01, 8So.01, 8Sc.05
• Speaking: Describe imaginary situations using if clauses, use words for three-dimensional shapes.
• Learners can listen to and understand an interview on a radio programme.
8Wca.04
• Writing: Write notes, complete sentences.
• Learners can use words for threedimensional shapes.
8Ug.10
• Language focus: second conditional
• Learners can give reasons for opinions.
• Vocabulary: sphere, cube, cylinder, triangular prism, hexagonal prism, square-based pyramid, triangular pyramid, hemisphere, cone
• Learners can describe imaginary situations.
• Learners can explain why things come in different shapes.
21st-century skills Critical thinking: Explain why things happen, identify evidence and its reliability. Collaboration: Build on the ideas of other learners (e.g. by paraphrasing and adding examples, or justification or adding further, related ideas). Communication: Can develop a clear description or narrative with a logical sequence of points. Learning to learn: Recognise areas of strength or weakness in learning the subject. Materials: Learner’s Book pages 36–37, Workbook pages 25 and 29–30, copies of nets of various shapes from the internet for each learners, scissors, glue or adhesive tape, internet access
LANGUAGE BACKGROUND Second conditional The second conditional is used to describe the possible result or consequence of an imagined
situation in the present or future. We use an ifclause to say what must happen for the present or future situation to be different.
66 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
CONTINUED Form: if + past simple/modal verb + verb (should/ would/might/could) If you were more polite to her, you would realise what a lovely person she is. Warning: The past tense in the conditional clause does not indicate past time but a distance from reality. Would is used in the main clause, not in the conditional clause: If you decided to travel, you would need to renew the passport now.
Starter ideas 1 Shapes around us (10–15 minutes) Critical thinking opportunity: Brainstorm with the class names of shapes they know. Can they spell them? You may also wish to write names of shapes on the board, for example triangle, pentagon, hexagon, and ask learners how the name of the shape helps them know the number of sides – that the prefixes indicate the number.
CROSS-CURRICULAR LINK Geometry: How many shapes can they see around them in the classroom or outside in the school garden? Elicit answers. Focus on the questions and discuss as a class. You may wish to have learners ask more questions, for example How many sides does a pentagon have?
Main teaching ideas 1 Match the words in the maths key words box to the 3D (three-dimensional) shapes. (5–10 minutes) •
Tell the class to look at the pictures and the list of shapes. They match the words to the shapes.
•
Check as a class.
NOT: If you would decide to travel, …. If I were you is used when you give someone advice. You are describing what you would do in the same situation as the other person. You imagine yourself in their position or situation and what you would do. If I were you, I wouldn’t travel in this weather.
Answers 1 cube 2 cone 3 sphere 4 hemisphere 5 cylinder 6 square-based pyramid 7 triangular pyramid 8 hexagonal prism 9 triangular prism
Language tip (10–15 minutes) Focus on the examples. Critical thinking opportunity: Ask learners how they would make the adjectives from other shapes, for example triangle – triangular, hexagon – hexagonal, etc. Explain that they can also describe the shape of an object by adding -shaped, for example pear-shaped, in the shape of a pear. Elicit more examples from the class, for example egg-shaped, star-shaped, horseshoe-shaped, diamond-shaped, heart-shaped, V-shaped, L-shaped.
2 A ‘net’ is a pattern that you can cut and fold to make a 3D shape. Match these nets to the shapes in Exercise 1. (20–25 minutes) •
Tell learners to read the explanation of what a net is.
•
They match the nets to the correct shapes in Exercise 1.
•
Check as a class. What helped them decide?
67 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK Geometry: You may wish to search the internet for other ‘nets’ and make copies of the templates on paper or card for learners to make their own 3D shapes. Give each learner a net, scissors and glue or adhesive tape and have them make the 3D shapes.
Answers a a cube b a cone c a triangular prism d a hexagonal prism 12
3 Listen to an extract from a radio programme. Who is being interviewed, and what is she talking about? (10–15 minutes) •
Tell learners that they are going to listen to a radio programme.
•
They listen to an extract from the programme and decide who is being interviewed and what the programme is about.
Differentiation idea: Ask more confident learners to summarise what was said in the programme. Less confident learners may benefit from your asking a few questions, for example: Is the person interviewed an actor? What’s her job? What sort of book has she written? Is it a novel? the programme about maths? Is it about numbers or shapes? •
Play the recording at least twice.
•
Check as a class.
Download the audio transcript on Cambridge GO.
4 Listen again and answer the questions. (10–15 minutes) •
Ask learners to listen again and write the answers to the questions.
•
Discuss them as a class.
Critical thinking opportunity: Can learners think of other objects in different shapes? What are the advantages of their shapes? For example, a wheel, a fork, etc. Answers a A sphere and a cone. b A ball; an ice cream cone c A ball is the best shape for throwing and catching. A cone is easy to hold in your hand and when ice cream melts, it is collected in the bottom of the cone.
5 Read the questions sent in by listeners to the radio programme. How would you answer them? (15–20 minutes) •
Ask learners to work in small groups. They read and discuss the questions.
•
After a few minutes, have an open-class discussion. Ask learners to justify their answers.
Critical thinking opportunity: This exercise requires learners to observe the objects, apply reasoning skills, speculate and draw conclusions. You may ask them to ask similar questions about other objects and find answers, for example why sugar is in cubes, why windows on panes are rounded. Differentiation idea: Learners can do some research on the internet and in books to find the answers, either in English or in their first language. More confident learners may have enough vocabulary to summarise and explain their findings. However, less confident learners may find a bilingual dictionary useful and they can make notes of the answers before sharing their ideas with the class.
Answers Tracey Hopkins, the author of a book called Geometry in Everyday Life is being interviewed. She’s talking about the geometrical shapes that are around us all the time.
68 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
CROSS-CURRICULAR LINK Science: Ask the class: What is the most common shape in nature? Where can you find it? They can search the internet, for example websites such as Interesting Engineering, and look for the answers, for example the hexagon, in beehives, the eyes of certain insects, geological formations such as Giant’s Causeway.
Answers Learner’s own answers.
6 Read the author’s answers. Compare them with what you said. (10–15 minutes) Ask groups to read the author’s answers. How do they compare with theirs? Did they come up with the same explanations? Answers Learner’s own answers.
Use of English Second conditional (10–15 minutes)
7 Put the verbs in the correct form in these sentences. (15–20 minutes) •
Still in groups, ask learners to read and complete the sentences.
•
Check as a class.
Assessment idea: Ask groups to write two or three second conditional sentences using the sentences in this exercise as a model. They write them on a sheet of paper. •
Collect the sentences and write them on the board.
•
Ask the class to complete them with the correct verb forms.
Answers a If balls were square, they would be hard to catch. b If I had a spaceship, I’d go to the moon. c If everyone liked the same kind of design and architecture, all cities would look the same. d If we didn’t study Maths and Science we wouldn’t be able to understand the world so well. e If umbrellas were square, they wouldn’t fold up so easily. f If your class entered a design competition, what would you make? g If you had a free day tomorrow, what would you do? h If you were an architect, what kind of buildings would you choose to design?
•
Ask learners to read the notes in the box. Elicit examples from the class. Write some of them on the board.
•
Focus on the questions. Encourage learners to explain what they notice. Ask volunteers to circle the verbs in the sentences in different colours.
•
As a class, invite them to write two rules about how to make second conditional sentences.
•
Ask learners to work in pairs. They read and discuss the answers to the questions.
•
They copy the rules and the examples in their notebooks.
•
Ask them to make notes of their answers and justify them.
•
You may wish to direct them to suitable websites where they can find information.
•
Check as a class.
•
As an extension, learners can write their answers to the questions in this exercise using the explanations in Exercise 6 as models, and using the Use of English box text where appropriate. This will give practice in writing explanations for science-based topics. They can speculate why a rugby ball and an American football are ovoids not sphere, for example.
Digital Classroom: Use the grammar presentation ‘Second conditional’ to revise the second conditional. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 29–30.
8 In pairs, ask and answer these questions. (15–20 minutes)
69 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
And what would happen if the puck in ice hockey was spherical rather than biscuit-shaped? •
Learners do Differentiated worksheet 3A, B or C.
Plenary ideas Reflection (15–20 minutes)
Homework ideas •
Learners look for information about the most common shape in nature, the hexagon, and make a poster with images of where the hexagon is found around us.
•
Home–school link: Learners share with the family what they have learned about shapes.
Critical thinking opportunity and assessment idea: Ask the class reflection questions, for example What have you learned today? What didn’t you understand? How can you use what you have learned outside the English class? Allow them a few minutes to think and write their answers in the reflection section of their notebooks if they keep one, or on a sheet of paper. Then have an all-class discussion.
Workbook For further explanation and practice, learners do Workbook page 24.
2.3 Talk about it: Design classics LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen and understand descriptions of objects, listen for detail.
• Learners can listen to and understand descriptions.
8Sc.01, 8Sc.02
• Speaking: Describe objects, discuss why they have become design classics, ask and answer questions about design classics.
8Wca.02, 8Wca.04
• Writing: Write notes, write descriptions. • Vocabulary: sideways, originated in, original version, made in a particular shape, heart-shaped, star-shaped, square-shaped, standard symbol
• Learners can describe objects. • Learners can discuss why some objects have become design classics. • Learners can ask and answer questions about design classics. • Learners can write descriptions.
21st-century skills Critical thinking: Distinguish between main and supporting arguments. Collaboration: Make contributions that are on task and explain them fully. Learning to learn: Recognise areas of strength or weakness in learning the subject (e.g. for different skills in English), plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 38–39, Workbook page 26, Photocopiable 5, internet access, encyclopedias
70 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
Starter ideas 1 Partitive dominoes (10–15 minutes) Learners play the game in Photocopiable 5.
2 Great design! (10–15 minutes) •
Show photographs of everyday objects with different designs.
•
You may show photos of designer chairs and ask learners what they think is good about them.
•
Ask learners to give an example of an everyday object that they think is well designed. What’s good about its design?
•
Focus on the pictures in the lesson and ask learners to name them.
•
Ask learners what they think a design classic is. Elicit ideas and then read the explanation.
•
Ask the class if they think these objects have a good design. Why? Who do they think designed them? Can they think of any design classics?
Main teaching ideas 13
1 Listen and match the descriptions to the objects. (10–15 minutes) •
•
Tell the class that they are going to listen to descriptions of the objects in the photos. They listen and match the descriptions to the objects. Play the recording at least twice. Elicit the answers.
Assessment idea: You may ask a few questions to ensure learners have understood the information, for example Where were these sandals first worn? What was designed in 1932? etc. Download the audio transcript on Cambridge GO.
Answers 1 b, 2 c, 3 d, 4 a
2 Work in pairs. Describe the design classics in the pictures. Use the adjectives and expressions in the boxes to help you. Say why you think each one was successful. Listen again if you need to. (15–20 minutes) •
Ask learners to read through the words and phrases and make sure they know what they mean.
Differentiation idea: You may play the recording again and ask less confident learners to put up their hand every time they hear one of the phrases. This will also help them remember the information. •
Ask learners to work in pairs. They take it in turns to describe the design classics. Tell them to use the words and phrases in the boxes.
3 Find out about one of the design classics in the pictures on this page. Use these questions to help you. (20–25 minutes) •
Ask learners to choose one of the designs in the pictures.
•
They can then get together in groups with learners who have chosen the same design classic.
•
They research the design classic. They may look for information in books or on the internet.
Critical thinking opportunity: Tell learners that they will find plenty of information. They don’t need to include all of it. Tell them to select the information they really need by using the questions. Differentiation idea: More confident learners may make a summary of the information they have found without using the questions. They may also write a short article including additional information that they think might be interesting. Less confident learners may use the questions as help to organise the information. They may write simple answers to the questions instead of writing a short article. •
They make notes of the answers, for example: This was designed in Germany in the 1930s by Ferdinand Porsche. It was very popular because it was practical and it wasn’t expensive. It gets its nickname, the Beetle, from its unusual shape. It has been manufactured and used around the world for 80 years. It’s been everything from a taxi to a fashion icon!
71 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Learner’s own answers.
4 Work in groups. Ask and answer questions in Exercise 3 about the design classic you researched (25–40 minutes) •
Ask learners to get together in groups formed of at least three learners who have each researched a different design classic. In this way, the interaction will be meaningful as they will really need to ask for information.
•
Group members take it in turns to ask and answer the questions about each design classic.
•
When they have finished, learners return to their original groups and share the information they have learners with their partners.
Plenary ideas Consolidation (15–20 minutes) Assessment idea: Ask learners what they have enjoyed most about this lesson. What did they find the most interesting? What would they like to find more about? Give them an exit ticket and ask them to write down their reflections. You may choose one or two questions for them to answer, for example: What did you find the most difficult to do? What can you do next time to improve?
Homework ideas •
Learners use the information they collected from other groups to write a description of one of the design classics.
•
Home–school link: Learners share with the family what they have learned about design classics. Workbook For further explanation and practice, learners do Workbook page 26.
72 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
2.4 Think about it: Just the place LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen to and understand descriptions of buildings, listen for detail.
• Learners can listen to and understand the detail of descriptions of three buildings.
8Sc.01, 8So.01
• Speaking: Talk about the design of buildings and their surroundings.
• Learners can talk about the design of buildings and their surroundings.
8Wca.04
• Writing: Join sentences.
8Us.03
• Language focus: relative clauses beginning with prepositions
• Learners can use vocabulary related to buildings. • Learners can use relative clauses beginning with prepositions.
• Vocabulary: average temperature, hilly landscape, penthouse apartment, façade, skylight windows, curved roof, brick walls, traditional, log cabin, built by hand
• Learners can describe buildings.
21st-century skills Critical thinking: Make inferences and draw conclusions. Collaboration: Provide justification for their ideas or suggestions. Communication: Speak with suitable fluency. Materials: Learner’s Book pages 40–41, Workbook pages 31 and 34–35, Photocopiable 6, photographs of different buildings and their environments (internet), poster paper, map of the world
LANGUAGE BACKGROUND Relative clauses beginning with prepositions Sometimes, we need to use prepositions in relative clauses, and a relative pronoun is the object of that preposition. In these cases, the preposition goes at the end of the relative clause. In formal English, the preposition goes before the relative pronoun and the pronoun can’t be omitted.
Formal: Do you know the man to whom Julia is talking? Informal: Do you know the man (that) Julia is talking to? Formal: The music to which she listens is good. Informal: The music which/that Julie listens to is good.
73 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas
CROSS-CURRICULAR LINK
1 Buildings (10–15 minutes) •
Have a brainstorming session with the class. Elicit as much vocabulary related to buildings as possible. Write the words on the board.
•
Put up a large sheet of poster paper and make a spidergram. Write BUILDINGS in the hub and ask learners to organise the vocabulary into areas, for example types of buildings, materials, rooms, names of famous buildings, etc.
•
Keep the poster on one side of the board for future use.
•
Show photographs of interesting buildings that are an example of integration with their environment, for example Beichuan Earthquake Museum in Sichuan, China, Frank Lloyd Wright’s Fallingwater in Pennsylvania, USA or the Botanic Gardens Visitor Centre in Cairns, Australia.
•
Ask learners if they like the buildings. Are they interesting? What makes them so?
•
Ask the class: Which is the most interesting building in your town or city? Elicit ideas.
Geography: Show a map of the world and ask learners to find the places mentioned in the recording.
Download the audio transcript on Cambridge GO.
2 Work in pairs. Which materials were used for each of the buildings in the photos? (10–15 minutes) •
Differentiation idea: Less confident learners may listen to the recording once again before they choose. More confident learners may search the internet for photos of different buildings and say what materials they are used in each. Answers house: wood, glass school: bamboo, earth apartment block: clay, glass, wood
2 Twenty conditional questions (15–20 minutes) Learners do Photocopiable 6.
Main teaching ideas 14
1 Work in pairs. Before you listen, look at the pictures and say where you think each building is. Then listen to the descriptions and find out if you were right. (10–15 minutes) •
•
•
Ask learners to read the list of materials. They work in pairs and decide which were used for the buildings in the photos.
3 Work in groups. Describe each of the buildings in as much detail as you can. Use these words and phrases to help you. (10–15 minutes)
Ask learners to look at the pictures. What kinds of buildings are they? Where are they? Elicit ideas.
•
Ask learners to work in groups. They describe each building in as much detail as possible using the sets of words and phrases to help them.
•
Focus on the spidergram you did with the class. Ask learners to add the words and phrases to it.
Differentiation idea: Less confident learners may listen to the descriptions again and make notes help them remember.
Tell the class that they are going to listen to descriptions of these buildings. They listen and check their answers.
Use of English
Play the recording at least twice. Elicit ideas from the class.
Relative clauses beginning with prepositions (10–15 minutes) •
Focus on the Use of English box and read the two example sentences.
•
Show learners how to combine them using a relative clause beginning with a preposition.
74 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
•
Focus on the next two sentences and how they can combine them using a relative clause beginning with a preposition.
•
Write more pairs of sentences and ask learners to combine them.
5 Work in groups. Discuss the buildings in the pictures in Exercise 1. (15–20 minutes)
Digital Classroom: Use the grammar presentation ‘Second conditional’ to revise the second conditional. The i button will explain how to use the grammar presentation.
•
Ask learners to work in small groups. They discuss the questions and make notes of their ideas.
•
You may share more photographs from the internet that show interesting examples of buildings that are integrated with the environment.
Critical thinking opportunity: Ask learners to explain how the buildings are integrated in the environment. What did the architect consider? Show opposite examples and ask learners to compare and contrast them. How would they change them?
Workbook For further explanation and practice, learners do Workbook pages 34–35.
Plenary ideas 4 Combine these sentences using relative clauses. Remember to use which for things and whom for people. (10–15 minutes)
Consolidation (10–15 minutes) Assessment idea: Ask learners if they can remember a sentence from the recording they listened to. What have they learned in this lesson? What will they do to apply what they have learned in real life?
•
Ask learners to work in pairs and combine the sentences.
•
When they have finished, check as a class.
•
Ask pairs to write two more pairs of sentences. Collect them on the board and ask the class to join them together.
•
Learners choose an interesting building in their city or region and write a description. They add a photo of the building. Do they think this building is well integrated in the environment? Why?
Answers a Denmark is well-known for its interesting modern architecture, of which the Wave is a stunning example. b There are skylight windows through which light enters every apartment. c The architects, for whom the Wave has won several awards for the architects, have designed important buildings in Denmark and other parts of the world.
•
Home–school link: Learners show the family the pictures in the Learner’s Book and describe them.
Homework ideas
Workbook For further explanation and practice, learners do Workbook page 31.
Language tip Draw learners’ attention to the compound words in the box. They read them and think of other examples, for example garden shed, drawing room, well-furnished flat, brightly coloured room, greenhouse, environmentally friendly design.
75 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
2.5 Environmental science: Homes in the desert LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02
• Listening: Listen to an article about building houses from plastic bottles. Listen for general meaning and for detail.
• Learners can listen to and understand an article about building houses from plastic bottles.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Discuss the project described in the article, give opinions and give reasons for opinions.
8Rd.02, 8Rd.04
• Reading: Read an article about building houses from plastic bottles, read for general meaning and for detail, use context to understand the meaning of unfamiliar words.
8Wca.01
• Learners can read an article about building houses from plastic bottles. • Learners can discuss the project described in the article. • Learners can give opinions and give reasons for their opinions. • Learners can use context to understand the meaning of unfamiliar words.
• Writing: Take notes, answer questions. • Vocabulary: resistant (to heat), heat conductor, energy efficiency, air flow, heat flow, light rays, sundried, endure, layers, belongings, spacious
21st-century skills Critical thinking: Analyse causes and effects of problems, examine possible solutions to a given problem and states how effective they are. Collaboration: Provide justification for their ideas or suggestions. Communication: Start and manage conversations with confidence. Learning to learn: Identify helpful resources for their learning, find sources of information and help (online and in school) in order to enhance their understanding of English. Materials: Learner’s Book pages 42–43, Workbook page 32, Photocopiable 7, map of the world, internet access or encyclopaedias, dictionaries, A3 sheets of paper and drawing supplies.
76 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
Starter ideas Places around the world (10–15 minutes) •
Show a map of the world to the class. Remind the class of the places mentioned in the recording in Lesson 2.4: Michigan in the USA, Chiang Mai in Thailand and Denmark. Locate them on the map.
•
Ask learners what the weather is like in those places.
•
Ask: Which are the hottest places on Earth? Which are the coldest places? Learners locate these places on the map. Critical thinking opportunity: Ask learners: What are homes like in those places? Does the weather have an influence on the way we build our homes? Ask learners to look for photos on the internet or in books, for example igloos, cave homes in Spain, stilt houses in South East Asia, etc.
The buildings in my city (15–20 minutes) Learners do Photocopiable 7.
Main teaching ideas 1 Look at the title and the picture of the article below. What do you think the article is about? (5–10 minutes) •
Focus on the article. Ask the class what they think it is about.
Critical thinking opportunity: Ask the class: What kind of house should people build in that area? What materials should they use? Elicit ideas. 15
2 Read and listen to the article. Why do you think the journalist chose to write about Tateh Lehbib? (20–25 minutes) •
Ask the class what they think the journalist chose to write about Tateh Lehbib. What is so special about him? Elicit opinions.
•
Tell the class that they are going to read and listen to the article and check if their opinions were correct.
•
Play the recording twice. Elicit ideas.
CROSS-CURRICULAR LINK Environmental science: Focus on the key words box. Ask learners to find these words and phrases in the text. Can they work out what they mean? Ask the class: What materials are good heat conductors? Which are resistant to heat? Which materials are good to make roofs in hot countries? Is it a good idea to have large windows in a hot country? Why? etc. Learners can look for information in books or on the internet. They can also make notes of their findings. They may visit useful websites such as My Modern Met, Every Last House Plan, etc. Differentiation idea: You may wish to ask more questions to provide extra support for less confident learners, such as: a Which two materials was Tateh’s childhood house made of ? b What was the problem with the roof of his childhood house? c After studying at university, where did he build his first house? d What are the walls of his grandmother’s new house made of ? e When there is a sandstorm, what is the advantage of having a round house rather than a square house? f When Tateh told people about his idea, why did they call him ‘the crazy bottle man’? g Tateh is going to make two changes to his original design. What are they? h Tateh’s homes are good for the environment. What else are they good for? i Which four features help to keep Tateh’s houses cool?
77 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers a (sun-dried) brick and zinc b it made the house very hot c in the (refugee) camp in the desert d plastic bottles filled with sand and straw e the sand doesn’t build up against the wall f because they didn’t think his house would be strong and stable g make the inside square; make the house bigger h creating jobs i white walls; roof with two layers; round shape; windows at different heights
Download the audio transcript on Cambridge GO.
3 How many words for building materials can you find in the article? (10–15 minutes) •
Ask learners to reread the text and find words for building materials.
•
Check as a class.
•
If learners made the BUILDINGS spidergram in Lesson 2.4, ask them to add the new vocabulary to it.
Answers plastic; brick; zinc; sand; straw; cement; limestone
d possessions, things that belong to someone e with plenty of space, plenty of room to move around
5 Work in groups. Discuss these questions. You can use the words in the Environmental science key words box to help you. (15–20 minutes) •
Differentiation idea: Ask learners to make notes of their answers. This will provide support to less confident learners when they give their opinions. •
•
Ask learners to work in pairs and find the words in the text. They write a definition or explanation and share it with the class.
Differentiation idea: Share dictionaries with the class or make online dictionaries available. If less confident learners find it difficult to work out the meaning of the words, encourage them to look them up in a dictionary. They can copy the meanings in their notebooks. More confident learners may use the words in sentences and share them with the class.
When they have finished, learners share their ideas with the class.
Critical thinking opportunity: Ask groups the following questions to develop a conversation: 1 What kind of homes are there in your neighbourhood? (apartment blocks, detached houses, …) 2
What materials are they made of ?
3 What kind of housing is most needed in your town or region? 4 Are there any examples of buildings which use recycled materials in your area? 5 What are the essential features that make a house a home? •
4 In pairs, find these words in the text and try to work out their meaning: (10–15 minutes)
Ask learners to work in small groups. They read and discuss the questions.
Ask learners to make notes of their answers and ideas.
6 In your groups, draw and label a diagram of one of Tateh’s houses to explain how it’s built and how it works. (20–25 minutes) •
Still working in groups, learners draw and a label diagram of one of Tateh’s houses to explain how it’s built and how it works.
•
You may wish to direct learners to selected websites such as The Guardian or World Habitat, where they can find photographs of the process of building the houses.
•
When they have finished, ask volunteers to show their diagrams and explain the process.
Answers a dried by the heat of the sun b live with, suffer (something unpleasant) c something that covers a surface
78 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
a What kind of homes are there in your neighbourhood? (apartment blocks, detached houses, …)
Differentiation idea: Ask learners the following questions for additional support. a Which two materials was Tateh’s childhood house made of ?
b
What materials are they made of ?
b What was the problem with the roof of his childhood house?
c What kind of housing is most needed in your town or region?
c After studying at university, where did he build his first house?
d Are there any examples of buildings which use recycled materials in your area?
d What are the walls of his grandmother’s new house made of ?
e What are the essential features that make a house a home?
e When there is a sandstorm, what is the advantage of having a round house rather than a square house? f When Tateh told people about his idea, why did they call him ‘the crazy bottle man’? g Tateh is going to make two changes to his original design. What are they? h Tateh’s homes are good for the environment. What else are they good for? i Which four features help to keep Tateh’s houses cool? Answers a (sun-dried) brick and zinc b it made the house very hot c in the (refugee) camp in the desert d plastic bottles filled with sand and straw e the sand doesn’t build up against the wall f because they didn’t think his house would be strong and stable g make the inside square; make the house bigger h creating jobs i white walls; roof with two layers; round shape; windows at different heights Critical thinking opportunity: You could ask learners to work in pairs, and use the following questions to develop a conversation.
Plenary ideas Consolidation (10–15 minutes) Assessment idea and critical thinking opportunity: Ask learners to take a few minutes and think: What was the most interesting thing I learned today? What have I found the most difficult thing to do? What can I do to improve? If they are keeping a learning or reflection log, tell them to make notes of their reflections. When they have finished, ask volunteers to share their ideas with the class. explain that by sharing their ideas and concerns, they can help each other find solutions to the problems they had or the difficulties they encountered.
Homework ideas •
Learners use the notes they have made and the information they have learned to write a text about homes in their neighbourhood or in their city. They can prepare a file with photos if possible.
•
Home–school link: Learners tell the family about the plastic houses. They can ask parents if they know about similar projects in their country and together they can look for information. Workbook For further explanation and practice, learners do Workbook page 32.
79 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
2.6 Talk about it: Famous buildings LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03
• Listening: Listen for detail, listen to quiz answers.
• Learners can read and understand quiz questions about famous buildings.
8Sc.04, 8Sc.05
• Speaking: Ask and answer questions in a quiz about famous buildings.
• Learners can answer quiz questions about famous buildings.
8Rd.01, 8Rd.04
• Reading: Read and understand quiz questions.
8Wca.01, 8Wca.02
• Writing: Write quiz questions.
• Learners can discuss questions and answers. • Learners can write quiz questions about famous buildings.
• Language focus: questions beginning with prepositions • Vocabulary: ancient, ruin, building, mosque, stadium, cast a shadow, equinox, pyramid, temple, opera house, cathedral, set sail 21st-century skills Critical thinking: Assess strengths and weaknesses of possible solutions. Creative thinking: Create new content from own ideas or other resources Collaboration: Provide justification for their ideas or suggestions. Communication: Speak with suitable fluency. Learning to learn: Show awareness of own progress in learning English (e.g. by reflecting on what went well in a class). Materials: Learner’s Book pages 44–45, Workbook pages 33 and 36–37, map of the world, photos of famous buildings, Differentiated worksheets 4A, B and C
Starter ideas
•
Buildings (10–15 minutes)
Put up a large sheet of poster paper and draw a KWHL table.
•
Ask learners to say what they know (or think they know) about famous buildings around the words. Write their ideas on the K column.
•
Ask them what questions they would like to find the answer to in this lesson. Write them in the W column.
•
Tell the class that they are going to return to the table at the end of the lesson.
•
Brainstorm words learners know for different types of building, for example temple, cathedral, pyramid, skyscraper.
•
Ask the class how many famous buildings they can think of. Elicit the names.
•
They may visit suitable websites, for example Architectural Digest, and look at famous buildings around the world.
80 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
CROSS-CURRICULAR LINK Geography: Do the learners know where they are? Display a map of the world and locate the cities they are in. Ask the class if they have anything in common. Elicit opinions. If learners created the BUILDINGS spidergram poster, ask them to add the new information there.
Main teaching ideas 1 Work with a partner. Take turns to ask and answer the questions in the quiz. (5–10 minutes) •
Focus on the quiz. Tell the class to work with a partner. They take turns to ask and answer the questions in the quiz.
•
Do not reveal correct answers yet.
Answers 1 b, 2 c, 3 a, 4 b, 5 b, 6 c, 7 b, 8 b, 9 a, 10 a 16
2 Listen and check your answers. (10–15 minutes) •
Tell learners to listen to the audio recording and check the answers to the quiz.
•
Play the audio at least twice. Learners check their answers.
•
Check as a class.
CROSS-CURRICULAR LINK Geography: Bring a map to the class. Ask learners to find the places in the quiz. Do they live in any of these places? Have they ever been to any of these places? Are they far or near their country? which would they like to visit? Why?
3 Listen again. Write down one more piece of information about each place. (10–15 minutes) •
Tell learners that they are going to listen again.
•
They listen and write down one more piece of information about each place.
•
Play the audio a few times. Stop after each description to give learners time to make notes.
Answers 1 Machu Picchu was built by the Incas. It’s high in the Andes mountains, at 2430 metres above sea level. 2 The Eiffel Tower was designed by Gustave Eiffel. Until 1930, it was the tallest building in the world. 3 The Taj Mahal was built in memory of the third wife of Emperor Shah Jahan. 4 Petra is famous for its buildings, which are half cut out of rock and half built. Another name for Petra is the Rose City because of the colour of the rock. 5 Four million people go to Al-Masjid al-Haram every year, on their pilgrimage to Mecca. 6 The Beijing National Stadium has been called ‘the bird’s nest’ stadium because people think it looks like a bird’s nest. The stadium was built to hold 90,000 spectators at the Beijing Olympics. 7 You need to travel in the glass lift of the Burj Khalifa building so that you see the sun set when you are at the bottom and again when you are at the top. There are 124 floors in the building. 8 There is a stone snake’s head at the bottom of the Pyramid of El Castillo and the shadow looks like the snake’s body. Thousands of people go there every year in spring to see the shadow appear. 9 The Opera House is in Sydney Harbour, close to Sydney Harbour Bridge. The building is not just for opera. You can go to concerts there too. 10 The name ‘Alhambra’ comes from Arabic. It has beautiful gardens with fountains and pools of water.
Download the audio transcript on Cambridge GO.
81 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4 Compare your answers to Exercise 3 with your partner’s answers. Did you write down the same piece of information? (5–10 minutes) •
6 Work in pairs. Write two multiple-choice questions to add to the quiz. Then ask and answer your questions around the class. (15–20 minutes)
Tell learners to compare their answers to Exercise 3 with their partner’s answers. Did they write down the same piece of information?
Critical thinking opportunity: Ask learners what helped them decide.
Use of English Questions beginning with prepositions (5–10 minutes) •
Ask the class to read the Use of English box.
•
Provide some more examples and ask the class to give some of their own.
•
Write them on the board and ask learners to copy them in their notebooks.
•
Learners do Differentiated worksheet 4A, B or C. Workbook For further explanation and practice, learners do Workbook pages 36–37.
5 Rewrite the following questions, putting the preposition first. Then ask and answer them with a partner. (10–15 minutes)
•
Learners work in pairs and write two additional quiz questions.
•
Ask them to search the internet or books to find interesting information for their questions.
•
When they have finished, build an extension of the quiz with the new questions.
•
Learners answer the new questions. They share their answers with the class. The authoring pairs decide if the answers are correct or not and supply the necessary information.
Differentiation idea: More confident learners can be asked to write questions beginning with prepositions.
Plenary ideas Consolidation (20–25 minutes) Assessment idea and critical thinking opportunity: Display the KWHL poster and revisit columns K and W with the class. Ask: What have you learned in this lesson? Have you found the answers to your questions? Ask volunteers to write their ideas in the L column. Ask: How did you learn all this? How did the materials in the lesson help you? What did you do? Write their ideas in the H column. This table helps learners reflect on the way they have learned and will also help you decide what worked well in the lesson.
•
Tell learners to read the questions and rewrite them, putting the preposition first.
•
Then they ask and answer them with a partner.
Homework ideas
•
Ask learners to search the internet and look for pictures and information about these events and places.
•
Learners choose one famous building or monument from the ones that appear in this lesson or others, in their own country or elsewhere.
•
They search the internet to look for information about it and prepare a short presentation.
•
Home–school link: Learners do the quiz with the family.
Answers a In which city is the Empires State Building? b From which country did Marco Polo set sail on his travels? c On which Spanish island is Mount Teide? d To which country did the Portuguese explorer Vasco da Gama sail in 1498? e To whom did the French give the Statue of Liberty in 1886?
Workbook For further explanation and practice, learners do Workbook page 33.
82 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
2.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.02
• Speaking: Discuss ideas, give opinions.
8Rd.01
• Reading: Read and follow instructions.
• Learners can talk about what they would improve in their school.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02
• Writing: Write a report, spell words correctly, use correct punctuation, use appropriate register and style, organise text into paragraphs, use linkers and transition words.
• Learners can discuss what a report is like. • Learners can organise ideas. • Learners can write a report about school facilities.
21st-century skills Critical thinking: Distinguish between main and supporting arguments, identify the basic structure of an argument, analyses the structure of a sample text. Creative thinking: Use own ideas to create new content. Collaboration: Identify strengths and weaknesses and provides possible ways to improve on a future task, identify what went well in completing the task, give supportive feedback to other learners’ comments. Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Know appropriate format for a piece of written homework, use notes to construct original output. Materials: Learner’s Book pages 46–47, Workbook page 38, Photocopiable 8
Starter ideas 1 Buildings (15–20 minutes) •
If learners have done the homework exercise, ask them to give their presentations to the class.
•
Ask the class who make and design buildings – architects and engineers.
•
What abilities, qualifications, etc. do these people need to have to do their job? Elicit ideas from the class.
•
Are there any buildings in their town they like or don’t like? Why? Encourage them to explain their answers.
2 Vocabulary crossword (20–25 minutes) Learners do Photocopiable 8.
Main teaching ideas 1 Work in groups. Talk about improvements you would like to see. Note down your ideas. (10–15 minutes) •
Tell the class to imagine that their headteacher wants to know what improvements learners would like to see to the buildings and facilities at their school.
83 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Ask learners to work in groups and discuss what their school is like. What do they like about it? What would they change? Elicit ideas.
•
Focus on the sentence openings. Tell learners to use them to give opinions.
•
Ask them to make notes of their ideas.
Differentiation idea: To support less confident learners, you could ask questions that require them to think about specific aspects, for example: Is there enough space in and around school? Are there enough ‘green’ areas? Does the building fit in with the environment? What are noise levels like? Is there enough natural light in the classrooms? Are classrooms spacious enough? What safety features are there?
than ‘also’ would they use to make an additional point? (For example, besides, too, in addition.) Can they think of other ways of expressing contrast besides by contrast, for example however, on the other hand. How else can they introduce a new topic – for example, about, regarding, as for.
3 Write a report giving your group’s ideas and suggestions. Follow these steps. (40–45 minutes)
2 Your English teacher has asked you to give your ideas in the form of a report. Look at the example on the opposite page and the English teacher’s comments below the report. Match each comment a–j to a number 1–10. (20–25 minutes) •
•
•
Ask the class what they think the main features of a report are, for example an interesting title of appropriate length (neither too long nor too short) (optional), an introduction that refers briefly to the purpose or the topic of the report, a brief reference to the main subtopics, text divided into clear paragraphs with subheadings (optional), semi-formal language, possibly include a recommendation at the end.
Critical thinking opportunity: Focus on the example. Ask learners to read the report and discuss the comments. Ask, for example, Where would you use ‘signpost’ expressions? What expressions other
•
Read the steps as a class and clarify any doubts learners may have. Tell them to use the report in the lesson as a model.
•
Give groups enough time to complete step 1.
•
With the class, read the checklist and encourage them to add other items, for example paragraphs organised around a topic, introduction, conclusion, title (optional), etc. Ask groups to revise their text using the checklist.
Assessment idea: When they have finished, they may exchange their draft with another group. They read each other’s text using the checklist to make comments and suggestions.
Ask: What is the purpose of the report you are going to write? Who is the audience? Elicit answers, for example to tell the headteacher about the improvements they want to see in the school; the headteacher. Explain that reports do not have a fixed format or structure but that there are some characteristics they should consider.
Ask groups to use their notes to write the report.
Assessment idea: When they have finished writing the first draft, move to step 2. Remind the class of the features of a report they discussed in Activities 1 and 2.
Tell the class that they are going to give their ideas in the form of a report. Ask the class what the purpose of a report is – to give information which has been collected for a specific audience and a purpose.
•
•
•
When groups get their texts back, they make changes and corrections based on the feedback received and write the final version of the report.
•
When all groups have finished, you may ask them to read their reports to the class. The other groups make comments and ask questions.
•
Publishing idea: You can then ask groups to upload their report to the class blog or the school webpage.
Plenary ideas Consolidation (10–15 minutes) •
As a class, ask learners to reflect on what they have found the most difficult to do in this lesson. What would they do differently the next time?
•
Ask them to write their reflections in their learning log.
84 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
Homework ideas •
Based on their report, learners design their ideal school – location, appearance of the building, facilities, floor plans, etc.
•
Home–school link: Learners read their report to their family. They can ask parents and family what else they think could improve in the school.
Workbook For further explanation and practice, learners do Workbook page 38.
2.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.01, 8Sor.02
• Speaking: Give opinions, discuss ideas, give reasons for opinions, ask questions, give a presentation.
• Learners can discuss aspects of a project.
8Rd.01
• Reading: Read and understand instructions.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02
• Writing: Write a presentation, spell words correctly, use correct punctuation, use appropriate register and style, organise text into paragraphs, use linkers and transition words. • Language focus: revision of Unit 2
• Learners can plan and write a presentation. • Learners can express opinions and give examples. • Learners can give a presentation about a house made from recycled materials. • Learners can make a design for packaging. • Learners can present their design.
• Vocabulary: revision of Unit 2 21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 48–49, sheets of paper, drawing supplies, cardboard, scissors, glue or adhesive tape
85 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas A quiz (15–20 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, such as in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
5 Draw the final version of your packaging. If possible, make a model to show the class. Learners draw the final version of the packaging. If possible, they make a model out of cardboard to show the class.
6 Present your packaging to the class. Give reasons for your choice of shape, colour and material. Learners present their packaging idea to the class, explaining their choice of shape, colour and material.
7 Ask the class for their comments.
Tell groups that they are going to design the packaging for a product of their choice.
•
Ask groups to follow the instructions.
1 Work in groups. Decide what kind of product you’re going to choose. •
They choose a product from the list.
•
They discuss the pros and cons of choosing each, what characteristics each might require, etc.
2 Decide on the packaging. Once they have chosen the product, they decide on the packaging – shape, colour, material, size.
3 Draw a sketch of your product and the packaging. Label the sketch. They draw a sketch of the product and the packaging and label it.
4 Discuss any improvements you could make. Learners discuss any improvements they could make to their packaging idea.
Learners ask the class for constructive feedback.
•
You may wish to have an open-class discussion.
•
Publishing idea: After learners have presented their projects to the class, they may record themselves and create a gallery in the school website.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Project 1: A design for packaging (60–90 minutes) •
•
Project 2: A presentation (60–90 minutes) Ask learners to read through the instructions and clarify doubts.
1 Work in groups. Research houses built from recycled materials. Choose the one you like best and answer these questions. •
Groups search the Internet or look up information in books about houses built from recycled materials.
•
They choose the one they like best and discuss the questions. They make notes of their ideas.
86 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
2 Use your answers to the questions above to write a three-minute presentation. Learners use the answers to the questions to write a short presentation.
3 Use this outline to structure your presentation.
Plenary ideas Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.
•
Tell groups to use the outline in the lesson to structure the presentation.
•
They write a first draft and check for correct spelling, grammar and punctuation.
•
Learners who did Project 1 could create a poster to advertise their product.
•
Then they check they have included all the necessary information and photographs (optional but desirable). They can prepare the presentation on slideshow programme.
•
Learners who did Project 2 could present a poster with their own idea of a house made of recycled materials.
•
Home–school link: Learners can show the recording of their work to the family and explain what they have done.
4 Give the presentation. The class asks questions if necessary.
5 Ask the class for their comments. Groups ask the class for their constructive feedback. •
Publishing idea: You may invite the class to upload photos and a summary of their presentations to the class blog.
•
If you have recorded the presentations, they may also upload these.
Homework ideas
Workbook For further explanation and practice, learners do Workbook page 38.
Assessment idea: You may video-record the presentations and keep them in the learners’ portfolios. You may also share the recordings with parents.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
87 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
2.9 Read and respond: Non-fiction LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8So.01, 8Sor.02
• Speaking: Talk about an extract of a book, talk about art, give opinions and justify them, discuss a work of art.
• Learners can read and understand an extract of a book.
8Rd.01, 8Rd.03, 8Ro.01
8Wca.02, 8Wca.03, 8Wc.01, 8Wc.02
• Reading: Read an extract of a book, read for detail, read and understand the opinion of the writer. • Writing: Take notes, write a description of a work of art, write opinions. • Vocabulary: resistant (to heat), heat conductor, energy efficiency, air flow, heat flow, light rays, sun-dried, endure, layers, belongings, spacious
• Learners can understand the writer’s opinion. • Learners can talk about art. • Learners can discuss and describe a work of art. • Learners can write a description of a work of art. • Learners can write their opinion of a work of art.
21st-century skills Critical thinking: Distinguish between fact and opinion, select key points from diverse sources to create a new account and/or argument. Creative thinking: Communicate a personal response to creative work from art, music or literature. Collaboration: Give supportive feedback to other learners’ comments. Communication: Use appropriate strategies to develop a conversation, speak with suitable fluency. Learning to learn: Use notes to construct original output. Values: Appreciate art, appreciate the value of art. Materials: Learner’s Book pages 50–52; Workbook page 39; images of a variety of paintings from different periods, including cave paintings; internet access
88 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
Starter ideas
•
What is art? (20–25 minutes)
Ask learners why they think Hockney and Gayford wrote the book. Elicit ideas.
•
You may wish to show the class the book trailer for A History of Pictures for Children and an interview with David Hockney and Martin Gayford on the history of pictures, which are both on YouTube.
CROSS-CURRICULAR LINK Art: Ask learners if they like painting, drawing, taking photos, dancing, singing etc. What do they enjoy most when they are doing these activities? Elicit ideas. Have learners ever been to an art museum? If they have, encourage them to describe what they saw there. Do they know the names of famous art museums? Where are they? • Ask: Do you know the names of some famous paintings? Who were they painted by? Make a list of the paintings the learners know on the board. • Ask: What do you think is the most famous painting in the world? Answer: possibly Mona Lisa. Where is it? Answer: The Louvre in Paris, France. •
Show photos, images from the internet or videos of a variety of paintings from different periods, including cave paintings.
•
Ask learners to discuss in pairs which ones they like and which ones they dislike, giving reasons.
•
Which is the most popular painting in the class?
•
You may wish to direct learners to suitable videos on YouTube such as The History of Art in 3 Minutes, Brushwiz or National Geographic’s Cave Art 101.
Main teaching ideas 17
1 Read about A History of Pictures for Children and about David Hockney. Why do you think he and Martin Gayford wrote the book? (10–15 minutes) •
Focus on the introductory panel. Read it with the class.
•
Ask learners to read about David Hockney. Focus on the number of different things he does.
•
Values: Ask: Are these activities forms of art? Why? Why not? What is art for you? Do you think art is important in our lives? What is the value of art? Generate a class discussion.
Download the audio transcript on Cambridge GO.
2 Read the text on the next two pages. Answer these questions. (15–20 minutes)
18
Critical thinking opportunity: Ask learners to look at the pictures of Chinese painting and writing. Do they like them? Why? How do these painting make them feel? Elicit opinions. •
Focus on the questions. Ask learners to work in pairs and answer them.
•
Then they discuss their answers as a class.
Download the audio transcript on Cambridge GO.
Answers a He likes the way you can see how they use a pencil or a brush. He also likes the way they practise over and over again until they get what they want, and the way they can make things look different from each other with just a few brushstrokes. b He talks about painters in the past and painters today. He says that he has watched a Chinese artist painting cats. c In both writing and painting, very small changes can change the meaning completely. d He likes it because each piece of fruit looks different.
3 Find examples of the following in what David Hockney writes. (10–15 minutes) •
Ask learners, still working in pairs, to find examples of the techniques listed.
Critical thinking opportunity: Ask learners what effect these techniques have on the reader. Do they make them want to see more paintings? Elicit opinions.
89 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Sample answers a What makes a mark interesting? b I think it’s movement … c You can often see … d Let’s say they were drawing a bird. e this delicate picture; you can often see whether they have made the line very fast or quite slowly
4 Choose a picture that you could include in a history of pictures for children. Write a description of it answering these questions. (25–30 minutes) CROSS-CURRICULAR LINK Art: Ask learners to choose a picture that they would include in a history of pictures for children. Encourage them to look for pictures on the internet or in art books. Once they have chosen their picture, ask them to write a description by answering the questions. Assessment idea: When they have finished, ask them to share their description with a partner. They read and discuss each other’s work. They can make notes of each other’s opinions and suggestions and then incorporate the feedback into the revision of the writing. •
When they have written the final draft, they can share their text and picture with the class.
•
You may wish to collect all the descriptions and accompanying pictures and bind them making a real ‘book’.
•
Publishing idea: Learners can also upload their pieces to the class blog or school website.
5 Values. The French painter Edgar Degas said, ‘Art is not what you see, but what you make others see.’ What do you think he meant? •
•
Then they get together with another pair and compare their ideas before having an openclass discussion.
•
You may also direct them to useful websites where they can learn more about Degas and his work, for example that of the Metropolitan Museum of Art.
Plenary ideas Consolidation (10–15 minutes) •
As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn? What was the most interesting thing they learned?
•
Can they think of ways to overcome the difficulties? Have they tried a strategy to solve the problems? Has it worked? Why do they think so?
•
If learners have started a reflection section in their notebooks, you may ask them to write a few sentences about how they perceive their performance.
Homework ideas •
If conditions permit, you can give learners information about websites of art museums around the world. They can make a virtual visit and look at the different art expressions displayed. They can choose a work of art they like, for example a painting, sculpture or art installation, and write a short text about it.
•
Home–school link: Learners tell parents what they have learned about the book and about art. They can ask parents about and look for favourite pictures. Workbook For further explanation and practice, learners do Workbook page 39.
Ask learners to work in pairs. They read the question and discuss it.
90 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 2 DESIGN AND ARCHITECTURE
Check your progress
2 a The Colosseum, in which gladiators fought to the death, is one of Rome’s most famous buildings.
Working individually, learners do all three parts of the test.
b My grandparents, for whom this house was built, now live in an apartment in the city centre.
Answers
c The results of the design competition, for which we have made a jewellery box, will be announced next month.
General knowledge quiz 1 a cone; a hemisphere; a triangular pyramid 2 Eggs are egg-shaped because if birds laid eggs that were in the shape of a sphere, they would roll out of the nest and break. If they were spherical, they would not fit together so well in the nest. 3 an anglepoise lamp
d Sherlock Holmes, on which the new TV series is based, was a great success for the author. 3 a In which city is the White House? b On which island is Mount Fuji? c
Over which river is Tower Bridge?
4 a paper clip
d From which city can you see the volcano Popocatépetl?
5 a log cabin
e
Into which ocean does the Amazon river flow?
6 because it is a very good heat conductor
Summary checklist
7 Petra 8 Peru
•
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
9 Paris 10 Dubai Vocabulary 1 a cone
d pyramid
b sphere
e hexagonal prism
c cylinder 2 a glass
d concrete
b wood e bamboo c metal 3 a façade
d penthouse
b skylight
e tower
c balcony Use of English 1 a If you found a gold ring in the street, what would you do? b If you could travel anywhere, where would you go? c If you could change one thing about your school, what would it be? d If I got 100% in a maths exam, I’d be very pleased. e If a friend told me a secret, I wouldn’t tell anyone.
91 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
3 Our society Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
1 My city
1.45
Understand people’s 8Ld.02 opinions about their 8Lo.01 city 8Sc.01 8So.01 8Wca.01 8Wor.01 8Us.03
Learner’s Book Lesson 3.1 Workbook Lesson 3.1 Digital Classroom: video – Neighbourhoods
2 A 2 neighbourhood with a difference
Discuss ways in which a neighbourhood can be improved
8Sc.05 8So.01 8Sor.01 8Rm.02 8Rd.01&04 8Wca.04
Learner’s Book Lesson 3.2 Workbook Lesson 3.2 Photocopiable 9
3 Town or country?
2.30
Consider the advantages and disadvantages of living in the country or a city
8So.01 8Sor.01–02 8Rd.01&04 8Ro.01 8Wca.04 8Ug.10
Learner’s Book Lesson 3.3 Workbook Lesson 3.3 Differentiated worksheets 5A, B and C Digital Classroom: presentation – More second conditional
4 You and your community
2.30
Discuss ways you can make a difference in your community
8Lo.01 8So.01 8Sor.01&02 8Rd.01&04 8Wca.04 8Us.05
Learner’s Book Lesson 3.4 Workbook Lesson 3.4 Photocopiable 10
5 Focus on Finland
2.45
Discuss what makes a country a good place to live
8Sc.02&04 8So.01 8Rd.01&04 8Wca.02&04
Learner’s Book Lesson 3.5 Workbook Lesson 3.5 Photocopiable 11 (continued)
92 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
6 Be happy!
2
Find out about a school where lessons to promote happiness are part of the school day
8Ld.02 8Lo.01 8Sc.05 8So.01 8Ro.01 8Wca.04 8Ug.04
Learner’s Book Lesson 3.6 Workbook Lesson 3.6 Digital Classroom: presentation – Present continuous passive
7 Improve your writing
2
Write letter to the town council
8Sc.01 8So.01 8Sor.02 8Rd.02 8Ro.01 8Wca.02–04 8Wor.03 8Wc.02
Learner’s Book Lesson 3.7 Workbook Lesson 3.7
8 Project challenge
1.15
Do a project
8Sc.02 8So.01 8Sor.02 8Wca.02&04 8Wor.03
Learner’s Book Lesson 3.8
9 Poetry
3.30
Write a poem about childhood memories
8Sc.01–02 8Rm.02 8Rd.04 8Ro.01 8Wca.02–03 8Wor.03 8Wc.01
Learner’s Book Lesson 3.9 Workbook Lesson 3.8 Photocopiable 12
Cross-unit resources Unit 3 Audioscripts Unit 3 End-of-unit test Progress test 1 Unit 3 Progress report Unit 3 Wordlist
93 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
BACKGROUND KNOWLEDGE Las Palmitas, Mexico In Lesson 3.2, learners read about Las Palmitas, a neighbourhood in the town of Pachuca, Mexico, not far from Mexico City. It has become famous because of El Macro Mural, a mural that covers over 20,000 square metres and which was painted by a group of young people known as Germen Crew. They have become famous for painting graffiti and other street art. Germen Crew, led by Mibe, a street artist from Mexico City, painted 209 houses, and the neighbourhood became a giant and colourful
canvas. It took the group two and a half months to complete the project. Kate Clanchy, born in Glasgow, Scotland, is a Scottish poet, freelance writer and teacher. In Lesson 3.9, learners read about her project: England: Poems from a School. This is a poetry anthology by immigrant schoolchildren aged between 11 and 19 at Oxford Spires Academy. There is a mix of different nationalities – Lithuanian, Korean, Syrian, Brazilian, Tanzanian, Afghan, Polish. Clanchy collected the poems written by her learners over the nine years she has been writer in residence there.
TEACHING SKILLS FOCUS Peer assessment and feedback One of the ways of implementing formative assessment in the classroom is by opening up the assessment process to learners. Peer assessment gives learners the opportunity to relate to success criteria, identify strengths and set targets. Additionally, by means of peer assessment, learners experience each other’s work, develop a broader perception of how a piece of work can be addressed and how a task can be completed. Peer assessment may work best if: • there are clear assessment criteria • the assessment criteria are developed with learners • models and exemplars are used • responses are modelled • there is enough waiting time for responses • there is a variety of work to be assessed • feedback on their peer/self-assessments is provided. Peer assessment works best if it is discussed by learners. Discussing feedback is a good opportunity to clarify comments and make the
rationale explicit. Learners may take it in turns to talk through the assessment they have been given, and this discussion should be supported by questions and comments. You may wish to collect a few questions to structure the discussions. These questions can also be learner-generated, for example Why did you identify particular strengths? Why have you set a particular target? How will it help your partner to learn? etc. The questions can be either written on the board or on cards. If they are written on cards, pairs can be given a selection at random and use them for the discussion. Your challenge Look through Unit 3 and highlight opportunities for peer assessment. What questions could be the best to ask in order to scaffold the discussion? As you continue with the following units, tick off the relevant points where you can introduce peer assessment opportunities. Reflection • How have learners reacted to peer assessment? • What limitations does this technique have in my class? How can I overcome them?
94 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Common misconceptions Misconception
How to identify
How to overcome
Learners may miss the preposition at the end of a clause, e.g. The most important thing is to have something to talk with them.
Focus on the sentences. Mime and ask questions, e.g. Do you say look or look at/listen or listen to/ interested or interested in? Elicit answers. Focus on the sentences. Circle the verb and ask: What’s missing? What do I need to write here?
Learners read the sentences, circle the verbs and decide what preposition is needed. They write the preposition in colours.
Learners may use the wrong tense after I wish … to express that one is sorry or sad about a present or future situation, e.g. I wish I will have more time to spend with you. I wish I can help you.
Focus on the sentences. Underline the wrong choice of tense. Make sure learners understand the meaning. Are we talking about a present situation, a past situation or a future situation?
Practise making sentences and asking learners to explain the intention of each, e.g. Is this possible? Is it likely to happen? Would you like this situation to be different? So, what tense do we need to use here? Learners write the correct tense form in a different colour.
Learners quite often use wish instead of hope to talk about future situations, e.g. I wish that we enjoy our time there.
Focus on the pronoun and ask, e.g. Are we talking about a person, a thing, a place, etc.? Circle the pronoun and elicit answers.
Explain the difference between wish and hope. Learners read the sentences and decide what the intention is. Then they choose which verb to use. They can write them in different colours. Ask learners to compare how they are used in their first language.
Learners use the infinitive with or without to after certain verbs and adjectives and after prepositions, e.g. You asked me for advice about join a drama club or sports club. I’m sure now you are confused to make the right decision.
Write a few correct and incorrect sentences on the board. Underline the verb/adjective/preposition and circle the verb. Ask: What verb form is this? Which one is right?
Remind learners which verbs are followed by -ing forms and which by infinitives. Ask for examples of adjectives followed by -ing forms and prepositions. Elicit examples from learners. Learners circle the verbs, adjectives and prepositions in their sentences and decide which form to use.
95 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
3.1 Think about it: My city LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01
• Listening: Understand people’s opinions about their city, listen for detail.
• Learners can listen to conversations and understand speakers’ opinions.
8Sc.01, 8So.01
• Speaking: Give opinions about own city, support opinions, describe places.
8Wca.01, 8Wor.01
• Writing: Complete sentences, write notes, use correct spelling and punctuation.
8Us.03
• Language focus: clauses ending in prepositions
• Learners can describe their city or town. • Learners can give opinions about their city or town. • Learners can use correct spelling and punctuation. • Learners can use clauses ending in prepositions.
• Vocabulary: attractive, historic centre, elegant main square, lively, crowded, getting around, polluted, noisy, congested, busy, industrial city, car-free, traffic congestion, walkways, narrow streets, overlooking the water, green spaces 21st-century skills Critical thinking: Compare and contrast places, find similarities and differences. Collaboration: Politely interrupt if necessary (e.g., due to time constraints), give their opinion on other learners’ contributions respectfully. Communication: Effectively manage conversations using appropriate language. Learning to learn: Understand essential grammatical terms and concepts. Materials: Learner’s Book pages 56–57, Workbook pages 40 and 43–44, large sheet of poster paper, map of the world
LANGUAGE BACKGROUND Clauses ending in prepositions When a relative pronoun is the object of a preposition, the preposition often goes at the end of a clause: This is the book (that) I told you about.
Also in what clauses: I don’t know what he is looking at. Infinitive clauses can have prepositions too. Small children need other children to play with.
96 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Starter ideas
Main teaching ideas
Discussion (10–15 minutes)
1 Listen to people describing their cities. Do they like where they live? (5–10 minutes)
•
Write the words city, town, neighbourhood on the board. Ask the class what the three words mean. Elicit answers.
•
Clarify any misconceptions, for example the difference between a city and a town is the size – a city is bigger, with a well-developed system of transport, communication, sanitation and housing. A neighbourhood is the area of a town or city around someone’s home.
•
Ask learners how many adjectives they can think of to describe their town or city. Elicit answers. Encourage them to justify their choices.
•
Ask learners to describe their city or neighbourhood. Are there many shops? What sort of shops are there? What can they buy in those shops? Ask learners what their favourite shop in town is.
•
•
What other infrastructure is there in the city? Culture? Transport? Encourage learners to describe them. Are there any interesting places? Encourage learners to describe them. As a class, draw a spidergram on a large sheet of poster paper. Write CITY / TOWN or NEIGHBOURHOOD and have learners write in words and phrases. Ask them to organise these into ‘satellites’, for example Outdoor facilities, Shops, Adjectives, etc. In every lesson, ask learners to add new words and phrases that come up.
Digital Classroom: Use the video ‘Neighbourhoods’ to introduce the unit theme. The i button will explain how to use the video.
Getting started (10 minutes) •
Ask learners what ‘society’ and ‘individual’ mean to them. Elicit ideas.
•
Focus on the explanation in the Getting started box in the Learner’s Book. Do they agree with it?
•
Ask: Is it important to be both an ‘individual’ and a ‘member of society’? Why? Have an open-class discussion.
•
Tell the class that they are going to listen to people describing their cities. They listen and decide if these people like where they live. Note, this audio includes adjectives that learners encountered in Stage 7 Unit 4.
•
Play the recording twice. Elicit answers.
19
Download the audio transcript on Cambridge GO.
2 Listen again. Which adjectives do the people use to describe their cities? Make a list. (5–10 minutes) •
Ask learners to listen again and make a list of the adjectives people use.
•
Play the recording again.
Differentiation idea: You may challenge more confident learners to say the adjectives before listening to the recording. Ask less confident learners to make a sentence with adjectives they already know. The audio includes adjectives learners have learned in Stage 7, Lesson 4.1. Critical thinking opportunity: Which of these adjectives would learners use to describe their city? Why? Answers attractive, beautiful, historic, elegant, lively, crowded, lovely, calm, quiet, busy, industrial, polluted, noisy, congested, difficult
3 You’re now going to hear Timor and Shasha talking about the cities they live in. What are the main differences between them? (10–15 minutes) •
20
Focus on the photos. Ask learners to compare and contrast both places. What do they think life is like there? Where would they like to live?
97 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Tell the class that they are now going to listen to two more people talking about the cities they live in. What are the main differences between them?
•
Play the recording at least twice. Elicit answers.
CROSS-CURRICULAR LINK Geography: Ask learners if they know where these places are – the first photo is Bangkok, Thailand and the second is Singapore. Show a map of the world to the class. Ask learners to locate the cities on the map. Have learners ever been to these two places? Are they near to or far from their homes? What do they think of these places? •
If learners live in either place, ask them if they agree with the speakers’ opinions. Why? Why not? How would they describe life in these places?
Answers Photo 1: a lively neighbourhood, a shopping centre, narrow streets, traffic congestion Photo 2: an apartment block, car-free, green spaces, overlooking the water, raised walkways
Use of English Prepositions at the end of a clause (10–15 minutes) •
That is what I am talking about. This is the book that I told you about. It is Maria that I am angry with, not her sister. •
Explain that in indirect wh- questions the preposition usually comes at the end: He didn’t want to say what he was thinking about.
• Download the audio transcript on Cambridge GO.
Focus on the examples. Provide some more examples, for example:
Infinitive complements can also have prepositions with them. This is a great place to live in. Children need other children to play with.
Answers Sample answer: Timor lives in a busy neighbourhood close to the city centre; Shasha lives near a river and a park. Timor’s neighbourhood is polluted, with a lot of traffic, and there aren’t enough parks and green spaces. Shasha has all the advantages of living in a city, but with lots of green spaces.
4 Which phrases and sentences are used to describe photo 1? Which are used to describe photo 2? (5–10 minutes) •
Focus on the list of phrases. Ask learners to decide which are used to describe each photo.
•
Which phrases would they use to describe their own neighbourhood?
Differentiation idea: Less confident learners may need to listen to the recording at least once more before doing the exercise. More confident learners may try to recall the context in which the phrases are used, for example Timor says he lives in a lively neighbourhood. And it’s lively because …
Workbook For further explanation and practice, learners do Workbook pages 43–44.
5 Complete the sentences with the correct preposition. Then listen to Timor and Shasha’s descriptions of their cities again to check your answers. (5–10 minutes) •
Focus on the sentences and ask learners to complete them with the correct preposition.
•
Then play the recording again for the class to check their answers.
Answers a with b about c in d of e to
98 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
6 Work in pairs. Use the phrases in Exercise 4 and the sentences in Exercise 5 to reconstruct what Timor and Shasha said about their cities. (5–10 minutes) In pairs, learners use the phrases to reconstruct what Timor and Shasha said about their cities. Differentiation idea: Less confident learners may need to listen to the recording again before doing the exercise. Answers Learner’s own answers.
7 Work in small groups. Discuss your own town or city. Talk about what’s good about it and what could be improved. (10–15 minutes)
Plenary ideas Consolidation (10–15 minutes) •
As a class, discuss what an ideal city or town would be like.
•
Encourage the class to consider different aspects of city life, for example architecture integrated with the environment, educational and recreational facilities, urban design.
•
You may wish to take advantage of this opportunity to have learners integrate what they learned in Lesson 2.4.
Homework ideas •
Learners use the notes they made in Exercise 7 to write a short text about their city or town.
•
Home–school link: Learners tell the family what they have learned. They ask their parents or grandparents what their city or town was like when they were at school and how it has changed since. They can use this information in their text.
•
Divide the class into small groups. Ask groups to discuss what’s good about their town or city and what could be improved.
•
Ask group members to make notes of their ideas.
Workbook
•
When they have finished, ask groups to share their ideas and discuss any differences.
For further explanation and practice, learners do Workbook page 40.
Assessment idea: Before doing this exercise, create a checklist with the class to assess group work, for example how often each member participated, the number of questions asked or of ideas offered, did everyone have a fair share of speaking time, did everyone contribute equally, etc. When groups start working, they appoint an observer who will use the checklist to monitor group work. When groups have finished, the observer informs the group of their observations. They can then discuss how they can improve their performance.
99 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
3.2 Social studies: A neighbourhood with a difference LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01
• Speaking: Discuss ways in which a neighbourhood can be improved, give opinions, support opinions with examples.
• Learners can read and understand an article about a project to improve a neighbourhood.
8Rm.02, 8Rd.01, 8Rd.04
• Reading: Read and understand an article about a project to improve a neighbourhood, understand the meaning of unfamiliar words from context.
8Wca.04
• Writing: Answer questions, complete sentences, take notes. • Vocabulary: community spirit, gang (member), criminal, rival, swirls, nickname, drab, neighbourhood, façades, residents, mural, transform, household, sweep across, trust, muralist
• Learners can understand the meaning of unfamiliar words from the context. • Learners can give opinions and justify them. • Learners can support their opinions with examples. • Learners can take notes to help them remember ideas.
21st-century skills Critical thinking: Compare and contrast different realities, make inferences and draw conclusions. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Can develop a clear description or narrative with a logical sequence of points. Learning to learn: Identify helpful resources for their learning, find sources of information and help (online and in school) in order to enhance their understanding of English. Social responsibilities: Understand various aspects of society (e.g. volunteering, charity work, social classes), understand the rights and responsibilities of individuals in society at local and national levels. Values: Be a responsible member of a community, understand how personal habits and behaviour have the capacity to affect others and the environment. Materials: Learner’s Book pages 57–58, Workbook page 41, map of the world, internet access, Photocopiable 9
Starter ideas
•
Our place (10–15 minutes)
Publishing idea: They can upload their texts to the class blog or school web.
•
Ask learners what their neighbourhood is like. Do they know who their neighbours are? What can they do in their neighbourhood? What do they like about it? What don’t they like?
•
If learners have done the homework exercise in Lesson 3.1, ask them to read their text to the class.
100 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
•
Ask the class: What makes an ideal neighbourhood? Elicit ideas.
My neighbourhood (15–20 minutes) Learners do Photocopiable 9.
Main teaching ideas 1 Look at the photo and read the text. What is unusual about this neighbourhood? (15–20 minutes) •
Focus on the photo. Ask learners to describe it. Have they ever seen a place like this before? Do they know where this place is? Do they like it? Why? What do they think life is like in this neighbourhood? Elicit ideas and opinions.
•
Tell the class to read the article and check if their ideas were correct.
•
Allow a few minutes for learners to read. Ask learners to say what is unusual about this neighbourhood. Elicit answers.
Critical thinking opportunity: Ask the class to explain how the place has changed. What was it like some time ago? What brought about the change?
CROSS-CURRICULAR LINKS Geography: Show learners a map of the world and ask them to locate Mexico and Mexico City on the map. Then help them find the city of Pachuca. What do learners know about Mexico? Is it near or far from their country? Do they know anyone from there? What comes to mind when they hear the name Mexico? Elicit ideas. Ask learners to search the internet and find information about Mexico and Las Palmitas. You may wish to direct learners to websites such as Kids World Travel Guide and Artnet News to find out more about Mexico and Las Palmitas. You may also wish to show them some YouTube videos of this small town. Art: Show learners photos of street murals. Ask them to choose the ones they like most. Explain that this is also called ‘street art’. What do they think of this form of art? Are there any examples of this art form in their city or town? You may direct learners to websites such as Architectural Digest to see examples of street art.
2 Find these words in the text and choose the correct meaning. (10–15 minutes) •
Ask learners to reread the text and look for the words. Then they choose the correct meaning.
•
Check as a class.
Differentiation idea: Less confident learners may start a vocabulary section in their notebooks. They can write the word, also look up the meaning in a dictionary, write the function, for example verb, adjective, etc., and an example. More confident learners may create a word-building table in their notebooks and fill it in with the new words and create a word family for each. Answers 1 a, 2 b, 3 a, 4 a, 5 b
3 Find a word in the text that means… (5–10 minutes) •
Ask learners to work in pairs. They read the meanings and find a matching word in the text.
•
Ask them to circle the words as they find them to remember the context.
•
Check as a class.
Answers a neighbourhood b residents c mural d transformed
e gangs f muralist g trust
4 Answer the questions. Try to use the words in the social studies key words box in your answers. (10–15 minutes) •
Focus on the social studies key words box. Ask learners to find these words in the text and explain what they mean.
•
Ask learners to read the questions and answer them, trying to use the words in the box.
•
When they have finished, ask them share their answers with the class.
•
Encourage learners to discuss any differences and support their opinions.
101 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Critical thinking opportunity: These are higherorder questions as learners will not readily find the answers in the text. They will need to reread it, draw conclusions, speculate and make inferences. •
Values: Take advantage of these questions and question f in particular to help learners understand how personal habits and behaviour have the capacity to affect others and the environment.
Answers Sample answers: a To make people feel better about where they lived. b Yes, it has been successful. People now go out after dark, and they talk to each other more. c People worked with artists to paint the houses. d Yes, because he was a gang member himself before he became a muralist. e Learner’s own answers. f Learner’s own answers.
5 Values. Work in groups. Discuss this question. (10–15 minutes) •
Values: Focus again on question f in Exercise 4 and remind learners of their answers. Take advantage of this question to reinforce learner understanding of how personal habits and behaviour have the capacity to affect others and the environment.
•
Turn to the question. Ask learners to work in groups and discuss it using the sentence examples in the speech bubbles.
•
Ask them to make notes of their ideas.
•
You may also add a few more reflection questions, for example What people in their community do to help each other? Are there any neighbourhood organisations or charities? Are there any social problems in the neighbourhood?
•
Encourage them to think in terms of solidarity and community spirit. As members of a community, what do they think they can do to help improve life in it? Do they have a social responsibility even if they are young?
Plenary ideas Consolidation (15–20 minutes) •
Once all groups have finished discussing the question in Exercise 5, have an open-class discussion and encourage them to share their ideas.
•
Values Ask the class what they can do to help turn these ideas into reality. Can they contact local authorities? What would they tell them? What do they think is their social responsibility?
Homework ideas •
Learners write a report for a local authority describing the problems they perceive in the neighbourhood and a recommendation for improvement.
•
Home–school link: Learners tell their parents about Las Palmitas and about the discussion they had about their own neighbourhood. They ask their family what else can be done to improve life in their community. Workbook For further explanation and practice, learners do Workbook page 40.
102 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
3.3 Talk about it: Town or country? LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss the advantages and disadvantages of living in the country or a city, give opinions, discuss an article.
• Learners can read and understand an article about the advantages and disadvantages of living in the country or a city.
8Rd.01, 8Rd.04, 8Ro.01
• Reading: Read and understand an article about the advantages and disadvantages of living in the country or a city, recognise the opinion of people in a text.
• Learners can recognise opinion in a text.
8Wca.04
• Writing: Write notes, complete sentences.
8Ug.10
• Language focus: second conditional with unless and I wish …, if only • Vocabulary: friendly, unfriendly, clean, dirty, smoky, quiet, noisy, busy, crowded, boring, interesting, exciting
• Learners can discuss an article about the advantages and disadvantages of living in the country or a city. • Learners can give opinions about the advantages and disadvantages of living in the country or a city.
21st-century skills Critical thinking: Compare and contrast places, give and justify opinions. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Use appropriate strategies to develop a conversation. Learning to learn: Recognise areas of strength or weakness in learning, plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 60–61, Workbook pages 42 and 45–46, photos of cities and countryside landscapes, Differentiated worksheets 5 A, B and C
LANGUAGE BACKGROUND Second conditional with unless and I wish …, If only I wish …/If only + past simple: We can use I wish …/If only to talk about a situation that we would like to be different in the present or in the future. We use them to speak about things that are impossible or very unlikely.
I wish/If only we had a bigger house. (We don’t but it’s a nice idea!) I wish/If only we didn’t need to go to school today. (But unfortunately, we need to go to school today.) We can also use I wish …/If only + could to talk about things in the present or future that we would like to be different.
103 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED I wish/If only I could speak Chinese. (But unfortunately, I can’t speak Chinese.) I wish/If only I could sing. (But I can’t.) Unless …: We use unless to mean if … not/ except if.
I’ll make lunch unless somebody else wants to. (or I’ll make lunch if nobody else wants to.) We could go to Joe’s Pizza Place unless they’re closed today. (or We could go to Joe’s Pizza Place if they’re not closed today.)
Starter ideas
•
Town or countryside? (10–15 minutes)
Ask them to justify their opinions. What helped them decide?
•
Discuss the answers as a class.
•
Show photos of cities of different sizes and types and of the countryside.
•
Ask: Which words and phrases do you think of when you look at these photos?
•
Brainstorm with learners words and phrases that these pictures inspire. Write them on the board for reference.
•
Look at the photo in the lesson. Ask: What do you think it would be like to live in this place? Where would you like to live? Elicit ideas.
•
You may wish to visit some interesting websites with learners, for example The world’s most beautiful small towns on DK or The world’s 25 best cities of 2020 on AFAR.
Critical thinking opportunity: Ask learners to underline or circle the sections in the text where they have found the opinions. Answers a Adil and Emine prefer the city. b Tasha, Kaher and Mansur prefer the country. c Nisha can see the advantages of both.
3 Find these idioms in the text. Think of another way of saying each one. (15–20 minutes) •
Read the sentences with the class. Remind the class of what an idiom is – a group of words that have a special meaning different from the meaning of each word on its own.
•
Ask learners to find, and underline, the given idioms in the reading text. This will help learners to contextualise the sentences.
Main teaching ideas 1 Read the opinions. Who do you agree with? Do you prefer the country or the city? (5–10 minutes) •
Ask learners to look at the text and predict what it is going to be about.
•
Then they work individually to alter the wording while keeping the meaning.
•
Ask them to read the text and decide who they agree with. Encourage them to justify their answers.
•
When they have finished, ask them to compare their sentences with a partner and discuss any differences.
•
When they have finished, discuss as a class.
Answers Learner’s own answers.
2 Read the opinions again and answer the questions. (10–15 minutes) •
Tell learners to read the texts again and answer the questions.
Critical thinking opportunity: Ask learners if there are similar idioms in their language. Encourage learners to find similar idioms in their language. Do they use similar metaphors or are they very different? Answers a not happy with my environment b able to see the advantages and disadvantages of each, which makes it difficult to decide
104 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
c all the advantages of two different situations d far away from a town or city e helping
Use of English Second conditional with unless, I wish …,/If only (15–20 minutes) •
Ask learners to read the notes in the Use of English box. Elicit examples of second conditional sentences from the class.
•
Write some of them on the board. Show how the if-clause can also be placed second.
•
Focus on the example of unless/if not. Provide more examples of sentences using if not and ask learners to rewrite them using unless, for example:
• •
You won’t pass the exam if you don’t study. You won’t pass the exam unless you study. Direct learners’ attention to the explanation and examples of the use of I wish/If only. Give a few more examples and elicit some from the class.
•
Ask learners to find examples of the structures in the text. Ask volunteers to write them on the board.
•
Learners copy the examples in their notebooks.
Digital Classroom: Use the grammar presentation ‘More second conditional’ to build on the second conditional structure in Unit 2. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 45–46.
4 Use the correct form of the verb in brackets to complete these sentences. (5–10 minutes) •
Focus on the exercise. Learners complete the sentences using if + past tense.
•
Check as a class.
•
Learners do Differentiated worksheet 5A, B or C.
Answers a If only we had a house near the beach! b I’d ride my bike every day if I lived in the country. c I wish I lived on a farm! d I wouldn’t cycle to school unless there was a cycle path. e If only I didn’t have to get up so early! f I wish I could have riding lessons.
5 Read the texts in Exercise 1 again. Which person’s opinion is closest to your own? Adapt what he/she says, making any changes to express your own opinion. (10–15 minutes) •
Ask learners to read the texts again and decide whose opinion is closes to theirs.
•
They make changes to the text to express their opinion.
•
When they have finished, ask learners to get together in groups and share their opinions. They discuss differences.
Differentiation idea: Ask less confident learners to make notes of their ideas to help them remember when it’s their turn to speak. Answers Learner’s own answers.
6 Work in groups. Discuss this question: Where would you like to live when you’re an adult? Try to use some of the phrases in Exercise 4. (15–20 minutes) Critical thinking opportunity: Ask learners to discuss in groups where they would like to live when they are adults. Would their choices be the same? Why? Why not? After a few minutes, ask groups to share their opinions with the class and discuss any differences. Differentiation idea: Ask less confident learners to make notes of their ideas to help them remember. They can also complete the example sentence openers with those ideas so that they are more confident when it comes time for them to speak. You may organise mixed ability groups. In this way, learners can contribute to the task based on their
105 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
relative strengths, and they can build and create knowledge and understanding together. Group members who are more confident speakers are able to help others who may know more about the topic of discussion. Tell learners to justify their opinions. This is a good opportunity for learners to examine the pros and cons of living in each place, and reflecting on what it is like to be an adult. Assessment idea: If conditions permit, you may wish to record learners as they are working in groups. You can then share the recording with them so that each group can discuss their performance. Alternatively, group members may appoint an ‘observer’ whose role will be to monitor the interactions, for example how often group members contributed, how they manged the conversation, strategies used to keep the conversation going, etc. When they have finished the task, the monitor shares their impressions. Learners can then discuss their performance and reflect on possible ways to improve for the next time.
Plenary ideas Consolidation (15–20 minutes) Assessment idea: Ask learners what they have found hard to do in this lesson. Was the reading text difficult? What made it so? Was it difficult for them to understand it? How did they overcome the problems? What strategies can they use in the future?
•
If you have recorded learners during the discussions, ask them to evaluate their performance. How happy are they? What would they have done differently?
•
If learners are keeping a learning diary or log, ask them to write their reflections.
Homework ideas •
Home–school link: Learners ask family members where they would like to live, in a city or in the countryside. Why? They can also ask parents where they lived when they were young. Did they live in the same place they are living now? How similar or different was the place in those days? If they lived in a different place, they ask them what it was like. Learners can make notes about this conversation.
•
Learners use the ideas they noted down to write a short text about where they would like to live when they are adults. They can compare their ideas with the information their parents gave them about their own experience. Workbook For further explanation and practice, learners do Workbook page 42.
106 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
3.4 Think about it: You and your community LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Lo.01
• Listening: Listen for detail, listen to a conversation and understand speakers’ opinions.
• Learners can discuss ways to make a difference in the community.
8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss ways to make a difference in the community.
8Rd.01, 8Rd.04
• Reading: Read an article and understand its purpose and intended audience.
8Wca.04
• Writing: Complete sentences, take notes, use mostly correct grammar.
8Us.05
• Language focus: -ing form after verbs, adjectives and prepositions
• Learners can read an article about ways to make a difference in the community. • Learners can understand the purpose and intended audience of an article.
• Vocabulary: volunteer (verb and noun), charity, NGO, raise money, litter collection 21st-century skills Critical thinking: Give reasons for an argument’s plausibility, identify problems in a proposed plan (e.g. to organise an event at school), analyse causes and effects of problems. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Participate in conversation with appropriate confidence and clarity. Social responsibilities: Understand various aspects of society (e.g. volunteering, charity work, social classes, power, prestige, poverty, etc.), understand the rights and responsibilities of individuals in society at local and national levels. Values: Help the community, be a responsible citizen. Materials: Learner’s Book pages 62–63, Workbook pages 47 and 50–51, Photocopiable 10, internet access (optional)
LANGUAGE BACKGROUND -ing form after verbs, adjectives and prepositions If we need to use a verb immediately after a preposition, we must always use an -ing form.
This rule has absolutely no exceptions, something that is quite infrequent in English. I’m looking forward to going on holiday
107 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED I’ve always dreamed about travelling to Tahiti. If there is an adjective preceding the preposition, we will also use an -ing form. I’m bored with doing nothing all day. My sister is interested in learning languages. I’m really good at writing poetry.
Starter ideas Community life (5–10 minutes) •
Values: Ask the class what people in their community do to help each other. Are there any neighbourhood organisations, charities?
•
If they could start a charity or community action, what would it be?
•
Ask learners to give an example of an occasion when they have helped someone or when someone has helped them. How did they feel?
CROSS-CURRICULAR LINK Social studies: Ask the class if they know what a charity and an NGO are. Elicit ideas and clarify misconceptions as necessary. What NGOs or charities work in their area or in the country?
Conditional sentences in a hat (20–25 minutes) Learners do Photocopiable 10.
Main teaching ideas 1 Read the leaflet ‘Six ways to make a difference’. What is its purpose and who is it for? (10–15 minutes) Critical thinking opportunity: Ask learners to take a quick look at the text. Can they tell what its purpose is and who it is for? What sort of text is it: informative, narrative, factual, fiction? Elicit ideas. Ask them what helped them, for example the title and subheadings, the layout, etc.
The -ing form is often used after the following verbs: admit, avoid, consider, delay, deny, detest, dread, enjoy, feel like, finish, imagine, involve, keep, mind, miss, postpone, practise, regret, risk, stop, suggest. You should avoid eating too much chocolate. Can you imagine winning the lottery? What do you enjoy doing at the weekend?
Answers Sample answer: Its purpose is to make people think about what they can do to help in their community. It is for young people, of school age.
2 Work in pairs. Discuss this question: If you had to choose one of the suggestions in the leaflet, which would it be, and why? (10–15 minutes) •
Ask learners to read the text. Then they get together in pairs and discuss the question.
•
When they have finished, ask them to share their ideas with the class. Encourage learners to justify their choices.
Differentiation idea: Less confident learners can make notes of their ideas to help them. More confident learners may extend the task by making a poster advertising their proposal. Answers Learner’s own answers.
3 Work in pairs. Ask and answer these questions. (15–20 minutes) •
Still working in pairs, ask learners to discuss the questions.
•
You may allow learners to look for information on the Internet to supplement their answers.
•
When they have finished, have a class conversation.
Answers Learner’s own answers.
108 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Use of English Verbs, adjectives and prepositions followed by the -ing form (15–20 minutes) •
Remind the class of the use of gerunds after certain verbs and phrases, for example enjoy, love, hate, don’t mind, consider, etc. Focus on the examples in the box. Elicit examples from the class.
•
Focus on the next rule. Give learners more examples of adjectives and prepositions followed by -ing forms, for example good at, bad at, interested in, fond of, frightened of, happy about, etc.
•
Ask learners to make sentences with these adjective + preposition combinations. Have them write some examples in their notebooks.
Critical thinking opportunity: Ask learners to think how they can best remember these rules, for example using colours to highlight prepositions/-ing forms, circling key words, etc. Have them use these strategies when they write their notes. Workbook For further explanation and practice, learners do Workbook pages 50–51.
4 The verbs, adjectives and prepositions in these sentences are all followed by the -ing form. Choose a suitable verb to complete them. (10–15 minutes) •
Ask learners to read the sentences and complete them with suitable verbs.
•
When they have finished, check as a class.
Assessment idea: Ask volunteers to write the completed sentences on the board. Focus on each sentence in turn and ask, for example Why are we using an -ing form here? Encourage learners to refer to the explanations in the book and explain, for example Because suggested is one of the verbs that is followed by -ing. Because there is a preposition before the verb. Answers Sample answers: a having b asking c coming
d seeing e making f growing
5 Listen to learners talking about ‘Six ways to make a difference’. Do they use the same verbs as you did in Exercise 4? (10–15 minutes) •
Tell the class that they are going to listen to learners talking about ‘Six ways to make a difference’. They listen and find what ideas they have.
•
They listen and decide if they use the same verbs they used in Exercise 4.
•
Play the recording and elicit answers.
•
As extension, ask learners to listen to the students again and find what ideas they have.
•
Tell the class to make notes as they listen.
•
Play the recording again. Elicit answers from the class.
21
Assessment idea: Play the recording again. Ask learners to write down examples of the use of -ing form they hear, for example Our teacher suggested having a book sale, What are you thinking of doing, We’re thinking of asking… Download the audio transcript on Cambridge GO.
Answers Sample answers: having a book sale; asking the headteacher to let them have some space for a garden; walking to school; encouraging people to use less plastic (by making a poster); growing your own salad and vegetables
6 Imagine you are in the group with George, Chanelle, Brandon and Sonia. Continue the conversation about how you can make a difference! (15–20 minutes) •
Values: Ask learners to work in groups. They continue the conversation, offering more options to make a difference. Ask them to focus on how their ideas would be valuable/ applicable in their community.
•
Ask groups to make notes of all the ideas that come up.
109 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Differentiation idea: Less confident learners may listen to the conversation again and make notes before they engage in the discussion. Answers Learner’s own answers.
Homework ideas •
Learners create a poster advertising the action plan they have for the community. They write a text about the plan.
•
Publishing idea: The following class, learners may organise a meeting with other classes or during an open day, and display their posters and present their action plan. They can invite learners from other classes to suggest improvements and become involved in real action for change.
•
Home–school link: Learners share their community plan with their family. They can ask parents to suggest ways in which the ideas can be carried out.
Plenary ideas Consolidation (15–20 minutes) •
Values: Ask groups to share their ideas from Exercise 6 with the rest of the class.
•
You may ask a couple of volunteers to write the ideas on the board.
•
As a class, discuss the feasibility, advantages and disadvantages of each idea.
•
Then, ask the class to come up with a list of six ideas they can actually carry out in their community.
Workbook For further explanation and practice, learners do Workbook page 47.
110 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
3.5 Economics: Focus on Finland LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8Sc.04, 8So.01
• Speaking: Discuss what makes a country a good place to live, compare and contrast information about different countries.
• Learners can read and understand an article about the happiest nation in the world.
8Rd.01, 8Rd.04
8Wca.02, 8Wca.04
• Reading: Read and understand an article about the happiest nation in the world, use context to understand the meaning of unfamiliar words, read information from different sources.
• Learners can use context to understand the meaning of unfamiliar words. • Learners can discuss what makes a country a good place to live. • Learners can compare and contrast information about different countries.
• Writing: Take notes, organise information. • Vocabulary: income, freedom, trust, healthy life expectancy, social support, population, wealth, GDP (Gross Domestic Product), per capita (Latin: ‘for each person’), healthcare, social support
21st-century skills Critical thinking: Compare and contrast information, summarise and organise information using graphic organisers. Collaboration: Complete all the steps necessary for the success of their sub-task. Communication: Paraphrase what others say in order to help communication, invite contributions from others in a conversation. Learning to learn: Identify helpful resources for their learning, find sources of information and help (online and in school) in order to enhance their understanding of English. Materials: Learner’s Book pages 64–65, Workbook page 48, map of the world, internet access, Photocopiable 11, sticky notes
111 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas Happy people (10–15 minutes) Ask the class: Would you consider yourselves happy? Why? What makes a person happy? Elicit ideas.
CROSS-CURRICULAR LINKS Social studies: Ask learners: Are the people in this country happy? What factors make the people if a country happy? Elicit ideas. You may direct learners to The World Happiness Report website to find out more about this. Geography: Ask learners to look at the text quickly. What country is it about? Elicit the answer. Ask the class: Where is Finland? Show a map of the world and ask learners to locate Finland on it. Ask: What do you know about it? Elicit information from the class. Ask: Do you think Finland is a happy country? Why? You may wish to direct learners to useful websites where they can find information about and photographs of Finland, for example Britannica or Visit Finland.
What have we got in common? Learners do Photocopiable 11.
Main teaching ideas 1 Read the article. If you had to tell someone three interesting things about Finland, what would you tell them? (10–15 minutes) •
Ask the class: How can you tell if a country is happy? How can you find out? Elicit ideas.
•
Ask learners to read the opening sentences of the text to find out. You may wish to show learners the actual report on the Internet.
•
Ask them to read the rest of the text and find three interesting things about Finland.
•
When they have finished, elicit ideas.
Critical thinking opportunity: Ask learners to think of their country. Would they say their country is a happy country in the same way as Finland is? Elicit ideas.
Answers Learner’s own answers.
2 Work in pairs. Answer these questions, using the words in the economics key words box where possible. (15–20 minutes) •
Focus on the words in the economics key words box. Ask learners if they know the meaning of any of them. Elicit answers.
•
Give out dictionaries to the class or give learners access to online dictionaries. Ask them to look up the meanings of the words.
•
Have learners write the meanings in their notebooks.
•
Ask learners to read the questions and answer them in pairs. Have them make notes of their answers.
•
When they have finished, have a class discussion.
Answers Sample answers: a Yes. Healthcare and education are free. b Yes. According to the fact file, life expectancy is 81.73 years. c He means that it’s the conditions they live in that make Finnish people happy; it’s not something they are born with. d Because there is one teacher to every 12 learners; they don’t have homework at primary school; they don’t have many texts and exams; they have free time during the school day; they have a long summer holiday. e Their sense of community is strong: half of them give regularly to charity and a third give up time to volunteer. Differentiation idea: You may wish to change groupings. Ask learners to make new groups. In this way, they learn to work with different partners. More confident learners may wish to explore these questions: •
Why do you think people like living in Finland?
•
Look again at the top four countries in the ‘happiness’ table. What is your reaction?
•
What are the main differences between Finland and your country?
112 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
3 Work in small groups. (30–40 minutes) •
•
Have learners work in groups. Each group member chooses a country and researches the aspects listed on the table. If conditions permit, you may wish to direct learners to suitable websites. Alternatively, you may have them work in the school library with encyclopedias and other similar books. Ask them to think how they can select and organise the information, for example graphic organisers, tables, etc.
•
Ask group members to locate the countries on the map.
•
Once all group members have finished their research, ask them to join with other learners who have researched the same country and compare the information they have collected. They ask and answer questions to complete any missing details.
•
Encourage them to look for maps and graphs to supplement the information.
•
Then they return to their original groups.
•
Encourage group members to compare and contrast the countries. What similarities and differences can they find? Which country do they think is the most prosperous, the happiest, the richest, etc.?
Plenary ideas Consolidation (20–25 minutes) Assessment idea: Ask the class: Think of one question you still have after today’s lesson. How can the class help answer it? What are you still confused about? Ask learners to identify as many strengths as possible related to how they have performed during the lesson. They can then write their ideas on sticky notes as exit tickets. You can make a poster with the exit tickets to create a strength bank that learners can use in the future when they assess their own work.
Homework ideas •
Learners use the information they have collected about their country to write a short text using the article in this lesson as a model.
•
Home–school link: Learners tell their family what they have learned about Finland. Workbook For further explanation and practice, learners do Workbook page 48.
113 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
3.6 Talk about it: Be happy! LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01
• Listening: Listen and understand the opinions of speakers, listen and find out about a school where lessons to promote happiness are part of the school day.
• Learners can listen and find out about a school where lessons to promote happiness are part of the school day.
• Speaking: Discuss what happiness is, give opinions about how to promote happiness at school.
• Learners can read and understand a description of what happiness means.
8Ro.01
• Reading: Read and understand the opinion of a philosopher.
8Wca.04
• Writing: Complete sentences, take notes.
• Learners can discuss and give opinions about how to promote happiness at school.
8Ug.04
• Language focus: present continuous passive
8Sc.05, 8So.01
• Learners can listen and understand the opinions of speakers.
• Learners can speak about what happiness is.
21st-century skills Critical thinking: Give and justify opinions. Communication: Use appropriate strategies to develop a conversation (e.g. showing interest; giving nonminimal responses; or asking follow-up questions). Learning to learn: Participate sensibly and positively in learning exercises in class, take effective notes in class and from homework reading. Values: Understand the meaning of happiness, the role of material things in giving happiness. Materials: Learner’s Book pages 66–67, Workbook pages 49 and 52–53
LANGUAGE BACKGROUND Present continuous passive The present continuous tense is used to talk about actions and situations that are going on now or ‘around now’ – before, during and after the moment of speaking. What are you doing? I’m doing the homework. We also often use the present progressive to talk about the future, especially actions that have some
present reality, for example personal arrangements and fixed plans, when the time and place have been decided. What are you doing tomorrow evening? Passive tenses are normally used in the same way as active tenses. So, the present progressive passive is used to talk about things that are going on at the time of speaking and also to refer to the future.
114 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
CONTINUED Present continuous passive sentences have the following structure: object of the active sentence + is/are/am + being + past participle form of the verb + by + subject
Starter ideas
Have you read Pride and Prejudice? It’s a great novel. It was written by Jane Austen.
•
Tell the class that they are going to listen to some learners at a school where lessons to promote their happiness are being added to the school day. Tell them to listen and say how they feel about their extra lessons.
•
Play the recording at least twice. Elicit answers from the class.
Happiness (10–15 minutes) Critical thinking opportunity: Ask the class: Are you a happy person? Why do you think so? What are things that make you happy in your life? Elicit ideas and write them on the board. Ask learners to put the items in order of importance and explain their decision. •
Values: Ask: Does it depend upon other people and external things or is it inside you? Does happiness have a different meaning for each person? Can money buy happiness?
•
Elicit ideas. You may ask learners to discuss these questions in pairs or small groups before having an open class discussion.
•
Ask the class: Can happiness be taught? Could it be part of the school timetable? Elicit ideas.
Main teaching ideas 1 Read the text in the box. Do you agree with what Julia Annas says? (10–15 minutes) Critical thinking opportunity: Ask learners to read the text in the box. Do they agree with the idea of happiness expressed by the philosopher? Why? Can they think of examples? 22
2 Listen to these students at a school where lessons to promote students’ happiness are being added to the school day. How do they feel about their extra lessons? (10–15 minutes) •
Ask the class: Are you happy at school? What makes you happy at school? Elicit ideas.
•
Would they like to have some extra lessons to make them feel happier? Why? Why not? What would these extra lessons be about?
Differentiation idea: You may ask some questions to help less confident learners, for example What kind of activities are learners at Aran’s school offered? Which ones has he chosen? More confident learners may be asked to summarise what each speaker says. Download the audio transcript on Cambridge GO.
Answers Sample answer: The learners like their extra lessons.
3 Listen again and look at the chart. Which three activities is each person doing or going to do this term? (5–10 minutes) •
Focus on the table. Ask the class to listen again and tick the three activities each person is doing.
•
Play the recording again and check the answers.
•
Which activities are offered in their school? Ask the class which activities they would like to do.
Answers a Aran: football development, creative writing, learning another language (Spanish) b Prija: self-defence, origami, astronomy c David: advanced swimming, learning the guitar (guitar group), handwriting
115 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Assessment idea: You may ask learners to come to the board and write the sentences. Ask them to circle and label the different parts of the sentence: Subject + is/are/am + -ing form of the verb + object
Use of English Present continuous passive (10–15 minutes) •
Remind the class how the passive is formed: the verb to be + past participle.
•
Ask the class when they use passive forms: passive forms (passive voice) are used when the focus of attention is on the action. It is not important or not known who or what is performing the action.
•
Write a sentence in the present simple and another in the past simple and ask the class to turn them into the passive, for example We do homework every day. We did an experiment yesterday.
•
Focus on the examples. Ask learners how the passive form of the present continuous is formed:
•
Subject + is/are/am + -ing form of the verb + object
•
Ask when the present continuous passive is used: it is used to talk about actions performed at the moment of speaking or around it (present reference). Focus on the examples and elicit more examples from the class.
•
Answers a A longer day is being introduced. b A new science block is being built. c This term courses in cooking and woodwork are being offered. d We are being encouraged to learn to play a musical instrument. e Is the music room being extended so that it can be used for concerts? f The school hall is not being used for exams this year because it isn’t big enough.
5 Work in pairs. Use the present continuous passive to answer the questions. (5–10 minutes)
Focus on the second use, future reference. Remind the class that we also use the present continuous passive to talk about future arrangements – plans that you have decided and organised.
•
Give learners more examples and ask learners to turn them into the passive.
•
Ask the class to copy the examples into their notebooks.
Digital Classroom: Use the grammar presentation ‘Present continuous passive’ to introduce the passive form of the present continuous. The i button will explain how to use the grammar presentation.
Ask the class to work in pairs. They read and discuss the questions.
•
Ask them to make notes of their ideas.
•
When they have finished, ask pairs to share their ideas with the class.
Answers Learner’s own answers.
6 Work in groups. Discuss these questions. (10–15 minutes)
Workbook For further explanation and practice, learners do Workbook pages 52–53.
•
•
Ask the class to work in pairs. They read and discuss the questions.
•
They make notes of their ideas.
•
When groups have finished, ask them to share their ideas with the class.
Plenary ideas Consolidation (15–20 minutes)
4 Complete the sentences using the present continuous passive. (10–15 minutes) •
Focus on the exercise. Ask learners to read the sentences and turn them into the passive.
•
When they have finished, check as a class.
•
As a class, make a ‘happiness poster’. Set out a large sheet of poster paper and ask learners to draw pictures and write ‘Happiness is …’ sentences on it.
•
Display the poster in a common area of the school so that everybody can see it.
116 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Homework ideas •
Learners use the notes they made during the lesson to write a short text about what they think happiness is and how they could feel happier at school.
•
Home–school link: Learners ask parents and family what they think happiness is and what makes them happy.
Workbook For further explanation and practice, learners do Workbook page 49.
3.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8So.01, 8Sor.02
• Speaking: Discuss ideas, plan a task, brainstorm ideas, give opinions, discuss performance in a task.
• Learners can read and understand opinions in a letter.
8Rd.02, 8Ro.01
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.03, 8Wc.02
• Reading: Read and understand the opinions in a letter, read and understand the structure of a letter. • Writing: Write a letter to the city council, spell words correctly, use the correct layout for a letter, organise ideas into paragraphs, link ideas.
• Learners can discuss the structure of a letter. • Learners can brainstorm ideas about how to improve their neighbourhood. • Learners can select ideas and organise information. • Learners can write a letter using the correct layout. • Learners can organise and link ideas into paragraphs.
21st-century skills Critical thinking: Identify problems in a proposed plan, analyse causes and effects of problems, examine possible solutions to a given problem and states how effective they are. Creative thinking: Actively participate in ‘what if’ (cautionary or wishful thinking) discussions, actively participate in activities that require creative thinking with others. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions, ask clarifying questions when necessary. Communication: Manage conversations using appropriate language, use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Use notes to construct original output, produce a revision plan to focus on key skills and knowledge in a systematic way, plan for improving subject skills and/or knowledge by thinking about what could have been done better. Social responsibilities: Get involved in collective action in the school/community, encourage others to participate and contribute in projects, set strategies and plans.
117 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Materials: Learner’s Book pages 68–69, Workbook page 54
Starter ideas Cities and towns (10–15 minutes) •
Remind the class of what they read and discussed about cities in Lessons 3.1, 3.2 and 3.3.
•
Ask: Can anybody remember ideas from the texts we read/a question we asked? What made the town in Lesson 3.2 special?
•
If learners started the spidergram in Lesson 3.1, display it and revisit useful vocabulary.
•
Remind learners of the ideas they discussed for improving their local neighbourhood.
•
Tell them that they are going to send their suggestions to the head of their town council.
Main teaching ideas 1 Work in groups. Identify the things that could be improved in your local area. Then discuss what could be done and make a list. (10–15 minutes) •
Ask learners to work in groups. Have them brainstorm and identify the things that could be improved in their local area.
•
For each, ask them to discuss what could be done and make a list.
•
Ask learners to look at the list in Exercise 1. Are these things already considered by the city council? Can any of the measures be improved? How? Elicit ideas and write them on the board.
Critical thinking opportunity: Ask groups to revise the lists and ideas for improvement. Are they feasible? What resources would be needed to carry them out? Ask groups to add these ideas to the list. Assessment idea: Ask groups to appoint a notetaker. You may give notetakers a table where they can write their notes. This table could contain areas to focus on such as, for example, key things the group thinks, points on which the group agrees and disagrees, etc. It may be a good idea to think which groups you want to visit and concentrate on those. You may wish to check some or all of the following: to
make sure groups have understood the task, to challenge groups by asking questions or introducing new requirements to the more confident ones, for example estimate how much money their ideas would require, what human resources might be needed.
2 Decide on the three or four most important items on the list. (10–15 minutes) •
Each group reviews the items they have on their list and decide which 3–4 items are the most important on their list.
Critical thinking opportunity: Ask group members to each choose their 3–4 top items and then be prepared to give reasons for their choices. Each group should reach an agreement and have a final 3–4-item list. Assessment idea: Circulate, observing how groups work. Focus on how group members interact, for example how they manage conversations using appropriate language, respect turn-taking, manage contributions to ensure everyone has a fair share of speaking time, etc.
3 Plan your own letter. (50–75 minutes) •
Remind the class of the correct layout of a letter. Revise what to include in the heading, how to word the salutation, paragraph organisation, etc.
•
Focus on the Writing tip box and remind them how to finish the letter.
•
Ask learners to read through the letter and the annotations. Clarify any doubts they may have.
•
Ask groups to use the model to write their own letter.
Differentiation idea: Less confident learners may underline sentence openers that are useful phrases in the model letter. They can then use them in their own letter. Assessment idea: As a class, write a set of success criteria that learners can use later on to check their work. They can use the model as guidance. You may wish to divide the criteria into two groups: grammar and spelling, letter structure.
118 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
•
Ask: What is a good letter like? For example, items in heading organised correctly, salutation begins Dear + name of person if known or position, introduction – who is writing and why, body of letter divided into paragraphs, etc. Then they can focus on grammar and spelling, correct use of tenses, syntax, etc.
Critical thinking opportunity: Learners plan the letter before attempting to write the first draft. In their groups, they discuss how they are going to start, what to include first, second, etc. Encourage them to think about what difficulties they may find and how they can solve them. Assessment idea: Circulate and ask questions to find out their opinion of the task, how they are planning to complete the task, etc. •
When groups have finished the first draft of their letter, ask them to reread and check using the set of criteria they created.
•
Ask groups to exchange their letters. They use the criteria to give each other feedback. Ask groups to write down three things they like about the letter and one or two things they would improve.
•
When groups get their work back, they rewrite it as necessary using their peers’ feedback and their own assessment of their work.
•
They write the final copy.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Ask groups to reflect on how well they have done the task, what they need to improve, how they can improve it. Ask them to identify errors and misconceptions they may have come across, for example grammar, vocabulary, problems in the city, etc. •
You may ask them to use the ‘traffic light’ colour scheme to give themselves a final assessment of how they feel about their work – red for not confident, amber for OK, and green for very confident.
Homework ideas •
Learners choose one or two of the issues they described in their letter and make a poster to start an awareness-raising campaign at school and in their neighbourhood.
•
Home–school link: Learners tell their family about the letter they have written. They can ask family members for their opinion and what they would have included. Workbook For further explanation and practice, learners do Workbook page 54.
Differentiation idea: More confident learners may prepare a short presentation and present the ideas they have included in the letter.
CROSS-CURRICULAR LINK Citizenship: You may wish to have learners actually send the letters to the city council. Ask learners to search the internet or call the city hall and find out who the city authorities are, which area they should address the letter to and how to send it to these people. They then send the letters to the city council. If conditions permit, you may wish to organise a visit to the city hall so that learners get to know first-hand how the city government works and who is responsible for what.
119 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
3.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8So.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, express opinions, present the project.
• Learners can discuss aspects of a project. • Learners can write a project plan.
8Wca.02, 8Wca.04, 8Wor.03
• Writing: Brainstorm ideas, organise ideas, write notes.
• Learners can plan and write a charity event.
• Language focus: revision of Unit 3
• Learners can express opinions and give examples.
• Vocabulary: revision of Unit 3
• Learners can present their projects to the class.
21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 70–71, internet access, large sheets of paper, painting and drawing materials, access to computers (optional), video recording equipment (mobile phones, optional)
Starter ideas A quiz (20–25 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
•
You may wish to video-record groups as they are working as well as record their presentations.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Project 1: Design a mural (45–60 minutes) 1 Work in groups. Look carefully at the mural in the photo. What does it show? What do the shapes and colours suggest to you? Does the mural have a message? Why is it in a park? Learners get together in groups and discuss the questions. They look carefully at the mural in the photo and decide what it shows.
2 Decide where your mural is going to be. The group decides where their mural is going to be. Ask them to consider factors such as space, visibility, integration with the environment, etc.
120 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
3 Discuss the size and shape of the mural. Learners discuss the size and shape of the mural. Ask them to consider practicalities such as accessibility of the site, safe working height, etc.
4 What is the mural going to show? Is it going to have a message? Then groups discuss what the mural going to show and whether it is going to have a message.
5 Ask students who are good at drawing to sketch your ideas for the mural. Make comments as they are sketching. Learners who are good at drawing can sketch the ideas for the mural. All group members make comments and suggestions as they are sketching.
6 Produce a finished sketch of your mural. Groups produce a finished sketch of their mural on a large sheet of paper.
1 First, read the leaflet produced by students at Woodford Academy. Groups read the leaflet produced by learners at Woodford Academy and learn about the events included.
2 Work in groups. Decide on the event you’re going to raise money for. Groups decide on the charity or cause they going to raise money for. Encourage them to think of causes relevant to their school in real life. What does the school/their class need?
3 Decide on a date, place and time. They decide on a date, place and time. Ask groups to take into consideration school holidays, suitable times, etc.
4 Share ideas about what your event will include. Here are some suggestions. Group members share ideas about what the event will include. There are some suggestions in the Learner’s Book, but they may come up with many more. They make a list and choose the most appropriate.
7 Show your sketch to other groups and ask them to answer questions about it. Groups show their sketch to other groups and ask them to answer questions about it. They can ask the questions in the book and any other questions they wish. Publishing idea: When groups have finished presenting their projects to the class, ask them to create a street art gallery in the school’s common areas and display the projects for other classes to see.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
5 Decide what you’ll need to prepare for the event. Are your plans realistic? Do you want to change any of them? They decide what they will need to prepare for the event. Learners need to ensure their plans are practical and realistic. Do they want to change any of them?
6 Produce a leaflet similar to the one above about your event. Finally, groups produce a leaflet similar to the one in the book about the event. They can produce a leaflet on paper or electronically. Differentiation idea: More confident groups or group members may develop a short video clip advertising the event. Ask them to create a catchphrase and include some music.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
Project 2: Plan an event (45–60 minutes) Tell groups that they are going to organise a school charity event to raise money for a school trip. Ask them to read and follow the steps.
121 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Plenary ideas
Homework ideas •
Learners who have done Project 1 can write a short paragraph about another group’s mural.
•
Learners who have done Project 2 can write a short review of the event for the school newspaper or blog.
•
Home–school link: Learners can show the recording of their work to their family and explain what they have done.
Consolidation (15–20 minutes) Assessment idea: Groups discuss their performance as a class. They refer back to the success criteria they created at the beginning of the lesson and reflect how well they have met them.
3.9 Read and respond: Poetry LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02, 8Sc.01, 8Sc.02
• Speaking: Analyse a poem, ask and answer questions, give opinions, describe memories.
• Learners can read and understand three poems.
8Rm.02, 8Rd.04, 8Ro.01
• Reading: Read three poems, compare and contrast the poems, read and understand the use of images and language, understand the opinions and motivations of the poets.
8Wca.02, 8Wca.03, 8Wor.03, 8Wc.01
• Writing: Write down ideas and memories, organise ideas, write a poem, use suitable language and punctuation.
• Learners can discuss the motivations of the poets. • Learners can discuss the language, imagery and ideas in the poems. • Learners can discuss childhood memories. • Learners can write a poem about their own childhood memories.
21st-century skills Critical thinking: Make inferences and draw conclusions, analyse motivations of writers. Creative thinking: Communicate a personal response to creative work from art, music or literature, create new content from a model. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Social responsibilities: Be aware of different global issues, understand and describe own and others’ cultures. Values: Understand, respect and appreciate cultural differences. Materials: Learner’s Book pages 72–74, Workbook pages 55, copies of different poems to share with the class, map of the world, internet access (optional), Photocopiable 12
122 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
Starter ideas Poems, poems (10–15 minutes) •
Remind the class of their discussion about poems and poetry in Lesson 1.9.
•
If you have read any poems, tell the class about them. What were they about? Why did you or didn’t you like them?
•
Ask if they have read any poems lately. Invite them to read the poems in class and say what they think about them.
•
•
Have they tried to write a poem, either in English or in their own language? Encourage the class to think what they would find difficult or easy about writing a poem in another language, for example English. Focus on the introduction and read it with the class. Explain who Kate Clanchy is (see Background information at the start of this unit). You may wish to share with them an article from the Guardian or an interview on Vimeo where she speaks about the importance of poetry in education.
Main teaching ideas 1 Values. Read these poems. Why do you think the poets wrote them? (15–20 minutes) •
Write the word HOME in big letters on the board. What associations can learners make with that word?
•
Ask learners to work in small groups or pairs and create a mind map with ideas.
•
Then they share it with the class. How similar or different are their perceptions of home?
•
Ask the class: Have you ever had to move to another country/city/region/neighbourhood? How did you feel? If you haven’t, how do you think you would feel? What would you miss most?
•
Tell the class that they are going to read two poems. Give the names of the poems and ask learners what they expect the poems to be about. Elicit ideas.
•
Ask learners to read both poems. Ask them why they think the poets wrote them. Elicit ideas and invite them to justify their opinions.
CROSS-CURRICULAR LINK Geography: Ask learners to locate Damascus on the map. How far is it from their country? What do they know about this place? Ask learners to work in groups and search the internet for information about Damascus. They can write a short fact file.
Answers Learner’s own answers.
2 Answer these questions about ‘The Doves of Damascus’. (15–20 minutes) •
Ask learners to read the poem again.
•
Ask them to work individually and answer the questions.
•
When they have finished, ask them to pair up with a partner and discuss their answers.
•
Have an open-class discussion.
Critical thinking opportunity: Ask learners to think of memories of their past, for example their early childhood, places they’ve been to, especially if they have moved to where they are living now. Ask: How does your mind create images of that past place? Do they differ from the actual reality of that original first experience? How? Answers Sample answers: a the snow, the feel of the damp air b the smell of jasmine, the autumn leaves c her grandmother’s roof garden, the birds d Learner’s own answers. e touch, smell, sight, taste f Learner’s own answers.
3 Answer these questions about ‘The Return’. (15–20 minutes) •
Ask learners to read the poem again.
•
Ask them to work individually and answer the questions.
•
When they have finished, ask them to pair up with a partner and discuss their answers.
•
Have an open-class discussion.
123 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Sample answers: a One is the place where she was – perhaps the place where she grew up – and the other is the place she is in now. b smell, touch, hearing, sight and possibly taste (‘fresh fruit’) c The word ‘no’ occurs six times. It emphasises what Maah-Noor has lost. d Perhaps because Maah-Noor has returned in her thoughts to the place where she grew up; perhaps because she has returned to present-day reality after thinking about the place where she grew up. e An ‘update’ is supposed to improve your computer programs. Maah-Noor’s ‘updated’ life is supposed to be an improvement. But is it?
4 Compare the two poems. Answer these questions. (20–30 minutes) •
Ask learners to reread the poems. In pairs, ask them to compare them and answer the questions.
•
Then have an open-class discussion.
CROSS-CURRICULAR LINK Art – video poetry: Ask pairs or groups to create a video of their own interpretation of the poems. They can search the internet for images or they can create their own. Alternatively, they can draw a picture or a series of pictures to illustrate the poems.
Answers Sample answers: a Both poems describe a time and a place that have gone. b snow, plants and flowers, animals, water … c crates, fans, balconies, a key in a lock … d In ‘The Doves of Damascus’, we know in the first line that Ftoun has had to leave the country where she grew up. In ‘The Return’, we know this when we reach the line, ‘nothing of the sort, here’. e Learner’s own answers.
5 Read ‘I Shall Go Back’. What is the poem about? (10–15 minutes) •
Ask learners to read the title. Is there a connection with the other two poems? Why do they think so?
•
Remind the class of the use of shall.
•
Ask the class to read the poem. What is it about? Elicit ideas.
•
Explain that quadid is often spelled kadid. It is salted sun-dried meat that is eaten as part of a couscous. What is the importance of quadid in the poem?
•
Tell the class about any smell that brings you memories of your childhood.
•
Ask them: What memories do you have of the smell of food? Is there any smell of food that has a special importance for you? Elicit examples.
Answers Sample answer: It’s about going back to the place Shukria calls home.
Language tip (5–10 minutes) Focus on the difference between using shall and will. Supply some examples and elicit a few from the class.
6 Read the poem again and answer these questions. (10–15 minutes) •
Ask learners to read the poem again. Then they answer the questions.
•
When they have finished, they get together in small groups or pairs and discuss the.
•
After a few minutes, have an open-class discussion.
Answers Sample answers: a A picture of a happy home. b They focus on arriving, and the first time together with the family. c flowers, the soft winds d the nail (on a door or a wall), the carpet-sweeper e The first line of each verse begins, ‘I shall …’ f The mood is positive, optimistic. g ‘and I shall never/wake up with the fear of war’ h It is similar because, like the other two poems, it describes the home that someone has lost.
124 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 3 OUR SOCIETY
i It is different because the writer is looking forward to a time when she can go back. j Perhaps she wrote it because she wanted to give herself hope.
7 Write your own poem about childhood memories. You can include these lines. (30–40 minutes) •
Tell learners that they are going to write a poem about their childhood memories.
•
Ask them to think about their childhood. Remind them of the discussion of memories in Exercise 2.
•
Ask them to think about some of their memories very carefully and see what details they can add – where, when, what, how, who, why.
•
Tell them to keep homing in closer and closer on the events, as if they had a memory telescope.
•
Tell the class to think about what they could see, hear, smell and feel. Did anyone say anything? What, and how was it said, and to whom? Ask them to make notes and write a list.
•
They can use their notes and the opening lines in the book to write the poem.
Differentiation idea: In order to support less confident learners, you may wish to brainstorm with them some more opening phrases that they might want to use. Bring dictionaries to the class or give learners access to online dictionaries, bilingual if necessary. Assessment idea: When learners have finished their poems, ask them to exchange them with a partner. They read each other’s poems and discuss them. Then, learners may make changes if necessary before writing the final version.
Plenary ideas Consolidation (20–30 minutes) •
Learners read their poems to the class.
•
Then you can ask them to upload them to the class blog or webpage.
•
They can also print their poems and make a class poetry book similar to the one Kate Clanchy published.
•
Learners do Photocopiable 12.
•
Publishing idea: You may wish to open a poetry cafe and have learners invite their parents and other family members to an evening event at school. Learners read aloud the poems they wrote in class and you may ask them to also read one poem by a favourite author.
Homework ideas •
Learners use the memories they have chosen in Exercise 7 to create the moment before, then the moment after. They take photos of each stage of their memory and produce a comic strip of their memory. If they have the resources, they can do this on a computer.
•
Home–school link: Learners can show the recording of their work to their family and explain what they have done. Workbook For further explanation and practice, learners do Workbook page 55.
Check your progress Working individually, learners do all three parts of the test. Answers General knowledge quiz 1 Las Palmitas, Pachuca, Mexico 2 A painting on a wall 3 Finns 4 Helsinki 5 Gross Domestic Product 6 for each person 7 Midnight 8 the Northern Lights 9 a Greek philosopher 10 the art of paper folding
125 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Vocabulary 1 a block
c centre (or ‘mall’)
b free d neighbourhood (or ‘area’) 2 a raise money b social problems c
community spirit d green spaces
3 a I’d really like to walk to school instead of coming by car every day. b The teacher suggested having a book sale to raise money. c You can’t do well in an exam without revising.
Use of English
d Do you feel like going to the cinema on Friday evening?
1 a There was always someone I could play with. / There was always someone to play with.
e Would you be interested in joining the photography club?
b That’s the building I told you about.
4 a The film isn’t being shown on TV until next year.
c
b You’re being watched.
Is there someone you could talk to?
d There are benches you can sit on. / There are benches to sit on.
c
e Have you received the parcel you were waiting for?
e The results of the competition aren’t being announced until Friday.
f There’s a wide range of shops you can choose from. / There’s a wide range of shops to choose from.
f
2 a It’s a lovely beach but you wouldn’t be able to get there unless you had a boat.
Summary checklist
b He wouldn’t get there on time unless he took the first train at 5.00 a.m. c They wouldn’t be able to buy a penthouse overlooking the sea unless they were millionaires. d You wouldn’t work in a zoo unless you liked animals. e
I wouldn’t ask for help unless I really needed it.
The school hall is being painted.
d The leaflets are being printed at the moment.
Are you being served?
•
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
126 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4 Advertising Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
1 Three for the price of two!
2.30
Talk about advertising
8Ld.01–02 8Sc.05 8So.01 8Rd.01&04
Learner’s Book Lesson 4.1 Workbook Lesson 4.1 Photocopiable 13 Digital Classroom: video – Advertising presentation – Prepositions preceding nouns
2 Three advertisements
3
Read about and analyse three advertisements
8Sc.04–05 8So.01 8Rd.01&04 8Wca.04 8Ug.03
Learner’s Book Lesson 4.2 Workbook Lesson 4.2 Differentiated worksheets 7A, B and C
3 The more you look …
2.15
Listen to opinions about an advert and compare them with your own
8Ld.01–02 8Lo.01 8Sc.04–05 8So.01 8Rd.04
Learner’s Book Lesson 4.3 Workbook Lesson 4.3 Photocopiable 14
4 The psychology 2.15 minutes of shopping
Listen to and analyse a report about the psychology behind supermarket layouts
8Ld.01&03 8Lo.01 8Sc.04–05 8So.01 8Us.01
Learner’s Book Lesson 4.4 Workbook Lesson 4.4 Digital Classroom: presentation – Reflexive pronouns
5 The creation of a brand
1.30
Discuss the success of a wellknown brand
8Sc.01–02 8So.01 8Rd.01&04
Learner’s Book Lesson 4.5 Workbook Lesson 4.5 Photocopiable 15
6 For sale
2.30
Role-play conversations about adverts on a school noticeboard
8Ld.02&04 8Lo.01 8Sc.02&05 8So.01 8Rd.01&04 8Wca.03 8Ug.14
Learner’s Book Lesson 4.6 Workbook Lesson 4.6 Photocopiable 16
(continued)
127 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
7 Improve your writing
1.45
Use persuasive techniques to write an advertisement
8Rd.02&04 8So.01 8Wca.01–03 8Wor.03 8Wc.02
Learner’s Book Lesson 4.7 Workbook Lesson 4.7
8 Project challenge
2
Do a project
8Sc.02 8So.01 8Sor.02 8Wca.02&04 8Wor.03 8Ug.14
Learner’s Book Lesson 4.8
9 Fiction
2.15
Read an extract from The Adventures of Tom Sawyer
8Sc.01&04–05 8So.01 8Rm.02 8Rd.02&04
Learner’s Book Lesson 4.9 Workbook Lesson 4.8
Cross-unit resources Unit 4 Audioscripts Unit 4 End-of-unit test Unit 4 Progress report Unit 4 Wordlist
BACKGROUND KNOWLEDGE The Song dynasty In Lesson 4.2, learners read about the (possibly) first advertisement ever published. It was during the Song dynasty. The Song dynasty ruled in China between 960 and 1279. During this time, commerce developed like never before, trade guilds were organised, paper currency came into use, and several large cities developed along the most important rivers and on the southeast coast. The Confucian Classics were printed and literature and learning were made available to the people. There were lots of private academies and state schools, and a comprehensive welfare policy was developed. The Song dynasty is particularly famous for the great artistic achievements that it encouraged. Mark Twain In Lesson 4.9, learners read an extract of Mark Twain’s The Adventures of Tom Sawyer. Mark Twain, whose real name was Samuel Langhorne Clemens,
was born in the USA on 30 November 1835. He first wrote under the pen name of Mark Twain in 1863 and is thought to have taken the name from a riverboat captain. Twain was a journalist, lecturer and a novelist. He became famous for his travel narratives, such as The Innocents Abroad (1869), Roughing It (1872), and Life on the Mississippi (1883), and for his adventure stories, particularly The Adventures of Huckleberry Finn (1885) and The Adventures of Tom Sawyer (1876). Twain was very interested in science and patented three inventions, including adjustable and detachable straps for clothes to replace suspenders, and a self-pasting scrapbook. He was also interested in forensic science and the use of fingerprints as a forensic technique. Twain died on 21 April 1910, in Redding, Connecticut.
128 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
TEACHING SKILLS FOCUS What is visual literacy? As educators, we need to help learners develop the skills and ability to interpret images and to communicate visually; that is to say, we need to help them become visually literate. Visually literate people can make sense of visual objects and images. They can also create visuals and appreciate visuals created by others. Visual literacy involves problem-solving and critical thinking. Visual literacy in the language class includes the need to: • help learners develop critical thinking skills in relation to visual images • help learners develop literacy skills, both written and oral, and vocabulary to help them talk and write about images • integrate visual literacy into the curriculum • ask learners questions about images to get them thinking critically • encourage learners to look critically at the images they see around them in real life • encourage learners to investigate critically. This is best developed through exposure to interesting and varied images, thoughtful and thought-provoking questioning, discussion of the ways in which images have been used. One way of helping learners develop their visual thinking strategies is by means of an inquirybased teaching method created by cognitive
psychologist Abigail Housen and museum educator Philip Yenawine. The teacher projects an image and asks learners to look quietly for a moment. The teacher then asks several specific but open-ended questions that come in a sequence. Learners discuss their responses. The role of the teacher is that of a facilitator – there is no adding comments, correcting or directing the learner’s attention. The main elements of this teaching practice include art but it can be any sort of visual input. The three key inquiries the teacher asks of the learner are: • What’s going on in this picture/image? • What do you see? What makes you say that? • What more can we find? Your challenge Look through Unit 4 and highlight opportunities for using the three-question inquiry method. What other questions could you ask to further encourage learners to think critically about images? As you continue with the following units, tick off the relevant points where you can introduce visual strategy training. Reflection • How have learners reacted to this technique? • What other techniques can I use to further develop learners’ visual literacy?
129 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Common misconceptions Misconception
How to identify
How to overcome
Learners may use the active form of the verbs instead of the passive, e.g. The house built in 1953 You should join some parties that hold in the school
Focus on the sentences. Circle the verb and ask: What’s missing? What do I need to write here?
Ask: How do we form the past passive/present passive? Revise present and past passive forms. Learners read the sentences and decide if they are passive or active. They write the correct form.
Learners may use called instead of be called in passive sentences, e.g. This concert called Show on Stage. The game call Ragnarok.
Focus on the sentences and ask: Is this sentence active or passive? How do you know? What’s missing here? What do I need to write?
Ask: How do we form the present and past passive forms of call? Elicit the passive forms. Learners read the sentences, and decide if they are passive or active. They write the correct form.
Learners may use an unnecessary passive, especially with enjoy, e.g. I was enjoyed the concert. I was enjoyed it because I love rock.
Write a correct sentence and an incorrect one. Circle the verb forms and ask: Which do you think is right? Circle the right form. Focus on the incorrect sentence and ask: Do we need this here?
Possibly learners put enjoy into the same category as other verbs and adjectives describing feelings, e.g. I was bored /tired/amazed/ delighted/worried/shocked, etc. Explain that enjoy isn’t used in the same way. Give a few examples and elicit some examples from learners. Ask learners to underline the correct form of enjoy every time they use it.
Learners may forget to use the reflexive pronoun with verbs like enjoy, e.g. I really enjoyed [myself] a lot last weekend. I accidentally cut with a knife.
Write a correct sentence and an incorrect one. Circle the verb forms and ask: Which do you think is right? Circle the right form. Focus on the incorrect sentence and ask: What is missing here?
Write the incorrect sentences, e.g. I really enjoyed a lot last weekend. I cut with a knife. Focus on the meaning and ask, e.g. What did I enjoy? Or who enjoyed? Did I enjoy a film or dinner? No, I enjoyed myself. What did I cut? Did I cut a piece of bread? No, I cut myself. Learners read sentences and decide what they mean. Then they decide if the reflexive is necessary or not.
130 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.1 Think about it: Three for the price of two! LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02
• Listening: Listen to adverts, understand the details of adverts, listen and identify persuasive language.
• Learners can listen to adverts and understand what they offer.
8Sc.05, 8So.01
• Speaking: Talk about advertisements and advertising.
8Rd.01, 8Rd.04
• Reading: Read and understand a text about advertising, understand meaning of unfamiliar language from context. • Language focus: prepositions preceding nouns in sales language
• Learners can identify persuasive language. • Learners can discuss advertisements. • Learners can talk about advertising. • Learners can read and understand an article about advertising.
• Vocabulary: digital marketing, ad, advert, advertisement, pop-up, celebrity, endorsement, hoarding, slogan, jingle, product, target audience, brand loyalty, advertising campaign 21st-century skills Critical thinking: Analyse how effective the use of language is in advertisements. Collaboration: Provide justification for their ideas or suggestions. Communication: Effectively manage conversations using appropriate language. Learning to learn: Understand essential grammatical terms and concepts, make use of sentence-level and discourse-level clues to approach the meanings of unfamiliar lexical items. Materials: Learner’s Book pages 78–79; Workbook pages 56 and 59–60, examples of advertisements of different products both on paper and online (if possible), Photocopiable 13
Starter ideas
•
Reveal the brand names. Ask learners which ads are for products their family regularly buys at home. Why do they buy these products? Encourage them to explain the reasons.
•
Ask: Where do you see advertisements? For example, the street, magazines, online, TV, on buildings, etc. Where do you think they are most effective? Why?
Getting started (10–15 minutes) • •
Show learners a number of advertisements of different products. Cover the brand names. Ask: What can you see in this ad? What is the ad for? How do you know?
131 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
•
•
Focus on the picture. You may also wish to search the internet and show images of popular streets full of ads. Are there street ads like these in the learners’ city or town? Do they think they are effective? Why? Do they like to see these ads in the street and on buildings? Why? Ask learners: Do you think you are affected by advertising? Do you or your family buy things because you’ve seen adverts for them?
•
As an extension, ask learners to explain the meaning of the words and phrases from the text that are not covered in elsewhere in Exercise 2, for example digital marketing.
Answers a pop-up b celebrity endorsement c hoarding
You may wish to show the class videos of streets and billboards, for example the BBC News website article ‘Where is the world’s best billboard site?’
d slogan
Digital Classroom: Use the video ‘Advertising’ to introduce the unit theme. The i button will explain how to use the video.
f brand loyalty
Main teaching ideas Vocabulary 1 Read the text. Think of an advertisement you’ve seen today. Where was it? What was it for? (10–15 minutes) Ask learners to read the text and think of an advertisement they have seen today. Invite learners to describe the ad and explain where it was and what it was for. Critical thinking opportunity: Did they like the ad or find it interesting? Ask learners if they think the ad was effective. What makes it so? What is missing? Does it make them want to buy this product or service? Answers Learner’s own answers.
2 Which of the words or phrases in the text mean the following? (10–15 minutes) •
Ask learners to reread the text to contextualise the words.
•
Then, they read the definitions and match them to the correct word.
•
Check as a class.
Critical thinking opportunity: Ask learners what helped them decide. Was it the context or something in the definition? •
Ask learners to identify the words that are not linked to a definition. Can they explain what they mean?
e target audience
3 Work in pairs. Discuss the questions. (15–20 minutes) •
Focus on the questions. Ask learners to read them and discuss them in pairs.
•
When they have finished, ask them to get together with another pair and compare their answers. They can then discuss any differences.
Differentiation idea: Some learners may not be familiar with jingles as it might depend on how much radio they listen to or whether TV ads in their country have identifiable jingles. If this is the case in your class, ask learners to search the internet or listen to the radio at home (they can do this online) and pick at least two examples of slogans. Critical thinking opportunity: Ask learners to think of popular slogans. They may come up with some international brands like Nike, Huawei, etc. Ask them to think of local examples. Then ask: What makes a slogan or a jingle memorable? For example, a catchphrase or music, creativity, something unusual, etc. if appropriate, ask learners to search the internet for some examples. Assessment idea: As a class, you may discuss the characteristics of a good discussion, for example respecting turn-taking, having a fair share of speaking time, using certain strategies to keep the conversation going, etc. With learners, create a set of criteria against which learners can assess their work. Learners discuss the questions in pairs. After a few minutes, they join another pair and discuss their answers. When they have finished, they take it in turns to assess each other’s work and interactions against the criteria.
132 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
•
Answers Learner’s own answers.
Answers a (loaves of) bread
Language tip (5 minutes) Focus on the Language tip box and point out the different ways in which we can refer to advertisements, for example Most of the time I prefer the adverts on TV to the programmes. I sent a classified ad to the local newspaper to sell my bike. 26
b dental products, (toothpaste, toothbrushes, etc.) c cleaning products (dishwasher tablets, washing powder, floor cleaner, etc.) d soft drinks (lemonade and fruit cordials) e frozen desserts
4 Listen to these adverts. Where would you hear them? (5–10 minutes) •
•
Tell learners that they are going to listen to a few adverts. They listen and say where they would hear them. Play the recording once and elicit answers. What helped them decide? Is this a type of advert they are familiar with? Why? Do supermarkets in their city or town use this sort of ad?
Download the audio transcript on Cambridge GO.
You may wish to visit suitable websites, for example Vulcan Post, and look at some popular ads.
Use of English Prepositions preceding nouns (10–15 minutes) Focus on the example in the box. You may give the class more examples and ask them to make their own sentences, for example: Increase/decrease/growth of: There is an increase of 20% in the number of students entering university. Information: Can you give me some information about/on trips to Bali, please? Lessons: I need some lessons in how to set up my computer.
Answers In a supermarket
5 Listen to each of the adverts again. Which items are on offer in each of the following sections? (15–20 minutes) •
•
Course: I’d like to take a course in Japanese painting. Digital Classroom: Use the grammar presentation ‘Prepositions preceding nouns’ to focus on prepositions with nouns. The i button will explain how to use the grammar presentation. Workbook
Read the list of sections. Ask learners what products they are likely to find in each. Elicit ideas. Tell the class that they are going to listen to the adverts again. This time they listen and identify the adverts on offer in each section and say what the special deal is.
For further explanation and practice, learners do Workbook pages 59–60.
•
Play the recording at least twice. Elicit the answers.
Complete the details of the offers with the correct prepositions. Then listen again and check. (10–15 minutes)
•
Learners should listen to each ad with a pause between so that they can note the product on offer and what the offer is.
•
Ask learners to read the sentences and complete them with the correct prepositions.
•
When they have finished, you may play the recording again for them to check.
•
Check as a class.
Differentiation idea: Less confident learners may need listen to the recording to just identify the products first. Then they listen to the recording a second time to identify the special deals.
Differentiation idea: You may wish to make copies of the listening script and share them with less confident learners. They look for and circle the parts of the text where the sentences occur.
133 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers a for
c on, at
b up to
d on
Answers Possible answers: ‘Special’ makes you think the product or offer is better than others. ‘Limited’ makes you think that the offer is only for a short time, so it would be good not to miss it. ‘Hurry’ has the same effect.
7 Adverts use persuasive language. Listen to the adverts again. Which words and phrases are used to persuade you to buy each item? For example, look at the underlined words in these sentences. (10–15 minutes) •
‘Give yourself something to smile about’ suggests that the offer will make you happy. Offers of lower prices and phrases like ‘save money’ make people think they will have more money in the future by buying the items now.
Tell learners that they are going to listen to the adverts again. They listen and identify words and phrases are used to persuade people to buy each item.
•
You may wish to also make copies of the listening script to share with the class.
•
Learners listen and make notes.
•
Learners do Photocopiable 13.
Critical thinking opportunity: You may wish to share some more examples of age-appropriate adverts, either printed or video-/audio-recorded and ask learners to work in groups to identify persuasive vocabulary and techniques, for example vocabulary, music, sound, colour, the benefits of the product, images, etc. You may show the class some age-appropriate ads, for example Coca-Cola’s video ad ‘For the human race’, or printed ads such ‘Every leaf traps CO2’ for Plant for the Planet or ‘Desertification’ for the World Wildlife Fund. You can find more examples and the best print ads by searching on the internet. Differentiation idea: You may wish to make copies of the listening script and share them with less confident learners. They look for and circle the parts of the text where persuasive language is used. You may wish to challenge more confident learners to think of their own examples of persuasive vocabulary. They can search the internet for their favourite ads and explain how persuasive they think they are.
Mentioning ‘summer afternoons with friends’ and ‘give yourself a treat,’ link the products with the idea that they will make people happy if they buy them.
Plenary ideas Consolidation (10–15 minutes) •
Ask the class to imagine they wanted to advertise their school. What would they focus on? Ask them to write a slogan for the school.
•
As a class, discuss the influence of advertising. Have they every bought a product just because they like the ad? How much are they influenced by ads? Do they prefer to buy products that are sponsored by celebrities? Why?
Homework ideas •
Learners look for samples of ads from different periods. They compare them to modern ads and write a short paragraph about how advertising has changed over 50 years, and how they think it will look in the future.
•
Home–school link: Learners tell parents about what they have learned and ask them to help them find ads from their childhood or even before that time. What were the most popular ads of their parents’ childhood/adolescence? Workbook For further explanation and practice, learners do Workbook page 56.
134 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.2 Media studies: Three advertisements LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.04, 8Sc.05, 8So.01
• Speaking: Analyse three advertisements, discuss points of view, give examples to support ideas.
• Learners can read and understand three advertisements.
8Rd.04, 8Rd.01
• Reading: Read about and analyse three advertisements.
8Wca.04
• Writing: Take notes.
• Learners can discuss advertising concepts.
8Ug.03
• Language focus: past participle with a passive meaning
• Learners can give opinions and support them with examples
• Vocabulary: logo, copyright, permission, commercial purposes, brand identity
• Learners can use the past. participle with a passive meaning.
• Learners can discuss three advertisements.
21st-century skills Critical thinking: Speculate, make inferences and support opinions. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Effectively manage conversations using appropriate language, invite contributions from others in a conversation. Learning to learn: Participate sensibly and positively in learning activities in class, take effective notes in class. Social responsibilities: Understand and discuss global issues: financial and social. Values: Discuss the right to intellectual property, talk about the influence of advertising. Materials: Learner’s Book pages 80–81, Workbook pages 57 and 61–62, map of the world, internet access, encyclopedias, magazines or magazine pages where logos can be found, Differentiated worksheets 7A, B and C
LANGUAGE BACKGROUND Past participle clauses Past participle clauses have a passive meaning. They allow us to include information without making long or complicated sentences. We can use participle clauses when the participle and the verb in the main clause have the same subject.
The picture, painted by Sir John Everett Millais in 1886, shows his grandson. (The subject of both painted and shows, is the picture. The picture was painted by Sir John Everett Millais in 1886. The picture shows his grandson.) Maria showed me some pictures painted by her grandmother. (Maria showed me the pictures. The pictures were painted by her grandmother.)
135 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas Advertisements (15–20 minutes) •
If learners have done the homework exercise, ask them to present their work.
•
Publishing idea: Help them collect the texts and pictures and make a big class poster. Alternatively, they can upload them to the class blog or school webpage.
•
Remind the class of the discussion about advertisements in Lesson 4.1.
•
Ask learners to think of advertisements they have seen. Why do they remember them?
•
Elicit ideas from the class, for example the music, humour, there are celebrities in the ad, etc.
Critical thinking opportunity: You may also introduce ads that are considered controversial, for example Saatchi & Saatchi’s ‘Save the planet’ and BBDO Malaysia’s ‘Plastic bags kill’. Ask learners what effect these ads have on them. Are they likely to remember these ads? Do they think this is a successful advertising strategy?
Main teaching ideas 1 Look at the first advertisement and read about it. How old is it? (15–20 minutes) •
Ask learners to look at the first advert. What do they think it is advertising? Elicit ideas.
•
Ask them to read about the advert. Then they answer the questions.
•
Discuss the answers as a class.
Answers More than 700 years old.
Answers a Possible answer: Perhaps rabbit skin was used a lot to make coats and jackets. b Possible answer: So that people would know about their needles and where to buy them, and also because if you have something printed on paper, you can keep it.
3 Look at the second advertisement. When do you think the picture was painted? (10–15 minutes) •
Focus on the second advert. Ask learners to read about it.
Differentiation idea: Less confident learners may look up new words in the dictionary to clarify meaning. You can also add some scaffolding questions to help them understand, for example Why did the director of Pears Soap ask the artist for permission to alter the painting?
CROSS-CURRICULAR LINK Media studies: Ask learners to read the words in the media studies key words box. What words(s) from the box can they find in the text? Ask them to underline or circle the words. Can they explain what they mean? Elicit explanations. Answers In the 19th century/more than a hundred years ago.
4 Answer the questions. (10–15 minutes) 2 Answer the questions. (10–15 minutes) •
Ask learners to work in pairs. They read and discuss the questions.
•
When they have finished, ask them to share with the class and have an open-class conversation.
Critical thinking opportunity: Question a encourages speculation as there is no correct answer. You may wish to supply suggestions such as ‘perhaps rabbit skin was used a lot to make coats and jackets’. •
•
Ask the class to read and answer the questions. You may wish to ask learners to discuss the questions in pairs before having a class discussion.
•
Then discuss the answers as a class.
Critical thinking opportunity: These questions encourage speculation and thinking beyond the obvious. Learners need to look at the picture and compare it with paintings they may have seen in books. You may also ask them to look for similar paintings and compare them. They also need to speculate about the possible motivations for actions and give reasons for their opinions.
Learners do Differentiated worksheet 7A, B or C.
136 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
•
If you want to broaden the scope of the lesson to include a discussion of colonialism and racism, you can explain that some later advertisements for Pears soap referred to the ‘White Man’s Burden’, implying that black people could be made ‘clean’ by using their soap. Ask learners why Pears at that time could have thought this was acceptable.
You may wish to focus on fashion, luxury products, products aimed at specific audiences, for example children or teenagers, etc.
CROSS-CURRICULAR LINK History: Ask learners what was going on in the world in 1940, (the Second World War), and how it affected countries. This will help them understand key global issues.
Answers a Because Millais was one of the most popular artists in Britain at that time. b Possible answer: Because it was making a piece of art into something commercial.
Answers a To keep their spirits up and to make them feel at home while they were abroad. b Because everyone recognises the style and the colours. c Learner’s own answers.
5 Look at the third advertisement and read about it. When do you think it first appeared? (10–15 minutes) •
Ask learners to look at the third advertisement.
•
Ask learners when they think it appeared. What makes them say that? Encourage them to justify their ideas, for example the fact that they are soldiers, the colours and design, etc.
•
Then ask them to read the accompanying text about it.
Answers During the 1940s.
Use of English Present and past simple passive (10–15 minutes) •
As a class, revise the formation of the present and past passive. Focus on the examples and explanations and elicit more examples from the class.
•
Focus on the clauses with a passive meaning. Explain that they are relative clauses that can be reduced.
•
Give more examples. Ask learners to reduce the relative clauses using participles.
•
Ask learners to write the examples in their notebooks.
6 Values. Answer the questions. (15–20 minutes) •
Focus on the questions and discuss them as a class.
•
Then, ask learners to reread the text to find the answers.
•
Discuss as a class.
Critical thinking opportunity: Discuss the concept of brand identity – the visible elements of a brand, such as colour, design, and logo that identify a brand in the mind of consumers. Ask learners to think about logos they are very familiar with. What brands do they associate the logos with, or colours or certain designs, etc.? •
Values: When discussing the questions, highlight the idea of corporate ethics and social responsibility. How does advertising, and certain types of advertising in particular, affect people?
Workbook For further explanation and practice, learners do Workbook pages 61–62.
If more confident learners wish to explore more questions, they could discuss the following in small groups: •
How do you think Millais’ grandson felt about his portrait being used as an advert for soap?
•
If you were an artist, would you allow one of your pictures to be used for commercial purposes?
•
How and why do advertisers create brand identity?
137 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Plenary ideas
Homework ideas
Consolidation (20–25 minutes)
•
Learners review some slogans and the logos they have seen or read in the material they explored in Lessons 4.1 and 4.2. They choose a product or service that they attempt to sell to the class. They write a slogan and create a logo for it.
•
Home–school link: Learners tell the family about the three adverts they have read about. Then they can discuss the questions in Exercise 8 with them.
•
When all groups have finished, ask them to appoint a spokesperson to share their answers with the class.
Critical thinking opportunity: As the spokespeople share each group’s answers, the other groups make notes of interesting points, questions they would like to ask or arguments they would like to challenge. •
Once all spokespeople have finished, have a class discussion.
Assessment idea: When the whole-class discussion is over, encourage groups to reflect and discuss how they have performed. What were their strong points? What would they have done differently if they had the chance? What do they need to improve for the next time? •
Workbook For further explanation and practice, learners do Workbook page 57.
If they are keeping a learning log, ask learners to write an entry reflecting on their work today.
138 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.3 Talk about it: The more you look … LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Lo.01
• Listening: Listen to opinions about an advert and compare them with their own.
• Learners can listen to a conversation and understand the opinion of the speakers.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Describe and discuss an advert, give opinions and support them with examples.
• Learners can listen to opinions about an advert and compare them with their own.
8Rd.04
• Reading: Read and understand the meaning of words from the context.
• Learners can describe and discuss adverts.
• Vocabulary: optical illusion, pattern, detail, shapes, message, work of art, effective, simple, striking, artistic, clever, fascinating, memorable, pattern, further down, diving down, draw, meant to be
• Learners can give opinions about adverts and support them with examples. • Learners can read a text and understand the meaning of unfamiliar words using context.
21st-century skills Critical thinking: Compare and contrast different types of adverts, give reasons for an argument’s plausibility. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Effectively manage conversations using appropriate language. Learning to learn: Finds sources of information and help (online and in school), recognise areas of strength or weakness in learning the subject. Materials: Learner’s Book pages 82–83, Workbook page 58, examples of strange photos and pictures of optical illusions, Photocopiable 14
Starter ideas Advertisements (10–15 minutes) •
Look for images of unusual situations, such as a piano in a room full of autumn leaves. You may wish to search for royalty-free photographs.
•
Show a selection of the photos that show strange images. Ask learners to describe them. You may wish to help them by asking three questions: What’s going on in this picture? What do you see what makes you say that? What more can we find?
139 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Critical thinking opportunity: Ask the class: Is there a message in the photograph? What did the photographer want to show? Elicit ideas from the class. Ask: Do you all interpret the images in the same way? What makes us ‘see’ images in different ways? •
Focus on the two adverts in the lesson. Ask the class: What are your first impressions? Elicit ideas.
•
Then ask: What do you see what makes you say that? Invite learners to justify their impressions. Help with vocabulary if necessary.
Main teaching ideas 27
1 Listen to two people talking about the first advert. Did they have the same ideas as you? (10–15 minutes) •
Tell the class that they are going to listen to two people talking about the first advert. They listen and decide if they have the same ideas.
•
Play the recording at least twice.
•
Elicit answers from the class.
Differentiation idea: You may ask less confident learners to focus on one of the speakers first. Elicit their answers. Play the recording again and ask them to focus on the second speaker. More confident learners may listen and take notes of what both speakers say. Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
2 Listen again and complete the conversation with the words from the list. (15–20 minutes) •
Focus on the list of words.
Assessment idea: Ask learners to explain the meaning of the words or to make sentences to make sure they understand them. •
Ask them to read the conversation and complete it using the words in the list.
•
Check as a class.
•
You may wish to ask volunteers to act out the dialogue.
CROSS-CURRICULAR LINK Media studies: Introduce the concept of optical illusions. Show examples of adverts that use them. What do they see? Does everybody see the same? Do learners think these ads are effective? Why? For example, people pay attention to the ad because it’s something their mind has to figure out.
Answers A: What do you think of this ad? B: I like it. I think it’s really effective. A: Yes, it’s simple and it’s only in black and white. It’s a kind of optical illusion. But the more you look at it, the more you see. B: When I first looked at it, I saw a pattern. I didn’t look at the detail. Then I looked at the top line and saw it was a line of penguins. A: And then your eyes go further down and you see how it changes. You see that the white shapes between the pairs of penguins have become penguins themselves. B: Yes, and they seem to be diving down into a black space. A: Do you think it’s meant to be water - the ocean? Or something like that? B: I don’t know. A: You try to understand what the picture is telling you. You see the message at the bottom of the picture and then you get it! It’s about penguins being in danger of extinction. B: Why do you think it’s so striking? A: I suppose because it’s very artistic. It’s like a work of art, like a painting in black and white. B: And it takes time to work out what it means. It’s very clever. It draws you in because you can’t understand it immediately. That’s what makes it fascinating and memorable.
140 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
3 These phrases all occur in the conversation. Can you explain them in your own words? (20–25 minutes) •
Ask learners to read the phrases and explain what they mean.
5 In your groups, compare the two adverts. How are they similar? How are they different? In your opinion, which one is more effective? (10–15 minutes)
Critical thinking opportunity: Tell learners to find them in the conversation. This will help them contextualise the phrases and understand what they mean. Assessment idea: Ask learners to work in pairs and write mini dialogues using the phrases. They can create conversations based on some of the pictures you have shown them. When they have finished, ask volunteers to act out their mini dialogues. Answers Learner’s own answers. 28
4 Work in groups. Talk about this advert. Use the conversation in Exercise 2 and these words to help you: lollipop, ants, path, grass. You can also listen to a conversation about the advert. (15–20 minutes) •
Ask learners to work in groups. Tell them to look at the ad and discuss it – describe it, discuss what it shows, the intended message, how effective they think it is, etc.
•
Encourage the class to use the four words to help them.
When groups have finished, they share their opinions with the rest of the class. Do they all agree?
Differentiation idea: You may create an exercise with the script similar to the one in Exercise 2. Delete some words and give each group a copy. You may play the recording and ask more confident learners to complete it. Less confident learners may have the list of missing words and complete the conversation. Then they can listen to it and check their answers.
Still in groups, learners look at both adverts and compare and contrast them. They decide which is more effective and why.
•
When they have finished, ask groups to share their opinions with the rest of the class.
•
Learners do Photocopiable 14.
Answers Learner’s own answers.
Plenary ideas Reflection (10–15 minutes) •
Ask the class what they have found the most interesting in this lesson. What would they like to learn more about?
•
Ask them to think about their performance during the group discussions. How do they think they have done? What would they need to improve or change? If they have worked with the same group as during Lesson 4.2, have they noticed any improvement in their work?
Homework ideas •
Learners look for an ad that uses optical illusions in books, magazines or on the internet. They write a short text about it, about what they see, what their interpretation of the ad is, how effective it is, etc.
•
Home–school link: Learners show the ads to the family and ask them what they think about them.
Differentiation idea: You may wish to play the recording so that less confident learners have a model to follow. •
•
Workbook For further explanation and practice, learners do Workbook page 58.
Download the audio transcript on Cambridge GO.
141 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4.4 Think about it: The psychology of shopping LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.03, 8Lo.01
• Listening: Listen and understand a radio programme, listen for detail, listen and understand opinions.
• Learners can listen to and understand a radio programme.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Talk about a supermarket, describe the organisation of a supermarket, give and support opinions about supermarkets.
8Us.01
• Language focus: reflexive pronouns • Vocabulary: checkout, squashed, trolley, essentials, tempting, resist, aisles, deserve
• Learners can understand opinions. • Learners can describe the organisation of a supermarket. • Learners can give their opinion about supermarkets. • Learners can talk about the advantages and disadvantages of buying at supermarkets.
21st-century skills Critical thinking: Give reasons for an argument’s plausibility, analyse cause and effect, make inferences. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Effectively manage conversations using appropriate language, speak with suitable fluency. Materials: Learner’s Book pages 84–85, Workbook pages 63 and 66–67
Starter ideas
Main teaching ideas
Supermarkets (10–15 minutes)
1 Listen. Which sections of the diagram does the radio programme mention? (10–15 minutes)
•
Ask the class if they have been to a supermarket lately. What did they buy? Elicit answers.
•
Encourage them to think of supermarkets they have been to. What are they like?
•
Remind the class of the sections of a supermarket. Focus on the supermarket floor plan. What can they buy in each section?
•
Do all supermarkets have the same sections? Can they add other sections to this picture?
•
Ask the class: Have you ever thought about the way supermarkets are designed. For example, why are the fresh fruit and vegetables usually close to the entrance? Elicit ideas.
•
Tell the class that they are going to listen to a radio programme about supermarkets. Ask them to listen and look at the diagram. Which sections on the diagram are mentioned?
•
Play the recording at least twice.
•
Check as a class.
29
Download the audio transcript on Cambridge GO.
142 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
•
Answers flowers, newspaper and sandwiches fruit and vegetable section ready meals section
Assessment idea: Ask learners to pair up with a partner and compare their answers. They discuss any differences.
checkout
•
bakery
•
Focus on the words in the box. Ask learners what a shelf is. Elicit answers.
•
Ask them to look at the singular and plural forms. What other nouns do they know that form the plural in a similar way? For example, knife – knives, wolf – wolves, leaf – leaves, wife – wives, life – lives, calf – calves.
Answers a Because they give a wonderful impression of freshness. b So that the lovely smell of baking attracts shoppers and they walk to the back of the store to find the bread, passing several other sections along the way.
Critical thinking opportunity: Can learners make a rule to remember how to make the plural of these words? For example, all words ending in f/fe make the plural -ves.
c So that you’re tempted to buy things from the ready-meals section that you didn’t know you needed.
Focus on the word aisle. Ask the class what it is. Then ask them to say it. Point out that it is pronounced like I’ll.
d So that you pick them up while you’re waiting to pay. e The reporter does describe the layout of a typical supermarket, but he also explains how the layout is cleverly organised so that shoppers buy more. For example, he mentions the way the smell of baking bread tempts shoppers to walk all the way to the back of the store to buy bread. He also says that ready meals are placed next to essential items that everyone needs, so that they are tempted to buy them even though they hadn’t planned to. Also, he mentions the chocolate bars at the checkouts, which people are tempted to put in their trolleys.
2 Listen again and match the words to the definitions. (10–15 minutes) •
Ask learners to read the words and match them to the definitions.
Differentiation idea: You can give less confident learners extra support by playing the recording again. They listen and say Stop! when they hear one of the words. Ask: What did you hear? Elicit the sentence or phrase in which the word occurs. This may help them contextualise the words and find the correct definition. •
Check as a class.
Answers 1 f, 2 d, 3 b, 4 a, 5 h, 6 e, 7 c, 8 g
3 Listen again and answer the questions. (10–15 minutes) •
Ask learners to read the questions. Tell them to listen to the recording again and find answers.
Check as a class.
Critical thinking opportunity: Ask the class what they think about what they have heard. Do they agree with the reporter? Why? Have they ever experienced what he describes? Elicit opinions.
Language tip (5–10 minutes)
•
Play the recording again. Learners can take notes to help them remember. Then, they write full answers to the questions.
Use of English Reflexive pronouns (5–10 minutes) •
Focus on the Use of English box. Read the notes and give more examples.
•
Ask learners to give some examples of their own. Ask them to write a few in their notebooks.
Critical thinking opportunity: Point out the difference in the spelling of yourself – yourselves. Ask learners what this difference means – yourself is singular, yourselves is plural.
143 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Digital Classroom: Use the grammar presentation ‘Reflexive pronouns’ to review and clarify the use of reflexive pronouns. The i button will explain how to use the grammar presentation.
to deal with language gaps or communication breakdown, respecting turn-taking; at content level, clarity of ideas, correct use of intonation and pronunciation, correct grammar, etc. Ask learners to focus on a few of these strengths while they are doing the task. When they have finished, ask pairs to discuss their performance using the list of strengths.
Workbook For further explanation and practice, learners do Workbook pages 66–67.
4 Complete the sentences with the correct reflexive pronouns. (10–15 minutes) •
Ask learners to complete the sentences with the correct reflexive pronouns.
•
Check as a class.
•
As an extension, ask learners to work in pairs and write three sentences using reflexive pronouns. Tell them to make some deliberate mistakes and exchange the exercise with another pair. They find the mistakes and correct the sentences. d yourselves
b myself
e ourselves
c yourself
f themselves
5 Values. Work in groups. Talk about your local supermarket. (15–20 minutes)
•
Ask learners to work in groups. Ask them to think of a local supermarket they usually buy from and discuss what it is like and how things are organised. They read the questions and discuss them. Ask them to make notes of their ideas.
Assessment idea: Before starting the exercise, ask learners to identify as many strengths as possible connected with the task. For example, at communication level, managing conversations using appropriate language to open, maintain and close the conversation, using appropriate strategies
While they are doing this, you may circulate to record every pair’s strengths. Then you can collate these and create a document for learners to use in future self-assessments.
Plenary ideas Consolidation (15–20 minutes) •
Answers a yourself
•
•
When groups have finished discussing the questions in Exercise 5, have an open-class discussion.
Critical thinking opportunity: When learners discuss the advantages and disadvantages of buying at supermarkets, you may ask them to compare them to what it is like to buy at smaller local shops or at open markets. Which do they prefer? Why? You may wish to help them generate more ideas by considering other issues, for example the use of plastic packaging, freshness of products, benefits for local producers, etc.
Homework ideas •
Learners use the notes they made in Exercise 5 and write a paragraph about a supermarket they usually go to. They can also include ideas they have discussed in the plenary.
•
Home–school link: Learners tell their family about the radio programme. Do they agree with the reporter? Do they feel they are influenced in the way described? Workbook For further explanation and practice, learners do Workbook page 63.
144 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.5 Business studies: The creation of a brand LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02, 8So.01
• Speaking: Discuss the success of a well-known brand, give opinions about clothes and brands, ask and answer questions.
• Learners can read and understand an article about the history of the polo shirt.
8Rd.01, 8Rd.04
• Reading: Read an article about the history of the polo shirt, understand the meaning of new vocabulary using context. • Vocabulary: to go into business (with), to manufacture, a marketing campaign, a worldwide brand, an exclusive image
• Learners can use context to understand the meaning of new vocabulary. • Learners can ask and answer questions about an article. • Learners can discuss the success of a well-known brand. • Learners can give opinions about clothes and brands.
21st-century skills Collaboration: Be aware of how the group can work together to achieve the task, respectfully wait for their turn to speak. Communication: Present points clearly and persuasively. Learning to learn: Make use of sentence-level and discourse-level clues to approach the meanings of unfamiliar lexical items, recognise areas of strength or weakness in learning the subject. Materials: Learner’s Book pages 86–87, Workbook page 64, Photocopiable 15, logos of popular clothes brands
Starter ideas
•
Shopping crossword halves (15–20 minutes) Learners do Photocopiable 15.
Brand names (5–10 minutes) •
Ask learners what their most treasured items of clothing are. Encourage them to explain why they treasure them.
•
What are their favourite clothes? Do they choose clothes according to their brands? Do they have any favourite brands? Elicit answers.
•
Ask the class: What are the big brand names in clothing today? How many of them are sports brands? Elicit answers.
Show logos of popular clothes brands. Do learners recognise them? Elicit the brand names from the class.
Main teaching ideas 1 Read the article. Why is René Lacoste’s name remembered today? (10–15 minutes) •
Focus on the picture. Do learners recognise the brand? Elicit the name. Do they wear clothes from that brand? Do family members wear them? Elicit answers.
•
Ask learners to read and find out about René Lacoste and why he is remembered today. Elicit answers.
145 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
•
Ask learners to reread the text and circle unfamiliar words and phrases. Have them focus on the glossary box. Are the unfamiliar words and phrases there? What do they mean?
4 Work in small groups. (10–15 minutes)
Ask learners to make their own sentences using the words and phrases. They can write some of them in their notebooks.
Answers Because he designed the short-sleeved sports shirt, which became known as a polo shirt, and established the fashion brand Lacoste.
Ask learners if they have noticed anything strange about the text – some paragraphs seem to be incomplete. Some sentences might be missing.
•
Ask learners to read the sentences in the exercise. Tell them that these are missing in the text. Ask them to reread the article and put them back in the correct place.
Assessment idea: Ask learners how they decided where each sentence should go. What helped them? Ask them to circle the words or phrases that helped them. Answers 1 e, 2 d, 3 c, 4 a, 5 b
3 Work in pairs. Take turns to ask each other one question on each paragraph in the text. (10–15 minutes) •
Ask learners to work in pairs. They take it in turns to ask and answer questions about each paragraph.
Differentiation idea: Less confident learners may take a few minutes to reread the article and write down the questions they would like to ask. Once they have finished the task, more confident learners may report the conversation and questions to the class. Answers Learner’s own answers.
Ask learners to work in groups. They focus on the words and phrases in the business studies key words box. Ask them to find them in the text and explain what they mean.
•
Have each group member write three key points about which things or ideas, in their opinion, made Lacoste a successful brand.
•
Then they share their ideas. Ask them to use the phrases in the key words box in their discussion.
Assessment idea: Circulate, listening to how groups work. Give help if necessary to reorient the discussion. You may wish to make notes about the level of participation of each group member, the difficulties groups may be experiencing in expressing their views, etc. These notes may feed into your future lesson plans.
2 Choose a sentence to complete each paragraph in the article. (10–15 minutes) •
•
Answers Learner’s own answers.
Plenary ideas Reflection (10–15 minutes) When groups have finished, ask them to share their ideas with the class. Assessment idea: Ask learners how easy or difficult the article was for them. What did they find especially difficult? How do they think they can overcome these difficulties? What did they enjoy most? What would they like to learn more about? This discussion will help learners be more aware of their strengths and weaknesses and how to overcome them, as well as give you an insight into how successful the lesson was.
Homework ideas •
Learners choose a brand or item of clothing they like or that is popular and look for information about it. They use this information to write a short article, using the one about Lacoste as a model.
•
Home–school link: Learners ask their family what their favourite brands are and why they are their favourites. Learners can tell them the story of Lacoste. Workbook For further explanation and practice, learners do Workbook page 64.
146 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.6 Talk about it: For sale LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01, 8Ld.04
• Listening: Listen to and understand a conversation, listen and understand descriptions of objects.
• Learners can read and understand classified ads.
8Sc.02, 8Sc.05, 8So.01
• Speaking: Describe objects, role-play conversations about adverts on a school noticeboard
8Rd.01, 8Rd.04
• Reading: Read and understand classified ads.
8Wca.03
• Writing: Write full descriptions of objects, write classified ads.
8Ug.14
• Language focus: compound adjectives
• Learners can describe objects offered in classified ads. • Learners can role-play conversations about adverts on a school noticeboard. • Learners can write full descriptions of objects for sale in classified ads.
21st-century skills Critical thinking: Establish connections between different topics, use background knowledge to make associations. Creative thinking: Act parts in role-plays or dramas. Collaboration: Encourage other group members to give their opinion throughout the exercise. Communication: Use language for effect, adapt language according to who they are speaking to. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 88–89, Workbook pages 65 and 68–69, Photocopiable 16, samples of classified ads of different products or services
Starter ideas Create a new clothing brand (15–20 minutes) Learners do Photocopiable 16.
Classifieds (10–15 minutes) •
Show some classified ads. Explain that they can also be called ‘classifieds’. Ask learners what they are used for.
Critical thinking opportunity: Share some with the class and ask learners to read them and say what they advertise. Are they for buying or selling? How do they know? What words in the ad show this?
•
Ask learners: If you have things at home that you don’t use or don’t need anymore, what should you do with them? Elicit opinions from the class.
Critical thinking opportunity: Tell learners that in some countries buying second-hand clothes is now a trend. Some people think there might be a link between buying ‘pre-owned’ things and protecting the environment. What could this link be? Encourage them to give opinions and justify them, for example if we buy pre-owned things, we are recycling, sometimes upcycling, and we reduce the amount of energy, water, raw materials, etc. that we use to produce new items.
147 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
If learners have used Cambridge Global English Stage 7, remind them of the concepts of recycling and upcycling. If they haven’t, write the words on the board and ask learners what they think is the difference between them.
Main teaching ideas 1 Read the adverts on the school noticeboard. Which is the odd one out? Why? (5–10 minutes) •
Focus on the adverts on the school noticeboard. Tell the class to read the adverts. Which is the odd one out? Why?
•
Ask learners to explain: for sale and to give away.
•
Check as a class.
•
Which one would they like to have? Why?
Workbook For further explanation and practice, learners do Workbook pages 68–69.
3 Look at these compound adjectives from the adverts. What do they mean? (5–15 minutes)
2 Which extra piece of information goes with each advert? (10–15 minutes) Ask the class to work in pairs and read the list. They reread the adverts and decide which extra piece of information goes with each one.
•
Check as a class. Ask learners to explain how they decided.
Compound adjectives (10–15 minutes) •
Ask the class to read the Use of English box. Supply more examples and write them on the board.
•
Explain that some compound adjectives can be made up of present and past participles, for example English-speaking countries, good-looking boy, home-made food, well-lit room.
•
Encourage learners to give some examples of their own. They write them in their notebooks.
•
Check as a class.
Answers a having many colours b only used a very few times; you put it on a table to play with it c has good manners and doesn’t do bad things d is good for everyone in the family; helps you to learn and improve the way you do things
Answers a 4, b 2, c 1, d 5, e 3
Use of English
Ask learners to look at the compound adjectives from the adverts and decide what they mean.
Differentiation idea: Less confident learners can reread the advert and underline the words. This will help them to contextualise the words. Then they try to work out the meaning. If they can’t come up with a definition, they can think of another example to illustrate the meaning, Then, they may look the words up in a dictionary. Ask them to write the words, the meanings and an example in their notebooks.
Answers The wanted ad, as it’s for a service not goods.
•
•
e providing enjoyment for a long time
Writing tip (5–10 minutes) •
Focus on the language tip box. Ask learners to read the tip and ask them to find examples in the adverts.
•
You may also wish to explain that sometimes abbreviations are used to save space. Write a few common examples on the board and ask learners to say what they mean, for example Attn (attention), dept (department), exc. (excellent), exp. (experience), incl. (included), ph. (phone), ref. (reference), wk (week).
148 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
Assessment idea: Circulate, listening to learners. You may wish to focus on fluency, pronunciation and use of language. You may wish to make notes and feed this information in your plan for remedial work.
4 Write out each advertisement in Exercise 1 using full sentences. (15–20 minutes) •
Tell learners to write out each advertisement in Exercise 1 using full sentences.
•
Allow plenty of time for them to write.
•
Check as a class.
Differentiation idea: Encourage less confident learners to challenge themselves and add more information to their descriptions of the items for sale. More confident learners could also come up with an item of their own for sale, show a picture of it and role-play a conversation about it. Answers Learner’s own answers. 30
5 Work in pairs. Listen to the conversation about the first advert. Then role-play conversations about each of the items in the other adverts. One is the person who has placed the ad and the other is the person who is interested in it. (25–30 minutes) •
Ask the class to work in pairs. Tell them they are going to listen to a conversation about the first advert.
•
Play the recording at least twice. Then learners role-play the conversations about each of the items in the other adverts.
•
You may wish to have learners change partners every time they role-play a new item to make the interaction more realistic.
Differentiation idea: Less confident learners may use the descriptions in full sentences they wrote in Exercise 4 as help.
Download the audio transcript on Cambridge GO.
Plenary ideas Consolidation (15–20 minutes) •
When all learners have finished, ask them which items they have bought and for how much. Which have they decided not to buy? Why?
•
Ask learners to organise a buy/sell noticeboard for the class. Every week they offer to buy or sell (imaginary) items and write the corresponding ads.
Assessment idea: Ask learners to comment on how persuasive they think their partners have been. How persuasive have they been? What would they improve for the next time? What are they most happy with?
Homework ideas •
Ask learners to think of a few items they would like to buy, sell or give away and write at least three classified adverts.
•
Home–school link: Learners ask parents if they have ever bought or sold anything through a classified ad. Ask what it was and how successful the process was. Workbook For further explanation and practice, learners do Workbook page 65.
149 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4.7 Write about it: How to improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01
• Speaking: Discuss advertising techniques, give opinions.
• Learners can identify advertising techniques.
8Rd.02, 8Rd.04
• Reading: Read and identify advertising techniques.
• Learners can discuss advertising techniques.
8Wca.01, 8Wca.02, 8Wca.03, 8Wor.03, 8Wc.02
• Writing: Write an advertisement, spell words correctly, use the appropriate format for an advertisement, use correct grammar and punctuation.
• Learners can use persuasive techniques to write an advertisement.
• Vocabulary: high-energy, award-winning, vitamin-rich
• Learners can write an advertisement.
21st-century skills Creative thinking: Produce a persuasive poster or webpage using creative ideas, employ new ideas and content in solving a task or exercise. Communication: Use language for effect, write at a suitable pace; use a number of cohesive devices to link sentences into clear, coherent discourse. Collaboration: Identify necessary roles and tasks and allocate them to group members, list the steps necessary to achieve tasks. Learning to learn: Find sources of information and help. Materials: Learner’s Book pages 90–91, Workbook page 70, images and slogans from adverts, internet access (optional)
Starter ideas
•
Show the full adverts. Were the learners right? Discuss how effective the adverts are. What makes them so?
Persuading (20–25 minutes) •
Ask learners to think of different ways in which they can advertise a product, for example video, printed ads in magazines, TV commercials, billboards, banners, classified ads, etc.
•
You may also want to show a few age-appropriate TV/video adverts from the learners’ country. You can also find the best ads of different years on the AdWeek or the Clio Awards YouTube channels.
•
Show a few images taken from adverts. Don’t reveal the product or the full advert yet.
•
•
Ask learners to think what product or service they would use them for. Elicit ideas.
•
Show a few logos and proceed in the same way. Ask learners how effective the slogans are.
Ask learners to listen to the adverts or read them and look for techniques, words and expressions that make the adverts persuasive. Elicit ideas from the class, for example use of sound, music, colour, images, impactful vocabulary, explaining benefits, etc. and make a list of them.
150 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
Main teaching ideas
•
1 Advertisements use persuasive techniques to influence the way you think and feel. Find an example of each of the following techniques in the adverts on the opposite page. (5–10 minutes) •
Ask learners to look at the adverts carefully. Then they read the list of techniques.
•
Ask them to find an example of each of the techniques in the adverts.
•
As an extension, you may wish to ask learners to compare their ideas with the list of techniques they came up with in the starter idea exercise. What similarities and differences can they find? Did they think of the same techniques?
Assessment idea: When they have written the first draft, ask them to check it against the list of techniques to assess how effective it is. Then they can share their ad with a partner and give each other feedback. Have them mention two things they like about it and one thing they would change or improve. •
Ask learners to pair up with a partner and compare their findings.
•
They discuss any differences.
•
As an extension, you may wish to ask learners to look at the ads you have shown them and find the techniques in Exercise 1.
•
Plenary ideas Consolidation (15–20 minutes) •
When learners have finished the final draft of their adverts, they share them with the class.
•
Ask learners to comment on the adverts and choose the most effective one.
Then discuss as a class.
3 Write an advertisement for a food product or a holiday. Use the ideas below and the model texts to help you. Use some of the persuasive techniques from the list in Exercise 1. (30–35 minutes) •
Tell learners that they are going to write an advert for a food product or a holiday.
•
Focus on the language used in the model adverts. Brainstorm with the class vocabulary they might need to describe the products. Revise compound adjectives.
•
You may wish to draw two mind maps, one for food products and the other for holidays, and have learners fill them in with useful vocabulary.
When they receive their advert back, they can make any necessary changes.
Differentiation idea: Offer learners a range of options to complete the task. Less confident learners may look for models of the ad they have chosen in magazines or on the internet. They can then use it as a model, use some of the vocabulary used or even the sentences. They can adapt this language to their ad and draw a picture. More confident learners may create a video of their ad.
2 Work in pairs. Did you find the same the examples? (10–15 minutes) •
Tell the class to use the ideas listed in the exercise and the vocabulary in the mind maps to write their advertisement.
Homework ideas •
Learners create a poster or a video for their advert.
•
Home–school link: Learners tell their family about the adverts they have seen or read. They can discuss favourite adverts with their family using the list of techniques. Workbook For further explanation and practice, learners do Workbook page 70.
151 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8So.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, express opinions, plan a charity event, discuss works of art.
• Learners can discuss aspects of a project.
8Wca.02, 8Wca.04, 8Wor.03
• Writing: Brainstorm ideas, organise ideas, create an advertisement.
8Ug.14
• Language focus: revision of compound adjectives
• Learners can write a project plan. • Learners can plan and write an advertisement. • Learners can express opinions and give examples. • Learners can plan a charity event.
21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model, produce a persuasive poster or webpage using creative ideas. Collaboration: Work with others to plan and execute class projects, identify necessary roles and tasks and allocate them to group members, list the steps necessary to achieve tasks. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 92–93, drawing materials, large sheets of paper, tablets or computers, internet access
Starter ideas
Main teaching ideas
Advertising show (15–20 minutes)
•
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
•
You may wish to video-record groups as they are working as well as record their presentations.
•
If learners have done the homework exercise, encourage them to share the poster and videos they have made for the advertisement they wrote in class in Exercise 3.
•
The class votes for the best production.
•
Publishing idea: They can upload them to the class blog or school webpage.
Quiz show (15–20 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
152 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
Project 1: Create an advertisement (60–90 minutes) 1 Work in pairs. Look back at the advertisement for Pears soap in Lesson 4.2. Find a well-known painting, for example, The Girl with the Pearl Earring. •
Revisit the advertisement in Lesson 4.2. Remind the class of what they discussed about it.
•
Ask the class to work in pairs to find a famous painting in books or on the internet.
Once they have chosen the painting, ask learners to think of a product they could advertise by adapting the painting.
•
You may wish to show them examples in books or on the internet so that they have a clear idea of what they are expected to do. They may visit suitable websites such as Designer Daily or Tiqets Blog.
3 What would you add to the picture? Would you add something visual? Would you add a logo? Would you add some text?
Ask the class to make comments and suggestions.
•
Publishing idea: Organise a ‘Clio Awards’ festival and have learners show their ads to another class. The guest class votes for the best one.
Reflection Assessment idea: Focus on the questions. Ask pairs to reflect and discuss them. What did you learn when you were looking for a painting to use? Did you find any of the class’s suggestions useful? Why?
2 Think of a product you could advertise by adapting the painting. Remember how a bar of Pears soap was added to the painting by Millais. •
•
CROSS-CURRICULAR LINK Art: Encourage learners to think about the paintings they saw while they were looking for the one they finally chose. Which paintings did they find interesting? Why? Who were the artists? Why did they choose a particular painting? Who painted it? What do they know about the artist? Encourage learners to look for information about the artists. •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
If possible, print the pictures learners have chosen.
•
You may wish to have an open-class discussion.
•
Ask them to think how they would adapt the pictures.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
They can sketch the adaptations in pencil on the prints.
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
4 Write notes saying how you would adapt the picture. •
Once they have made their decisions, they write notes explain how they would adapt the picture.
•
Tell the class that they can use the sentence openings in the exercise.
5 Present your picture to the class and explain how you would adapt it using the notes you made previously. Ask the class for comments and other suggestions. •
Pairs present their picture to the class and explain how they would adapt it using the notes they made previously.
Project 2: Sell your idea to an audience (60–90 minutes) Ask learners to imagine their headteacher has asked them to give ideas for one of the following: •
a class outing to a place or interest
•
a new after-school activity
•
an item for the school recreation area.
1 Work in groups. Choose an idea and decide what you will propose for it. Ask the class to work in groups. They choose an idea and decide what they will propose for it.
153 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
2 Make a list of the reasons your idea should be accepted.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Then they make a list of the reasons their idea should be accepted.
3 Write down key words and phrases to use when you present the idea. Remember to include persuasive language. (Look back at Lesson 4.7 to help you.) Include some compound adjectives where appropriate. Learners write down key words and phrases they can use when they present the idea. Remind them to include persuasive language and compound adjectives.
4 Write a plan for your presentation. Here are some points to help you. They write a plan for the presentation. Have them use the points listed to help them.
5 Give your presentation. Groups give their presentation.
6 As a class, evaluate each presentation by asking the following questions.
Plenary ideas Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.
Homework ideas •
Learners think about the paintings they saw while they were looking for the one they finally chose. They choose one they have found particularly interesting and look for information about the artist and the painting.
•
Home–school link: Learners can show the recording of their work to their family and explain what they have done.
When all groups have finished, learners have a class discussion and evaluate each presentation using the questions in the Learner’s Book as a guide. •
Publishing idea: You may ask learners to invite another class to the presentations.
154 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4.9 Read and respond: Fiction LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Talk about stories, discuss an extract from a story, discuss the language used in the story, discuss the characters in a story, answer questions, act out an extract of a story, discuss the features of a play.
• Learners can read and understand an extract from The Adventures of Tom Sawyer.
• Reading: Read about a writer, read an extract of a story, use context to understand new vocabulary.
• Learners can discuss the features of a play.
8Rm.02, 8Rd.02, 8Rd.04
• Language focus: revision of Unit 4
• Learners can discuss the characters. • Learners can discuss the language used by the characters.
• Learners can act out an extract from a story.
• Vocabulary: revision of Unit 4 21st-century skills Critical thinking: Compare and contrast different styles of writing, understand the motivations of a writer. Creative thinking: Act parts in role-plays or dramas. Collaboration: Identify necessary roles and tasks and allocate them to group members. Communication: Use facial expressions and eye contact appropriately to support verbal communication, speak with suitable fluency. Materials: Learner’s Book pages 94–96, Workbook page 71, map of the world or of the USA, internet access, encyclopedias, copies of an extract of a play
Starter ideas Stories (20–25 minutes) •
Ask learners if they like reading stories. What are their favourite stories? What makes them so attractive? Invite volunteers to tell the class about their favourite stories and why they like them.
•
Focus on the illustration on the page. Ask learners if they have ever read this book. If they haven’t, ask them to predict what they think it is about. Who do they think Tom Sawyer is?
•
If they have read it, ask them who their favourite character in the story is.
•
Read the background information in the box. Ask learners to locate the Mississippi river and the town of Hannibal, Missouri, USA.
•
Do they know who Mark Twain was? Elicit answers. If learners don’t know, ask them to quickly search for information about him. Elicit a few facts.
Main teaching ideas 1 Values. In the preface to The Adventures of Tom Sawyer, Mark Twain said that although he had written the book for boys and girls, he hoped that adults would read it too. Why do you think some children’s books also appeal to adults? (10–15 minutes) •
Ask the class what they think the components of a book for children are and of a book for adults, for example theme, characters, length, and so on.
155 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Focus on the question. Elicit opinions from the class. Encourage them to think of examples of children’s books that also appeal to adults, for example the Harry Potter series.
CROSS-CURRICULAR LINK Literature: You may ask the class to find the difference between a preface and a prologue. A prologue is used in a work of fiction. It comes before the beginning of the story to introduce characters, to explain past events or history that might need to be explained in order to understand or contextualise the story, or to intrigue the reader. A preface is written by the book’s author and explains how the book came to be written. Critical thinking opportunity: You may wish to make copies of the preface and ask learners to read it. You can find it on the internet. Invite learners to read it and ask them what they learn about the character of Tom. Why do they think he has become a well-known literary character?
Answers Learner’s own answers. 31
2 Read and listen to the extract. Answer the questions. (20–25 minutes) •
Explain that the extract is from a simplified version of The Adventures of Tom Sawyer.
•
Ask learners to read the extract and to ignore unfamiliar vocabulary at this stage.
• •
Answers a She’s kind and she’s very fond of Tom. b Tom is very mischievous and he’s quite clever. c Tom thinks they will laugh at him because he has to paint the fence instead of going swimming in the river. d Tom thinks that if he can persuade his friends that painting a fence is fun, they will all want to do it and so they will do the work for him. e At first Ben thinks it’s a pity Tom is painting the fence and can’t go swimming with him. He feels sorry because Tom has to work. f Tom wants to make Ben feel that painting the fence is a very important job and that only he can do it well enough. He also wants to make Ben feel that painting the fence is enjoyable. g All of Tom’s friends enjoy painting the fence. Tom doesn’t have to do all the painting and he gets his friends to give him several things. The fence gets three coats of paint, so Aunt Polly is very pleased and she lets Tom go to play and to eat the best apple in the bowl. h That if you make something look difficult to get, people will want it all the more.
3 Look at the underlined phrases in these sentences from the extract. Can you think of another way of saying them? (10–15 minutes) •
Focus on the exercise and ask learners to look for the phrases in the text to better contextualise them.
When they have finished, focus on the questions. Ask learners to read and answer them.
•
Ask learners to work together in pairs or small groups and discuss the answers.
Discuss the answers as a class.
•
When they have finished, discuss as a class.
Critical thinking opportunity: To link this extract to the topic of the unit, discuss with learners how Tom uses persuasive language to get the other boys to paint the fence. How does he sell the idea to them?
Answers a the problem is b will laugh at me c I think
Download the audio transcript on Cambridge GO.
d It’s sad that e I can see what is happening but I can’t believe it’s real.
156 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 4 ADVERTISING
4 Values. Work in groups. You’re going to present The Adventures of Tom Sawyer as a play. (60 minutes) •
Focus on the copy of Twain’s manuscript and the explanation in the box.
•
Remind the class of the difference between a play and a story. What are the main characteristics of a play? If possible, share copies of an extract of a play with the class and discuss. Elicit ideas, for example written in dialogue form, they include instructions for the performers and for how to decorate the stage, it is meant to be performed in front of an audience, the language resembles natural speech.
•
Ask learners to work in groups. Tell them that they are going to present The Adventures of Tom Sawyer as a play.
•
Ask groups to look at the extract and divide the scenes as instructed.
•
You may wish to ask them to add instructions for the characters.
•
They decide what props they need. They make a list and, if possible, they get them or make them themselves.
•
They decide who is going to read each part and rehearse the scenes.
•
They can ask other learners to make sound effects such as the birds singing, or find sound effects on the internet.
Homework ideas •
Learners look for information about Mark Twain and write a short fact file. They can also visit some websites and look for information about his other famous book Adventures of Huckleberry Finn. They can also look for information about what was going on in the world in 1876 or around that time.
•
Home–school link: Learners show the recordings to their family. They can read the story to siblings and parents. Workbook For further explanation and practice, learners do Workbook page 71.
Check your progress Working individually, learners do all three parts of the test. Answers General knowledge quiz 1 It’s an advertisement for a shop selling needles in China. It shows a picture of a rabbit. 2 Well-known people are paid to appear in ads saying or implying that they recommend the product. This makes people believe that they should buy the product themselves.
•
Finally, they perform the scenes to the other members of the class.
•
You may wish to record groups both as they work and the final performances.
3 a slogan
•
Publishing idea: You may wish to organise a theatre session with the class and invite other classes to attend. Each group presents their play.
5 The boy in the ad was the artist’s grandson.
Plenary ideas Reflection (10–15 minutes) Ask groups to discuss as a class what they found the most interesting in this lesson. How do they feel about their performance in the play? What would they change?
4 He was a successful artist. In 1886, he painted a picture that was used to advertise a brand of soap. 6 Because he had sold the copyright. 7 American soldiers were supplied with Coca-Cola to drink when they were serving in other countries as a way of promoting the drink. 8 tennis 9 ‘The Crocodile’ 10 the polo shirt
157 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Vocabulary
3 a yourself
d themselves
1 digital marketing
b myself
e herself
celebrity endorsement
c ourselves
target audience
4 a known
d shaped
brand loyalty
b coloured
e family-friendly
advertising campaign
c made
2 a bakery
b checkout
c aisles
d trolley
e dairy products
Summary checklist
3 This ad is an optical illusion. At first you see a pattern in black and white and then, when you look at the detail, you realise that all the shapes are birds. It’s based on a work of art by the Dutch graphic artist M.C. Escher.
•
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
Use of English 1 a for
c for
b on
d on
2 a The films, based on the books by J.K. Rowling, have been a great success. b Our new fruit drinks, made from mango, lime and cactus water, are featured in the advertising campaign. c These watches, sold only in the most exclusive shops, are very expensive. d A simple leaflet, printed over a thousand years ago, was one of the earliest forms for printed advertising.
158 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
5 Natural resources Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
1 A natural paradise
2.30
Learn about Costa Rica’s natural resources and how they are used
8Ld.01–03 8Lo.01 8Sc.01&04–05 8So.01
Learner’s Book Lesson 5.1 Workbook Lesson 5.1 Digital Classroom: video – Energy resources presentation – Adjective Word order
2 Generating energy
2.5
Find out how energy 8Sc.02&04–05 is generated from 8So.01 different sources 8Rd.01&04 8Ug.09
Learner’s Book Lesson 5.2 Workbook Lesson 5.2 Photocopiable 17 Photocopiable 18
3 Test your eco-awareness!
2.30
Discuss ways you can be eco-friendly in your daily life
8Ld.01&03 8Lo.01 8Sc.01–02 8So.01 8Rd.03–04
Learner’s Book Lesson 5.3 Workbook Lesson 5.3 Photocopiable 19
4 Water for life
2.45
Understand and use detailed information about water
8Ld.01–03 8Lo.01 8Sc.04–05 8So.01 8Rd.04 8Wca.03–04 8Us.02
Learner’s Book Lesson 5.4 Workbook Lesson 5.4 Differentiated worksheets 9A, B and C Differentiated worksheet 10A, B and C
5 The lungs of the Earth
2
Discuss the importance of rainforests
8Sc.01&03–05 8So.01 8Rd.01–02&04
Learner’s Book Lesson 5.5 Workbook Lesson 5.5
6 Looking back, looking forward
2.15
Role-play a debate about the environment
8Ld.01–02&04 8Lo.01 8Sc.02 8So.01 8Sor.02 8Ug.13
Learner’s Book Lesson 5.6 Workbook Lesson 5.6 Photocopiable 20 Digital Classroom: presentation – Past modals (continued)
159 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
7 Improve your 2.30 writing
An informative account
8Rd.01&04 8Ro.01 8Wca.02–04 8Wor.01–02 8Wc.02
Learner’s Book Lesson 5.7 Workbook Lesson 5.7
8 Project challenge
2.15
Do a project
8Sc.05 8So.01 8Sor.01–02 8Rd.01&04 8Wca.02–03 8Wor.02–03
Learner’s Book Lesson 5.8
9 Speeches
2.15
Write a speech
8Sc.03&05 8So.01 8Sor.01–02 8Rd.01 8Ro.01 8Wca.02–04 8Wc.02
Learner’s Book Lesson 5.9 Workbook Lesson 5.8
Cross-unit resources Unit 5 Audioscripts Unit 5 End-of-unit test Unit 5 Progress report Unit 5 Wordlist
BACKGROUND KNOWLEDGE Costa Rica In Lesson 5.1, learners read about Costa Rica, one of the world’s leading nations for ecological sustainability. Costa Rica’s electricity is largely produced by hydropower and geothermal power, which are plentiful in the country, and investment in wind and solar power facilities. Transport in Costa Rica still uses fossil fuels, but the government aims to be carbon neutral by 2050. In 2012, Costa Rica became the first Central American country to ban sport hunting (except for those people whose livelihood depends on it). In Costa Rica, 25% of the forests are protected by the government.
Ecosystems An ecosystem is a geographic area where plants, animals, and other organisms, weather and landscape, interact to form a community of life. According to the Encyclopaedia of Global Warming and Climate Change, there are eight ecosystems: temperate forest, tropical rainforests, deserts, grasslands, taiga, tundra, chaparral and ocean. Asperger syndrome In Lesson 5.9, learners read about Greta Thunberg, who has Asperger syndrome (AS). People with AS can express themselves in a typical way and are as intelligent as anyone else but can show difficulty with social interaction and non-verbal communication, and restricted and repetitive patterns of behaviour and interests. The first signs usually appear in early childhood, before two years old, and typically last for life. The exact cause is unknown.
160 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
TEACHING SKILLS FOCUS What are higher-order questions? Teachers spend a lot of class time asking questions, but what sort of questions are asked? In order to help learners develop their critical thinking skills, teachers need to ask good questions that require learners to think beyond the obvious. Common types of higher-order questions: • Application questions require learners to transfer knowledge from one context to another. • Analysis questions require learners to analyse mood, setting and characters in a story, give opinions, make inferences, and draw conclusions. • Synthesis questions demand that learners use old ideas to create new ones using information from various sources • Hypothetical questions/What if? questions ask learners to develop an answer based on generalisations. • Evaluation questions ask learners to make judgments, explain reasons, compare and contrast information using evidence from the text. Tips for using higher-order questions: • Plan the questions you are going to ask. • Give learners wait time. Allow at least thirty seconds for learners to reflect and respond to the question. • Follow up on their responses. Keep on asking questions, for example What would happen if …? How can you explain that …?
• Ask probing questions to encourage learners to talk about their personal opinions and feelings, for example Why do you think this is the case? What do you think would happen if…? What impact do you think…? • Engage as many learners as possible in the discussion. • Do not spoon-feed learners. Let them discover knowledge by themselves through probing questions. Your challenge In each unit of the Learner’s Book, opportunities to practise and develop these skills are highlighted. Look through Unit 5 and highlight opportunities for asking higher-order questions. Model questions and give learners plenty of opportunities to ask questions themselves. As you continue with the following units, tick off the relevant points where both you and your learners might ask different types of higher order questions. Reflection • How have learners reacted to these questions? Do they work in the same way for all learners? • Do I need to provide some scaffolding when using these questions?
Common misconceptions Misconception
How to identify
How to overcome
Learners may use the infinitive instead of the participle in the passive form of the future, e.g.: It will be hold in Tao Dan Park. It will be a special party for you, because it will be hold outdoors
Focus on the sentences and ask: Is this a passive or an active sentence? If it’s a passive sentence, how do I form the passive? What’s the problem with this sentence?
Review how to form the passive in the future. Ask learners to give examples and circle the verb forms or write them in colour. Learners read the sentences, and decide if they are active or passive. Then they choose the correct form of the verb. (continued)
161 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Misconception
How to identify
How to overcome
Learners choose the wrong connective, ‘however’ being the most common, e.g.: Firstly, you know that, however school was very hard for me, I have passed all my exams. … you can be friends. However, thanks for your letter, and I hope to get your letter soon!
Write the incorrect sentence on the board and circle or underline the incorrect connective. Remind the class of the meaning of however and how it is used in a sentence – preceded by a full stop or a semicolon and followed by a comma.
Learners make a poster with the meaning of the connectives they are most unsure of. Keep it on display for reference so they can use it to check their answers.
When using connectives of contrast, learners sometimes add an unnecessary second contrast marker, e.g.: Although the sun was shining but it was not very hot.
Write the incorrect sentence on the board. Circle both contrast markers. Ask the class: What do we use although for? And but? Do we need to use both?
Revise the meaning and use of connectives of contrast. Write correct sentences and ask, for example, What’s the meaning of although? Can you think of another word that means more or less the same? Elicit but. Ask: Is it necessary to use both? Does this sentence make sense with both? Why not?
5.1 Think about it: A natural paradise LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to a radio programme about Costa Rica, learn about Costa Rica’s natural resources and how they are used.
• Learners can listen to and understand a radio programme.
8Sc.01, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Discuss energy resources in Costa Rica, discuss biodiversity in Costa Rica, talk about natural resources, give opinions. • Language focus: premodifiers, order of adjectives • Vocabulary: population, eco-friendly policies, a carbon-neutral country, zero carbon emissions, renewable energy sources, solar power, hydropower, hydro-electric power stations, volcanoes, geothermal power
• Learners can understand the meaning of unfamiliar words. • Learners can talk about natural resources. • Learners can talk about renewable resources. • Learners can talk about energy resources and biodiversity in Costa Rica.
162 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
21st-century skills Critical thinking: Compare and contrast, make inferences and draw conclusions. Collaboration: Make contributions that are on task and explain them fully; introduce new, relevant ideas that build on their peers’ ideas and help the conversation stay on task. Communication: Use appropriate strategies to develop a conversation. Learning to learn: Identify what language learning goals need to be revisited before identifying new ones. Social responsibilities: Be aware of different global issues (e.g. the environment). Materials: Learner’s Book pages 100–101; Workbook pages 72 and 75–76; photos of the sea/water, the sun, plants of different kinds, minerals, forests; photos of manufactured items such as clothes, plastics, furniture; map of the world, internet access (optional), large sheet of poster paper
LANGUAGE BACKGROUND Complex noun phrases: premodifiers We use modifiers when we want to give extra information about a noun. Premodifiers modify the words that follow them in a sentence. Articles, determiners, demonstratives, proper adjectives, descriptive adjectives, compound adjectives, participles, nouns and quantifiers can all come before nouns and modify them. For example:
• Determiners: some species, any harm, a lot of security • Demonstratives: this country • Adjectives: a lovely journey • Compound adjectives: a hard-working woman • Participles: a gifted musician, striking eyes • Nouns: an air ticket, the passenger lounge • Quantifiers: a thousand islands
Order of adjectives The most objective adjective is placed the closest to the noun it modifies, for example a beautiful young woman. Words for number, size, shape, age and colour often come in this order and words for origin and material usually come last. The usual order is: determiner – number – opinion – size – shape – age – colour – origin – material – noun That beautiful small green Egyptian jade necklace A fashionable small rectangular 19th-century French wooden coffee table
Starter ideas
Show pictures of manufactured items, for example furniture, clothes, a filling station (fuel), plastics, etc. What is the difference between the first set of pictures and the things they see in this second set? For example, the first set shows nature and natural things, the second shows things that we make/ manufacture.
Nature around us (5–10 minutes) •
Show photos of the sea/water, the sun, plants of different kinds, minerals, etc. Ask learners to briefly describe what they see and think what they have in common. Elicit ideas, for example they give us energy/life, etc.
•
Ask: What can we use these for? Elicit answers, for example eat, drink, make food, medicines, furniture, etc.
Getting started (5–10 minutes) •
Introduce the concept of ‘natural resources’. Ask: What do you think of as natural resources?
163 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Encourage learners to explain the concept in their own words. Ask: What are they used for and why are they important? Elicit answers. •
Ask the class: Which of these resources can be used to generate energy? How do we generate energy for electricity and other types of power? Elicit answers.
•
Ask: Which of these types of energy are renewable? Which are not? Ask learners to make a chart on the board and classify the different types of energy.
Digital Classroom: Use the video ‘Energy resources’ to provide context for Lesson 1 and Lesson 2. The i button will explain how to use the video.
Main teaching ideas 1 Before you listen, match the words in the vocabulary box to the definitions. (5–10 minutes)
32
•
Ask learners to read the words and the definitions.
•
Ask them to match them.
•
When they have finished, check as a class.
Answers a zero-carbon emissions
f eco-friendly policies
b ecologist
g natural resources
c geothermal power
h renewable sources
d solar power
i carbon-neutral
e hydro-electric power
j source
2 Listen to the first part of an interview about Costa Rica. What does it focus on? (5–10 minutes) •
Tell the class they are going to listen to a radio programme about Costa Rica.
•
Focus on the photograph of the cloud forest and ask learners what the picture shows. What do they think is the connection with the programme they are about to listen to? Elicit ideas.
• •
Ask them to listen and decide what aspects of the country it focuses on.
Answers Natural resources and energy
3 Listen again. Use the words and phrases in Exercise 1 to say the main points of the first part of the interview. (10–15 minutes) •
With the class, read the list of words and phrases. Check learners understand what they mean. Ask them to give examples of each.
•
Ask learners to listen again and summarise the main points of the interview using the words and phrases.
•
Play the recording once again. Elicit answers.
Differentiation idea: You may ask more confident learners to write the summary on the board. Less confident learners may need some extra support. After they have attempted the exercise, give them a copy of the script and ask them to check if they have included all the main points. They can add any points they may have missed. Ask them to write the summary in their notebooks. Answers Sample answer: Costa Rica is well-known for its natural resources and eco-friendly policies. It is aiming to be the world’s first carbon-neutral country and to have zero carbon emissions by 2030. Most of its energy already comes from renewable sources like solar power, hydro-electric power and geothermal power.
4 Listen to the second part of the interview. Alicia, the ecologist, says that Costa Rica is a ‘tropical paradise’. What would you expect to find in a ‘tropical paradise’? (10–15 minutes) •
Tell the class that they are going to listen to the second part of the interview. Alicia, the ecologist, says that Costa Rica is a ‘tropical paradise’.
•
Ask learners what they would expect to find in a ‘tropical paradise’?
•
As an extension, you may ask learners to listen and find out which aspects of Costa Rica this second part focuses on.
Play the recording twice. Elicit answers.
Download the audio transcript on Cambridge GO.
33
164 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
•
Critical thinking opportunity: Ask the class if they think other countries, for example their own, could follow the model of Costa Rica with regard to energy provision and sustainable tourism.
Play the recording at least twice. Elicit answers.
Differentiation idea: You may ask less confident learners to make notes to help them remember. Critical thinking opportunity: Ask learners to compare their country with what they have learned so far about Costa Rica. What similarities and differences are there? Does their country have the same kind of climate, biodiversity, natural resources, etc.?
Answers Sample answers: a They’re rainforests that are about 1000–3000 metres above sea level. The trees are in the clouds. b Thousands of different species of animals, plants and insects.
Download the audio transcript on Cambridge GO.
c ‘type’ or ‘kind’ d They’re mushroom-shaped and they’re reddish-brown.
Answers Learner’s own answers.
e It’s a colourful bird with a racket-shaped tail. f Lots of different kinds of animals and plants
5 Listen again. Then answer the questions. (15–20 minutes)
g Because it makes Costa Rica a wonderful place to visit.
•
Ask learners to work in groups. They read the questions.
•
Play the recording again and ask groups to answer the questions.
Use of English
•
Discuss as a class.
•
•
You may wish to have learners visit appropriate websites such as Essential Costa Rica and Costa Rican vacations to learn more about this country.
Focus on the list of words. Ask the class: Why do you think these are called ‘premodifiers’? Elicit ideas, for example because they modify the words that follow them in the sentence.
Critical thinking opportunity: If you would like to follow up the idea of biodiversity, you could show learners the following headline, which appeared in the Guardian newspaper on 29 April 2020: ‘Sweet City’: The Costa Rica suburb that gave citizenship to bees, plants and trees. Ask learners what they think it means. Can you give citizenship to bees, plants and trees?
•
Look at the examples with the class. Give some more and ask learners to give their own. They can use the information they have learned about Costa Rica to illustrate the use of premodifiers.
Differentiation idea: More confident learners may first discuss and answer the questions. Once they have done that, they may listen to the audio recording to check.
Digital Classroom: Use the grammar presentation ‘Adjective word order’ to revise the order of adjectives in a sentence. The i button will explain how to use the grammar presentation.
CROSS-CURRICULAR LINK Geography: Ask learners to look for information about how Costa Rica has become a sustainable tourist destination. Have groups summarise the main actions the government has taken.
Complex noun phrases 1 (15–20 minutes)
Differentiation idea: You may give less confident learners a copy of the second interview and ask them to find examples of premodifiers.
Workbook For further explanation and practice, learners do Workbook pages 75–76.
165 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6 Use premodifiers to make sentences about your country. (15–20 minutes) •
Ask learners to use premodifiers and the sentence skeletons to make full sentences about their country.
•
When they have finished, check as a class.
Differentiation idea: More confident learners could get together in a group, compare their sentences and use them to write a paragraph or a fact file. Assessment idea: Once learners have finished writing their sentences, have them pair up with a partner. They read each other’s sentences and discuss any differences. Answers Learner’s own answers.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Review the KWL table that was begun at the start of the lesson. Revise the questions the class wrote in the W column. •
Ask learners what questions they have found answers to in this lesson. Ask volunteers to write the answers in the L column.
•
What questions remain unanswered? Ask the class how they can find answers to them.
•
Ask learners to choose one or two questions they would like to find answers to and look for information at home.
Homework ideas •
Learners look for information about questions they are interested in learning more about.
•
They can also write a short article about the use of energy and sustainable tourism opportunities in their country.
•
Home–school link: Learners share with their family the information about Costa Rica.
Use of English Complex noun phrases 2 (10–15 minutes) •
•
Focus on the examples. Copy the order on the board and ask learners to fill in more adjectives in each category. Warn learners that we do not normally make sentences using all the categories of adjectives. Ask learners to make sentences using adjectives in the correct order.
7 Work in groups. Does your country have a national tree and a national bird? What are they? How would you describe them? (10–15 minutes) •
Workbook For further explanation and practice, learners do Workbook page 72.
Ask learners if their country has a national tree and/or a national bird. Ask them to describe them. For example, China’s national bird is the red-crowned crane, India’s is the Indian peafowl and Indonesia’s is the Javan hawk-eagle.
CROSS-CURRICULAR LINK Geography: Ask learners to look for this information in case they do not know. Explain that sometimes countries do not have a national tree but a national flower. In some countries, regions also have a bird, tree or bird that is their symbol. You can check on the internet for lists of national birds and flowers.
166 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
5.2 Science: Generating energy LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Discuss different types of energy and energy sources, make predictions about how energy will be generated in the future, discuss implied meaning.
• Learners can find out how energy is generated from different sources.
8Rd.04, 8Rd.01
• Reading: Find out how energy is generated from different sources, understand the meaning of words and phrases from contexts, understand implied meaning.
8Ug.09
• Language focus: future passive • Vocabulary: blade, generate, windmill, fossil fuels, nuclear fuels, radioactive, geothermal, steam, pump, fast-flowing, release, chemical reaction, nuclear reactor, nuclear waste, wind turbine, solar cells, solar panels, photovoltaic cells, zero carbon emissions, phased out, finite resources
• Learners can make predictions about how energy will be generated in the future. • Learners can discuss different types of energy and energy sources. • Learners can read and understand implied meaning. • Learners can discuss the use of energy in their country.
21st-century skills Critical thinking: Distinguish between fact and opinion, identify assumptions, implied meaning and inferences in an argument. Collaboration: Listens attentively while other learners are contributing, respectfully waits for their turn to speak. Communication: Effectively manage conversations using appropriate language. Materials: Learner’s Book pages 102–103, Workbook pages 73 and 77–78, dictionaries, Photocopiable 17 and Photocopiable 18
Starter ideas
•
Ask the class how much electricity they think they use every day. Do they try to save energy? What do they do? How can they reduce the amount of energy they use every day? Elicit ideas.
Different kinds of energy (10–15 minutes) •
Ask the class: What different kinds of energy can you think of? Elicit answers.
•
•
Focus on the background photograph. Ask learners what objects in it are and what they are used for. They may come up with the word ‘windmill’ instead of ‘wind turbine’. They are used for generating electricity.
Focus on the question: Imagine a day without electricity. What would it be like? In some countries, going a whole day or a few hours without energy is not uncommon. Ask the class about their experiences.
•
Have they ever seen those in their country/region? What are they like? Encourage learners who have actually seen the wind turbines to describe them.
Ask the class to imagine what would happen if the whole country/world ran out of energy. Can that happen? What would the consequences be?
•
Learners do Photocopiable 17.
•
167 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas 1 Read the descriptions of various sources of energy. Which are renewable and which are non-renewable? (10–15 minutes) •
Focus on the icons. Ask learners: What type of energy does each one illustrate?
•
Ask them to read the paragraphs and classify the sources of energy into renewable and non-renewable.
Differentiation idea: Less confident learners may find the text difficult to understand, so you may need to devote a few minutes to discussing unfamiliar vocabulary. Ask learners to try to explain the meaning using the context to help them. You can also hand out some dictionaries for them to look up the meanings. Assessment idea: Is there any information they know now they didn’t know before? What would they like to know more about? Answers Renewable: geothermal power, hydro-electric power, wind power, solar power Non-renewable: fossil fuels, nuclear fuels* * ‘breeder reactors’ produce more fuel than they consume, so some people consider nuclear energy renewable
Language tip (5–10 minutes) •
Focus on the tip box and read what implied means. Read the example with the class.
•
Give some more examples of everyday situations. For example, if someone looks at their watch and yawns as you are talking, or looks around and never at you, it implies that this person is bored and not paying attention to what you’re saying.
•
2 In the text about sources of energy, which of the following statements are true, which are false and which are implied? (15–20 minutes) •
Ask learners to read the sentences and decide.
Critical thinking opportunity: When they have finished, ask learners to get together in small groups to compare their answers. Ask them to find the sections in the text where they found the answers. In the case of the implied statements, ask learners to explain what they have understood.
CROSS-CURRICULAR LINK Environmental science: Ask the class a few additional questions, for example What is a wind turbine? What are radioactive substances? What is the difference between fossil fuels and nuclear fuels? What are they used for? Which generates more pollution? Which of the energy resources you have read about would be most suitable for future energy provision in your country? Why? Which type of energy generates the least pollution? Differentiation idea: You may wish to write the questions in the cross-curricular link on the board. Then learners can work in small groups and choose the questions they would like to discuss. They can look for more information in books or suitable websites such as Sciencing. More confident learners may wish to prepare a short presentation of their discussion and findings. Answers a False
e Implied
b True
f False
c True
g Implied
d True
Explain that when you are reading or listening to people, it’s useful to pick up on clues from the context, their tone of voice and body language to understand what they really mean.
168 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
3 Work in groups. Discuss the advantages and disadvantages of the types of energy generation you’ve just read about. Use these words to help you. You can also use the words in the science key words box. (15–20 minutes)
4 Write sentences using the verbs in brackets in the future passive. (10–15 minutes) •
Ask learners to read the sentences and rewrite them using the future passive.
•
Ask the class to work in groups to discuss the advantages and disadvantages of the types of energy generation they have read about.
When they have finished, ask them to compare their answers with a partner.
•
Check as a class.
•
Tell them to use the words in the lists to help them.
Answers a will be produced
e will not be used
•
Circulate, helping with language if necessary.
b will be built
f will be provided
•
Ask groups to note down their ideas.
c will be generated
g will be reduced
•
When they have finished, ask each group to appoint a spokesperson and share their ideas with the class. Groups ask each other questions if necessary.
d will be exported
•
Differentiation idea: You may wish to read the lists of words with less confident learners and check they understand them all. Hand out dictionaries and ask them to look words up when in doubt about their meaning. It may be useful to provide an example of the advantages/ disadvantages for one method as a starting point for less confident learners to discuss, for example The advantage of solar energy is that it is clean and in certain countries, like Spain, there is a lot of sunshine all the year round. The disadvantage is that solar panels are expensive and you need a lot of space to set them up. •
Learners do Photocopiable 18.
Use of English Future passive (5–10 minutes) •
Remind the class of how they form passive sentences.
•
Focus on the explanation and the examples. Give some more examples and invite learners to give some of their own.
•
Ask volunteers to write a few on the board and ask the class to copy them in their notebooks.
Plenary ideas Consolidation (15–20 minutes) •
When they have finished, ask groups to share their ideas with the class and have an open-class discussion. Encourage learners to take notes of interesting ideas other groups may bring up.
Assessment idea: Ask the class to create a graphic organiser (mind map/spidergram) on the board and collate all the interesting vocabulary they have learned in Lessons 5.1 and 5.2. Ask them what they have found the most interesting in the lesson and what new information they have learned. What would they like to learn more about? Elicit ideas. You may wish to feed these ideas into your planning for the following lessons.
Homework ideas •
Learners use the notes they took during the discussions in Exercises 3 and 5 to write a short article about the use of different sources of energy in their country and which would be the best to use in the future.
•
Home–school link: Learners share what they have learned about energy sources with their family.
Workbook
Workbook
For further explanation and practice, learners do Workbook pages 77–78.
For further explanation and practice, learners do Workbook page 73.
169 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
5.3 Talk about it: Test your eco-awareness! LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.03, 8Lo.01, 8Ld.01
• Listening: Listen to and understand a conversation, listen to people doing a quiz, listen to and understand opinions of speakers.
• Learners can do a quiz to find out how eco-aware they are.
8Sc.01, 8Sc.02, 8So.01
• Speaking: Discuss ways you can be ecofriendly in your daily life, answer quiz questions.
8Rd.04, 8Rd.03
• Reading: Read and do a quiz about being green, understand the meaning of idiomatic expressions from context.
• Learners can listen to and understand people’s opinions.
8Wca.04
• Writing: Write quiz questions. • Language focus: idiomatic expressions
• Learners can read and understand quiz questions. • Learners can discuss ways they can be eco-friendly in their daily life.
• Vocabulary: eco-friendly, energy-efficient, • Learners can understand powered, blend, solar-powered, eco-aware, a and use idiomatic solar-powered charger, geothermal energy, CO2, expressions. carbon dioxide, renewable sources, solar cells 21st-century skills Critical thinking: Give reasons for an argument’s plausibility. Collaboration: Analyse different viewpoints and provides justification for their own viewpoint. Communication: Use appropriate strategies to develop a conversation. Learning to learn: Participate sensibly and positively in learning activities in class, take effective notes in class. Social responsibilities: Understand how personal habits and behaviour have the capacity to affect others and the environment. Materials: Learner’s Book pages 104–105, Workbook page 74, Photocopiable 19, large sheet of poster paper
Starter ideas
•
Ask learners how eco-aware they think they are. What do they do to show that they are ‘eco-aware’?
•
Encourage them to reflect how ‘eco-aware’ their social environment is, for example, friends, family, classmates.
•
Publishing idea: You may ask learners to start a class newspaper, either on paper or online. They can publish their writings weekly or monthly in the newspaper and share it with the school.
1 Being eco-aware (15–20 minutes) •
If learners have done the homework exercise, ask them to share their article with the class. Then they can upload them to the class blog or webpage.
•
Ask learners to look at the title of the lesson and the pictures. What do they think the lesson is going to be about?
•
Ask the class what it means to be ‘eco-aware’. What is an ‘eco-friendly’ product? Elicit ideas and encourage the class to justify them.
170 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
Main teaching ideas 34
1 Work in pairs. Read the quiz on the opposite page and listen to Amaya and Jamil doing it. Note down Jamil’s answers. Look at the analysis. Is Jamil mostly A, B or C? (10–15 minutes)
How many eco-friendly products have you got?
•
Ask them to read it and note down the answers they give.
Why?
•
Play the recording at least twice.
•
Ask learners to look at the analysis and see what each person’s results show.
•
Learners do Photocopiable 19.
Download the audio transcript on Cambridge GO.
Answers Jamil is mostly B.
•
None. •
Then, ask learners to work in pairs. They ask and answer the quiz questions.
Assessment idea: Circulate, listening to learners, focusing on pronunciation and intonation.
3 Work in small groups. Write two more questions with multiple-choice answers to add to the quiz. They can be serious or humorous. Here are some examples to help you. (15–20 minutes) •
Ask learners to work in small groups. They write two more questions with multiple-choice answers to add to the quiz.
•
Focus on the idiomatic expressions. Ask learners to find them in the quiz. Ask learners to say the same thing in other words.
Discuss what other aspects of their everyday life can reveal their level of eco-awareness.
•
Give examples of different situations and ask learners to react using the idiomatic expressions, for example: Would you be able to live without a Wi-Fi connection? How is geothermal energy used in homes?
Based on that, they write two more questions, for example What is a hybrid car? Which uses less water, washing the dishes by hand or in a dishwasher?
•
Tell groups to use the questions in the exercise as a model.
•
When they have finished, collect the new questions and write them on the board. Ask the class to do the new quiz.
Language tip (10–15 minutes)
•
Differentiation idea: You may play the recording once again, focusing on the pronunciation of the words for less confident learners to use as a model. More confident learners may extend their answers, offering explanations of their answers, for example:
Tell the class that they are going to listen to two people doing the quiz.
•
•
saying them using correct pronunciation and intonation.
To develop a sense of register, ask learners which of the idiomatic expressions in the Language tip they would only use with friends and not, for example, in response to a question from a teacher in class. Elicit answers.
2 Work in pairs. Take turns to ask and answer the questions in the quiz. Make sure you pronounce these expressions correctly, with the stress in the correct places. (The main stress is marked in bold.) (15–20 minutes) •
Focus on the list of words and expressions. Help learners practise the correct way of
CROSS-CURRICULAR LINK Environmental science: Tell groups to reread the quiz questions and discuss the results. Are they eco-aware enough? What can they do to be more eco-aware? Elicit ideas.
Answers Learner’s own answers.
171 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4 Work in small groups. Discuss these two questions. (10–15 minutes) •
Ask learners to work in groups. They read the questions and discuss them. Ask them to make notes of their ideas.
•
Allow for some individual reflection time before group members begin to discuss the questions.
5 In your groups, summarise the ideas you’ve discussed in Exercise 4. Compare your ideas with the ideas of other groups. (15–20 minutes) •
Each group summarises the ideas they have discussed.
•
When they have finished, ask group members to mix with other groups and share their ideas.
•
After a few minutes, all group members return to their original groups and share the new information they have learned.
Plenary ideas Consolidation (15–20 minutes) •
Ask the class to pool the information gathered during the lesson, and more specifically during discussion, to create an ‘eco-awareness’ poster that includes the things they do to be ‘eco-friendly’ and what they could do in the future to improve.
•
Publishing idea: Ask learners to display their ‘ecoawareness’ poster in the school common areas for other classes to see.
Homework ideas •
Learners search the internet for information about energy-saving policies and methods in their country. They may read the information in their own language and then present it in English to the class.
•
Home–school link: Learners do the quiz with the family. They can also ask parents in what ways they can be more ‘eco-friendly’ at home. Workbook For further explanation and practice, learners do Workbook page 74.
172 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
5.4 Talk about it: Water for life LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to and understand the topic of a conversation, listen for detail, listen to and understand detailed information about water.
• Learners can understand detailed information about water. • Learners can talk about the importance of water.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Give and support opinions, discuss the plan for a task, role-play a radio or TV programme.
8Rd.04
• Reading: Read and understand information.
• Learners can plan a radio or TV programme.
8Wca.04, 8Wca.03
• Writing: Write a plan for a task, write the script for a programme
• Learners can write the script for a programme.
8Us.02
• Language focus: connectives: while/whereas, although, in order to, so that
• Learners can give opinions about water.
• Learners can role play a radio or TV programme.
• Vocabulary: agriculture, desalination plants, drinking water, drought, fresh water, glaciers, irrigation, rainfall, sea water, washing machines, wells 21st-century skills Critical thinking: Plan ahead, make inferences and draw conclusions. Creative thinking: Create new content from own ideas or other resources, Collaboration: Take personal responsibility for own contribution to a group task. Communication: Present points clearly and persuasively, uses language for effect. Learning to learn: Understand essential grammatical terms and concepts, use metacognitive strategies (e.g. time management, affective control) to maximise learning. Social responsibilities: Understand how personal habits and behaviour have the capacity to affect others and the environment. Materials: Learner’s Book pages 106–107, Workbook pages 79 and 82–83, map of the world, internet access, encyclopedias, dictionaries, video-recording devices
173 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
LANGUAGE BACKGROUND Connectives Connectives or linking words are used to link phrases and sentences. They can also be used to connect paragraphs. • Connectives of contrast: while, whereas and although. My sister usually likes to argue, whereas I am quiet and prefer to keep my opinions to myself. While I understand why you disagree with Ali, I must admit that he is also right.
Starter ideas The importance of water (10–15 minutes) Critical thinking opportunity: Slow learners a map of the world. Ask them to look at the map. Ask: What are the main sources of water? For example: seas, oceans, rivers, lakes, the Arctic and Antarctic, glaciers, etc. •
•
Ask learners to locate and name the oceans and seas and the most important rivers and lakes. Why are they so important, for example big rivers such as the Nile, the Yangtse or the Tigris? Elicit ideas from the class, for example they establish navigation routes, they are used for irrigation systems, etc. Ask: How important is water in our lives? How do we use water in our daily life? Do you think we use water carefully or do we waste a lot? Why? Elicit ideas.
Main teaching ideas 35
1 Listen to the radio programme. What’s it about? (10–15 minutes)
Although the weather was not good, he decided to go to the beach. • Connectives of reason or purpose: examples include in order to and so that. The main difference between them is that so that is more common and less formal than in order that. She opened the windows so that/ in order that some sunshine came into the rooms. We’ll go to England so that/ in order that we can attend English courses. the board: 70%, 60%, 150, 20,000, 25. Play the recording again and ask learners to stop you when they hear the numbers. What do they stand for? Why did our grandparents use less water? Download the audio transcript on Cambridge GO.
Answers It’s about the importance of water.
2 Work in pairs. The presenters made some notes for the programme. Listen again and complete them using the words from the box. (15–20 minutes) •
Read through the list of words and phrases with the class. Ask them to explain what they mean. They can also use examples to illustrate the meaning.
•
Tell learners that they are going to listen to a radio programme. They listen and say what it is about.
Differentiation idea: Less confident learners may look up the words and phrases in dictionaries. They write the definitions in their notebooks.
•
Play the recording at least twice and elicit the answer.
•
Ask learners to work in pairs. They listen to the programme again and write down the missing words to complete the presenters’ notes. Play the recording twice if necessary.
•
Check as a class.
Differentiation idea: You may give some extra support to less confident learners by asking a few comprehension questions as they listen. For example, you could write the following on
174 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
Answers 1 glaciers 2 wells
Use of English Connectives (10–15 minutes) •
With the class, read the explanations and examples.
•
Write more pairs of sentences on the board and ask volunteers to join them using connectors.
•
Ask learners to copy some examples in their notebooks.
3 washing machines 4 agriculture 5 fresh water 6 irrigation 7 rainfall 8 drought 9 desalination plants 10 sea water
Workbook For further explanation and practice, learners do Workbook pages 82–83.
11 drinking water
3 Work in groups. Answer these questions. (25–30 minutes) •
As a class, learners discuss the questions and justify their opinions.
CROSS-CURRICULAR LINK Social Sciences: Critical thinking opportunity: Ask learners which countries they consider high-income and which are low-income. Is their country a high- or low-income country? How is this measured? Ask learners to work in small groups and look for information on the Internet or in encyclopaedias. Geography: Which countries have problems with water supplies? What’s the average rainfall in those countries? Where are they located? Ask learners to work in small groups and look for information on the internet or in encyclopedias. Differentiation idea: You could give less confident learners a copy of the audio script so that they can read the conversation and prepare their answers before they speak. More confident learners may elaborate further and develop the ideas more, for example discuss what water-consumption habits they have at home, how long they spend in the shower, whether their country is considered rich or poor, why poorer countries use less water than the richer one, etc.
4 Use while/whereas, although, in order to or so that to join these pairs of sentences. (10–15 minutes) •
Ask learners to join the sentences using the connectors.
•
Check as a class.
•
As extension, you may ask learners to work in pairs and write two pairs of sentences for the rest of the class to join with connectors.
•
Collect the sentences on the board and ask the class to join them. Ask volunteers to write the new sentences on the board and explain why they have chosen a particular connector.
Answers a Water is a global issue, although individuals can make a difference. b Sun and wind are infinite sources of energy, while/whereas water is a finite resource. c They’re building a new reservoir in order to provide water for towns in the surrounding area. d When you have a shower, stand in a bowl so that you can collect the water and reuse it to water your plants. e Washing machines use a lot of water, although you can select an eco-programme that uses much less.
Answers Learner’s own answers.
175 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
5 Work in small groups. Use the notes you completed in Exercise 2 to make your own radio or TV programme about water. Try to use some of the connectives in the Use of English box. You can record or video your programme (40–50 minutes) •
•
•
Tell them to try to use some of the connectives in the Use of English box. They can also use vocabulary from previous lessons, for example compound adjectives, present and future passive, etc. They can look for information on the internet or in encyclopedias. If they choose to make a TV programme, encourage them to look for suitable images to accompany it.
When they have made their decisions, groups look for the information and write a first draft of the script of the programme using the radio programme as a model.
Differentiation idea: You may share copies of the audio script with less confident groups or play the recording again. •
When learners have finished, the script, they check for correct grammar and vocabulary and make any necessary changes.
Once they have finished, they act out the programme for the class. They can also record or video-record the programme.
Assessment idea: You may wish to ask groups to record themselves as they work. When they have finished the task, they can listen or watch their recording and assess their performance, for example what they like and don’t like about their work and how it could be improved.
Ask the class to work in small groups. They use the notes they completed in Exercise 2 to make a radio or TV programme about water.
Critical thinking opportunity: Ask groups to explain what steps they will follow to do the task, who will do what and what resources they will need. Encourage them to think about what problems they might encounter and how they think they can overcome them. They make a list of their ideas and turn it into a written checklist. •
•
•
Publishing idea: If learners have recorded their programmes, you may wish to upload them to the school webpage and start either a podcast section or a video blog.
Plenary ideas Consolidation (10–15 minutes) •
Ask the class what information they have found the most interesting in the lesson. What would they like to learn more about?
•
Elicit questions they would like to find answers to and write them on the board. Learners copy the ones they are interested in to do some research at home.
Homework ideas •
Learners choose one of the questions that came up during the plenary. They look for information to find the answers.
•
Home–school link: Learners show parents the recording of their programme. Workbook For further explanation and practice, learners do Workbook page 79.
176 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
5.5 Science: The lungs of the Earth LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.03, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Discuss the importance of rainforests, describe a process, give opinions.
• Learners can read and understand a text about tropical rainforests.
8Rd.01, 8Rd.02, 8Rd.04
• Reading: Read and understand texts about tropical rainforests and photosynthesis, read for detail. • Vocabulary: shelter, rainwater, biodiversity, mist, photosynthesis, oxygen, carbon dioxide, glucose, waste product, sunlight
• Learners can read and understand a text about photosynthesis. • Learners can talk about rainforests. • Learners can discuss the importance of rainforests. • Learners can describe the process of photosynthesis.
21st-century skills Critical thinking: Make inferences, draw conclusions. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Can develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Identify helpful resources for their learning (e.g. online, the library). Social responsibilities: Be aware of different global issues, understand how personal habits and behaviour have the capacity to affect others and the environment. Values: Aware of the importance of acting to protect the environment. Materials: Learner’s Book pages 108–109, Workbook page 80, map of the world, photos of animals that live in rainforests, large sheet of poster paper, internet access, encyclopedias, Differentiated worksheets 9A, B and C, Differentiated worksheets 10A, B and C
Starter ideas
•
You may wish to direct learners to suitable websites such as National Geographic, World Wildlife Fund, and watch videos and read more about rainforests.
•
Ask: What image comes to your mind when you hear the word ‘rainforest’? Elicit ideas.
•
Ask: Where do you find tropical rainforests? Learners locate the places on the map. They may also look for information on the internet or in books.
Rainforests (10–15 minutes) •
•
Show learners a map of the world. Ask them to say what kind of climate there is in different parts of the world, for example the Sahara, Indonesia, Canada, etc. Show the class photos of animals that live in rainforests, for example an orangutan, gorilla, giant ant eater, etc. Ask, for example, Where do they live? Elicit answers and the word ‘rainforest’.
Assessment idea: Draw a KWL table on a large sheet of poster paper. Ask the class to write things they know (or think they know) about rainforests in the K column. What would they like to learn about rainforests in
177 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
this lesson? Ask them to write their questions in the W column. Tell them that they will revisit the poster at the end of the lesson.
Main teaching ideas 1 Read the text. What is the connection between tropical rainforests and biodiversity? (15–20 minutes) •
•
Ask learners what ‘biodiversity’ means. How can they tell? Help them notice how the word is formed – with the prefix bio-. What does this prefix tell them? For example, that the word is associated with biology, nature, etc. Ask learners to read the article and explain the connection between tropical rainforests and biodiversity. Elicit the answer.
Differentiation idea: You may support less confident learners by asking questions to help them understand the text, for example Why are plants important for animals in the rainforest? Where does quinine come from? Why is the tropical rainforest important for medical research? Why are there clouds and mist over the rainforest? How do rainforests help control the climate? Critical thinking opportunity: Ask the class: How is the rainforest present in our everyday life? Elicit ideas, for example in what we eat and the medicines we take. Ask: What would happen if rainforests disappeared?
CROSS-CURRICULAR LINK Geography, environmental science: As extension, you could ask learners Where is the Amazon? How many countries in South America have rainforest areas? What countries have rainforest areas in South East Asia? You may wish to direct them to websites such as Blueplanet Biomes or World Wildlife Fund and learn more about the Amazon and South East Asian rainforests.
Answers Sample answer: ‘Biodiversity’ means a lot of different animals and plants. There are a lot of different animals and plants in a rainforest.
Photosynthesis (10–15 minutes) •
Direct learners’ attention to the word ‘photosynthesis’ in the article. What does it mean? Elicit ideas.
•
Turn to the box and read the explanation of the process with the class.
•
Focus on the words in the science key words box. Ask the class to find them in the text. What do they refer to, for example a process, a chemical substance, a natural phenomenon?
2 Find examples in the text of how, in nature, one thing depends on another. Can you think of any other examples? (20–25 minutes) •
Ask learners to reread the text and find examples in the text of how, in nature, one thing depends on another.
•
Ask them to think of other examples.
CROSS-CURRICULAR LINK Environmental science: Critical thinking opportunity: At this stage and as an extension, you may introduce the concept of ‘ecosystem’. Write the word on the board and ask learners to think what the relation is between this word and the examples they have just given. What is an ‘ecosystem’? For example: An ecosystem is a large community of plants, animals and microbes which live in a particular area and are linked together through nutrient cycles. Ask learners to find out how many ecosystems there are and what they are like. You may have them do some research on the internet, for example National Geographic’s website or in books to find out. •
Learners do Differentiated worksheet 9A, B or C.
Answers Sample answers: Animals depend on plants for food and shelter. We depend on plants for medicines. We depend on trees to keep the air clean.
178 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
3 Complete these sentences with the correct prepositions. Then look at the explanation of photosynthesis to check your answers. (5–10 minutes) •
Focus on the sentences. Ask learners to read them and complete them with the correct prepositions.
•
Then they reread the photosynthesis box to check their answers.
Answers a in
d into
b up
e into
c from
4 Work in pairs. Use the diagram and the words in the science key words box to explain the process of photosynthesis. (10–15 minutes) •
Ask learners to work in pairs and explain the process of photosynthesis using the diagram.
•
Learners do Differentiated worksheet 10 A, B or C.
Answers Learner’s own answers.
5 Work in small groups. Discuss these questions. (10–15 minutes) •
Ask learners to read and discuss the questions in groups.
•
Have them make notes of their ideas.
Plenary ideas Consolidation (15–20 minutes) •
When all groups have finished, pool their ideas in an open-class discussion.
•
Values: Focus on the second question. Invite them to explain how they feel about this problem. Is there anything ordinary citizens can do about this? What can they do to help? Elicit ideas.
•
Put the KWL chart back on the board. Ask the class to reread the K and W columns. What questions did they find the answer to in this lesson? Ask them to fill in the answers in the L column.
•
What questions remain unanswered? Ask learners to copy one or two questions they would like to find the answer to.
Homework ideas •
Learners look for information to find answers to the questions they have copied. They prepare a short article.
•
Home–school link: Learners tell the family what they have learned about in class. They ask them what they could do to help stop the destruction of rainforests. They can make a family video with the ideas. Workbook For further explanation and practice, learners do Workbook page 80.
179 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
5.6 Talk about it: Looking back, looking forward LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.04, 8Lo.01
• Listening: Listen to a debate, identify opinions, recognise an inconsistency in an argument.
• Learners can listen to and understand a debate.
8Sc.02, 8So.01, 8Sor.02
• Speaking: Speak about the environment, give opinions, role-play a debate about the environment.
8Ug.13
• Language focus: past modals: should/shouldn’t have done, ought to have done
• Learners can listen to and identify opinion in a debate. • Learners can listen to and identify an inconsistency in an argument. • Learners can speak about the environment. • Learners can give opinions. • Learners can role-play a debate about the environment.
21st-century skills Critical thinking: Compare points and arguments from different sources, identify evidence and its reliability, identify assumptions and inferences in an argument, give reasons for an argument’s plausibility. Creative thinking: Act parts in role-plays or dramas, actively participate in activities that require creative thinking with others (e.g. exercises that challenge firmly held assumptions about a situation and require looking at an issue from many different perspectives). Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions; acknowledge, agree or disagree with others’ ideas politely and respectfully. Communication: Present points clearly and persuasively, use appropriate strategies to develop a conversation, use facial expressions and eye contact appropriately to support verbal communication. Learning to learn: Understand essential grammatical terms and concepts. Materials: Learner’s Book pages 110–111, Workbook pages 81 and 84–85, Photocopiable 20
LANGUAGE BACKGROUND Modal verbs in the past: should/ought to We can use should and ought to to talk about things that it is advisable or important for people to do. They are very similar in meaning and can often replace each other, but should is much more frequent than ought to. You should try to exercise more.
You shouldn’t answer in that way. It’s rude. • Should is used to ask for advice or instructions.
What should we do now?
• Should and ought to are also used to talk about logical probability.
180 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
We’re having six people over to dinner and I’ve bought two kilos of ice cream – that should/ ought to be enough, don’t you think?
• We can use should/ought to have + past participle to talk about past events that did not happen, or that may or may not have happened.
Starter ideas Environmentally friendly (10–15 minutes) •
•
If learners have done the homework exercise, invite them to share the information they have found to answer the questions they chose during the plenary in Lesson 5.5. Publishing idea: Collect the questions and answers and ask learners to upload them to the class blog or school webpage. Alternatively, they can make a large poster and put up their work.
Environmental concerns (10–15 minutes) •
Ask the class: What is the quality of the environment in this country? How important is the natural environment to you in your daily life? Elicit opinions.
•
Ask learners which environmental issues are in the news at the moment. Elicit ideas.
•
Ask the class to imagine the environment could actually speak. What would it say to us?
Main teaching ideas 36
1 Listen to a debate about the environment. What are Jessica and Khaled concerned about? (5–10 minutes) •
Tell the class that they are going to listen to a debate about the environment.
Critical thinking opportunity: Ask the class what specific aspects of the environment they think are going to be mentioned. Elicit ideas. •
Tell the class to listen and decide what the two students are concerned about.
•
Play the recording at least twice. Elicit answers.
Download the audio transcript on Cambridge GO.
You should/ought to have called me if you were in trouble.
We should/ought to have started studying for the exam much earlier.
Answers Sample answers: Jessica: rainforests disappearing Khaled: air quality
2 Listen again. Then answer the questions. (5–10 minutes) •
Focus on the questions. Read them with the class and ask learners to listen to the debate again and find the answers.
•
Play the recording again. Learners take notes of the answers.
•
Discuss as a class.
Differentiation idea: Play the recording again, stopping at selected points to give less confident learners time to write their notes. Answers a She was horrified that rainforests will be completely destroyed. b Poor people are cutting down trees so that they can use the land for their animals. c Jessica agrees with Sonia, but she is not satisfied with Sir Michael’s answer. d Rafael gives the example of Costa Rica, where the people have managed to protect large areas of the country and their wildlife. e It has become a pedestrian street. The air is much better. f Rafael thinks that we should increase the amount of energy we generate from renewable sources. g No, they don’t have similar opinions. Sonia understands the importance of acting immediately; Sir Michael doesn’t.
181 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Language tip (10–15 minutes) Identifying inconsistencies Focus on the explanation and examples of inconsistencies. Give some more examples of your own and elicit some from the class.
4 Use should have/shouldn’t have to complete the second sentence in each pair. (10–15 minutes)
3 There is an inconsistency in what Sir Michael in the debate you’ve just heard. It’s about money and deforestation. What is the inconsistency? (5–10 minutes) •
•
Ask learners to read the sentences and complete the second one using should have/ shouldn’t have.
•
When they have finished, check as a class.
•
Learners do Photocopiable 20.
Answers a You should have sent me a text.
Tell learners to listen to the debate again and pay attention to what Sir Michael says. What is the inconsistency?
b We should have taken the train. c You shouldn’t have thrown them into the rubbish bin.
Play the recording and elicit the answer.
Differentiation idea: Less confident learners may need to listen to the conversation again to spot the inconsistency. Answers First, Sir Michael says that ‘… money can’t solve everything … people in the countries affected … have to solve their own problems. We can’t do it for them.’ Then he says, ‘If other countries all came together and put money into agriculture in those countries, then there wouldn’t be a problem.’
•
d I should have brought a shopping bag with me. e You shouldn’t have left the door open. f You should have watched it.
5 Work in groups. Imagine a radio debate about the environment, like the one in Exercise 1, is taking place in your school. Role-play the debate. (25–30 minutes)
Use of English Past modals (15–20 minutes)
•
Ask the class to work in groups of at least five members and role-play the debate.
•
Each group should decide who is going to play each role.
•
Group members take a few minutes to think about their position in the debate and make notes of their ideas. Tell group members to use the clues in the debate.
•
Remind the class of the use and meaning of modals in the present.
•
Remind learners of the meaning and uses of should/ ought to. Elicit some examples.
•
•
Focus on the Use of English box and real the explanation about the use of these modals in the past.
Differentiation idea: You could give less confident learners a copy of the audio script so that they can use it as a model.
•
Ask the class to give some examples of their own.
Assessment idea: Circulate, listening to groups and (video) recording them if possible. Focus on how they interact and collaborate in the group, whether they encourage other group members to speak, how well they support their opinions, etc.
Digital Classroom: Use the grammar presentation ‘Past modals’ to look at the function and form of past modals. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 84–85.
Plenary ideas Consolidation (15–20 minutes) •
When all groups have finished, ask them to share the conclusions of the debate with the other groups.
182 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
•
Encourage them to compare and contrast the ideas they have discussed. Did they discuss the same issues? If they did, was their perspective of the issues the same?
•
Assessment idea: Ask groups if they are happy with the way they conducted the debate. What were the strong points? What would they need to improve for the next time?
Home–school link: Learners tell their family about the debate and the issues they discussed. What are the family’s views? They can have a debate at home too! Workbook For further explanation and practice, learners do Workbook page 81.
Homework ideas •
Learners write a short report on the debate and explain their personal views on the ideas discussed.
5.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Rd.01, 8Rd.04, 8Ro.01
• Reading: Read and understand the main points and details of an informative account, read and understand the opinion of the writer.
• Learners can read and understand the main points and details of an informative account.
• Writing: Plan a writing task, follow a model, use connectors, use correct spelling and punctuation, organise the text into paragraphs, write an informative account, use subject-related vocabulary.
• Learners can plan a piece of writing.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02
• Learners can read and understand the opinion of the writer.
• Learners can write an account following a model. • Learners can use correct grammar, spelling and punctuation. • Learners can use vocabulary related to the subject.
21st-century skills Critical thinking: Examine information and make inferences, draw conclusions, examine possible solutions to a given problem and states how effective they are. Creative thinking: Create new content from own ideas or other resources. Collaboration: Introduce new, relevant ideas that build on their peers’ ideas and help the conversation stay on task. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Recognise areas of strength or weakness in learning the subject (e.g. for different skills in English), plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 112–113, Workbook page 86, photos of different kinds of buildings, map of the world
183 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas Energy-efficient schools (15–20 minutes) •
Remind the class of what they have discussed about natural resources and types of energy, and the ways in which they can be more environmentally aware.
•
Ask the class how they think they can save energy at home. Start a class discussion.
Critical thinking opportunity: Show photographs of different types of buildings, for example with small windows, with large glass windows, wood cabins in snowy places, etc. Ask the class, for example, What’s the weather like in this country? Is it cold/hot? Do you think it’s better to have buildings with large windows or with smaller windows? Why? What happens if you have large glass windows in a very hot country? In countries with a lot of sunshine or geothermal resources, how can they be used in buildings to make them more energy-efficient? •
Ask the class what the climate is like in their region. Taking this into account, do they think buildings in their region are suitable? How can they be turned into more environmentally friendly buildings? Elicit ideas and examples.
Main teaching ideas 1 Work in pairs. Read the account on the next page. Then answer the questions. (15–20 minutes) •
Read the task with the class and ask what schools may be like in different parts of the world, for example in very cold places, in very hot and rainy places, in desert areas, etc.
different are they? Do they live in a place like Bali? How does the place they live in influence the way in which buildings are designed? Are environmental studies included in their school curriculum? If they are, what do they study in that class? If they are not, should they be included? Why? Answers a It’s a beautiful island. It’s popular with tourists. It’s where Kade lives. b Bamboo is a natural resource. Her school is made entirely from bamboo. c Her school is eco-friendly. It uses renewable energy sources for electricity. d She thinks environmental studies are important.
2 Look at the numbered style features in the right-hand column. Answer these questions. (10–15 minutes) •
Ask learners to reread the text and the style features in the right-hand column.
•
Then they read the questions and answer them.
•
When they have finished, discuss the answers as a class.
Answers a forests, mountains, beaches b Example: It grows easily and quickly. It’s much more eco-friendly to use bamboo than to use wood, steel, bricks or concrete. c solar, hydro
CROSS-CURRICULAR LINK
d like
Geography: Ask learners to read the account quickly and say where the author of the report lives. Can they find Indonesia and Bali on the map? How far are they from their country? If learners live in Indonesia, ask them to locate their city on the map. Have they ever been to Bali? What climate does Bali have?
e ‘whereas’ is in paragraph 1; ‘although’ is in paragraph 2; ‘so that’ is in paragraph 3
•
Ask learners to work in pairs. They read the account and answer the questions.
•
Check answers as a class.
Critical thinking opportunity: Ask learners to compare Kade’s school with theirs. How similar or
3 You’re going to write an account of how natural resources are used at your school. Write the first draft of your own account. (30–40 minutes) •
Tell the class that they are now going to write an account of how natural resources are used at their school. They will use Kade’s account as a model, following the structure and trying to use some of the stylistic features Kade uses.
184 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
•
Before they start to write, ask the class to work in small groups to think of a list of features the account needs to have to be a successful piece of writing.
•
When groups have finished, elicit ideas as a class. Ask volunteers to write them on the board. With learners, choose the most relevant and important and create a checklist that they can use when they read each other’s work. Tell them to include features of the model text. For example: •
use of modal verbs
•
use of connectors
•
correct spelling and punctuation
•
use of topic-specific vocabulary
•
use sentences of varying lengths
•
include examples
•
divide the text into paragraphs
•
Introduction: where you live, what the place and the weather are like
•
Body: write about an important natural resource that is important for your school
•
Conclusion: personal opinion
Assessment idea: Learners write a first draft and check it against the checklist. They make corrections as necessary. Answers Learner’s own answers.
4 Exchange what you’ve written with a partner and ask for comments. (10–15 minutes) After they have finished checking their own work, learners pair up with a partner and exchange their accounts.
5 Make any corrections and include suggestions made by your partner. (10–15 minutes) Learners get their work back and make corrections. They include suggestions made by their partner.
6 Write a final draft. (10–15 minutes) •
Learners read the second draft and check it against the checklist once again.
•
They write a final draft.
Plenary ideas Consolidation (15–20 minutes) •
Once all learners have finished, ask them to share their texts with the class.
•
Publishing idea: They may also upload them to the class blog or school webpage.
Assessment idea: Invite learners to have a class discussion about what difficulties they have encountered. Has using the checklist made correction easier? How useful do they think giving each other feedback is? is there anything they would improve to make peer feedback more useful?
Homework ideas •
Learners write a short report about their own home. How energy-efficient is it? What would they need to change to improve it?
•
Home–school link: Learners show their report to their family and ask for their opinion on the matter. Workbook For further explanation and practice, learners do Workbook page 86.
Assessment idea: They read each other’s work and make comments using the checklist. Ask them to mention at least three strong points/things they like, and one or two things they would improve.
185 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
5.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, express opinions, give examples, present a project.
• Learners can plan a presentation about energy in their country.
8Rd.01, 8Rd.04
• Reading: Read and understand information, read and summarise information.
8Wca.02, 8Wca.03, 8Wor.02, 8Wor.03
• Writing: Brainstorm ideas, organise ideas, use graphic organisers, plan a project, write notes. • Language focus: revision of Unit 5 • Vocabulary: revision of Unit 5
• Learners can look for and organise information. • Learners can design a pie chart. • Learners can explain the information in a pie chart. • Learners can plan a poster campaign for an environmental issue. • Learners can design a poster and create a slogan. • Learners can present the campaign for an environmental issue.
21st-century skills Critical thinking: Compare points and arguments from different sources, distinguish between main and supporting arguments. Creative thinking: Create new content from own ideas or other resources, make an assignment original by adding new angles. Collaboration: Verbalise the requirements of the task or, if in doubt, asks other learners for clarification, identify necessary roles and tasks and allocate them to group members. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse, present points clearly and persuasively. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better, use strategies and techniques for improving their English (e.g. mind maps to organise their thoughts). Materials: Learner’s Book pages 114–115; internet access; resource books or publications, for example encyclopedias, government information booklets, official reports; poster paper; drawing materials
Starter ideas
Main teaching ideas
A quiz (20–25 minutes)
•
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
•
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
186 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
•
You may wish to video-record groups as they are working as well as record their presentations.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Project 1: A presentation about energy (60–90 minutes) 1 Look at the pie chart below. What does it show? How do the percentages in the list relate to the sections of the pie chart? •
Focus on the pie chart and on how information is presented.
•
Ask learners to explain this information in their own words, such as what each section of the pie represents, how big each section is and how the percentages relate to the size of the sections in the chart, etc.
2 Work in groups. Find out which sources of energy are used to provide power in your country. Use the information to produce a pie chart like the one above. Ask learners to work in groups to find out which sources of energy are used to provide power in their country. Tell them to look for information on the internet or in resource books or publications, for example encyclopedias, government information booklets, official reports, etc. Critical thinking opportunity: It’s quite likely that learners will have to use some material in their own language. Ask them to read the information and then summarise the important points and ideas in English.
CROSS-CURRICULAR LINK Maths: Ask the class if they know how to make a pie chart. Go through the steps as a class. 1 Put the data into a table. Add up all the values to get a total. 2 Divide each value by the total and multiply by 100 to get a percentage. 3 A circle has 360 degrees. Decide how many degrees for each percentage of the pie. 4 Draw a circle. Measure the degrees for each percentage sector using a protractor. 5 Colour each sector and give it a label. •
If learners have access to computers and the internet, they may use any free online program, or spreadsheet program on the computer to enter the data and automatically design the pie.
3 Find out about your country’s energy targets and draw a pie chart to illustrate them. •
Ask the class to find out about the country’s targets for the future. Tell the class to look for information on the internet or in resource books or publications, for example encyclopedias, government information booklets, official reports, etc.
•
Learners use the information to produce a pie chart following the process in Exercise 2.
4 Use your pie charts to give a presentation about how energy is generated at the moment and how it will be generated in the future. Try to use connectives such as although, so that, in order to, etc. Try to make connections to what other learners have said. •
Once they have collected and processed all the information, they decide how they are going to present the information to the class.
•
If conditions permit, have groups prepare a slideshow presentation. They also decide who is going to present what.
•
Tell them to read the model in the book and bear this in mind when presenting the information.
187 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Critical thinking opportunity: If resources permit, ask learners to present the campaign using a PPP. This will require them to summarise the main points of their talk to make the slides.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
6 Ask for questions, comments and suggestions from the class. 7 In your group, summarise the feedback you received from the class and make any changes you agree on. •
After each group has finished, as the class to ask questions, make comments and suggestions.
Project 2: A poster campaign for an environmental issue (60–90 minutes)
•
Groups appoint a notetaker who will write down the questions, comments and suggestions.
1 Work in groups. Discuss which environmental issue you think is most important. It can be an issue in your local area, in your city or in your country.
•
As a group, group members discuss and summarise the feedback they have received and make any changes they agree on.
•
Publishing idea: You may wish to ask learners to present their campaigns during Earth Day celebrations at school.
Learners work in groups. They discuss which environmental issues are the most important. Tell them it can be an issue in the local area, in the city or in the country.
2 How are you going to bring attention to your campaign? •
Once they have decided which issue they are going to focus on, groups decide how to bring attention to the campaign.
•
They decide what eye-catching visual image they will use that will attract people’s attention.
•
They discuss ideas and come up with a slogan. Remind them to use powerful adjectives, subject-related vocabulary, possibly compound adjectives. You may also have them search for models on the internet.
3 Now discuss these possibilities. •
•
Learners read the options they have for making their campaign known to the public. What media are the most impactful? Encourage them to discuss the pros and cons of using each medium and then decide.
4 Design the poster and include the slogan. Once all these decisions have been made, ask groups to make their poster.
5 Present your poster to the class and explain your ideas for the campaign. Groups present their poster to the class and explain the ideas for the campaign.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Plenary ideas Consolidation (15–20 minutes) Groups discuss their performance as a class. They can refer back to their reflections and share their ideas with the rest of the class.
Homework ideas •
Learners can write a report based on the pie chart they have created.
•
Home–school link: Learners can show the recording of their work to their family and explain what they have done.
188 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
5.9 Read and respond: Speeches LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.03, 8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Give opinions, give a speech, speak fluently and confidently, use mostly correct pronunciation, use correct intonation and rhythm, use correct body language to accompany speech.
• Learners can read and understand the difference between texts intended to be rad and text intended to be spoken
8Rd.01, 8Ro.01
8Wca.02, 8Wca.03, 8Wca.04, 8Wc.02
• Reading: Read and distinguish between texts intended to be read and text intended to be spoken, read and understand the structure of a speech. • Writing: Plan a speech, use the correct register, use connectives, use a variety of sentences. • Language focus: formal and informal language
• Learners can read and understand the structure of a speech • Learners can write a speech • Learners can give a speech • Learners can use correct rhythm and intonation • Learners ca use eye contact and body language correctly
21st-century skills Critical thinking: Make inferences, draw conclusions. Creative thinking: Create new content from own ideas or other resources. Communication: Present points clearly and persuasively, use facial expressions and eye contact appropriately to support verbal communication. Learning to learn: Plans for improving subject skills and/or knowledge by thinking about what could have been done better. Values: Understanding personal responsibilities as part of a group and in society – including citizenship. Materials: Learner’s Book pages 116–118, Workbook pages 87, video recordings of speeches, internet access, video recording devices
Starter ideas
•
Ask the class: What are the main problems people have when they speak in public? Do you think it is useful to learn to speak in public? Why?
•
Ask the class if they have heard public figures making a speech, for example celebrities, politicians, writers, etc. Were they good or bad? Why do they think so?
Speaking in public (10–15 minutes) •
Ask learners if they have ever had to speak in public. lf they have, ask them to describe their experience. Were they nervous? Why? How did they prepare for the occasion?
•
lf they haven’t, ask them if they would like to speak in public. Why? Why not?
189 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas 37
1 Read and listen to these two extracts from Greta Thunberg’s book. What tells you that they were written to be spoken rather than to be read? (10–15 minutes) •
Ask the class if they know who Great Thunberg is. If they do, elicit some information from learners.
Critical thinking opportunity: If they don’t know who she is, ask them to look at her name, where they think she’s from, why she has become famous. Why might she feature in this unit? •
Focus on the biographical information and ask learners to read about her.
•
Ask the class to read the extracts from Greta Thunberg’s book and ask what shows that they were written to be spoken rather than to be read.
Differentiation idea: If less confident learners find it difficult to determine what shows the text was intended to be spoken, ask some guiding questions, for example: Is the language formal or informal? Are sentences long or short? Ask learners to read them aloud. How do they sound? For example, like a normal conversation.
CROSS-CURRICULAR LINK Health sciences: Ask learners to look for information about Asperger’s Syndrome. What happens to a person who has this syndrome? Answers Sample answers: short sentences, sometimes with only one word; addressing the listener directly; asking the listener questions
2 Read the extracts again and answer the questions. (15–20 minutes) •
Ask learners to reread the extracts and answer the questions beside each one.
•
When they have finished, ask them to pair up with a partner and discuss the answers.
•
Tell them to use the list of definitions if they don’t understand some of the words.
Answers Sample answers: a Climate change/global warming b Because it shows that even when she was very young, she realised that something was wrong. c She is referring to humans changing the earth’s climate. d She means that this is a very serious problem, as serious as a world war. e She uses single words as whole sentences because they surprise the listener. They make you pay attention and they make you really think about what she is saying. f She means that it does not make sense. It is not right. g People say that we are not doing enough. But if you use the word ‘enough’, that means that you at least doing something. And we are doing nothing. h It is a ‘convenient lie’ because it is very easy to say and it means that no one is responsible for the crisis. i If we are all guilty, then one person can’t say that another person has done something wrong. If we are all to blame, then it is wrong to say that certain individuals are guilty. j The decision makers are people in powerful positions. k Learner’s own answers. l Because it makes you think that you want a better world for people in your own family. m In the last paragraph, Greta Thunberg addresses the listener directly.
3 Read and listen to the third extract from No One is Too Small to Make a Difference. Do you think it comes from the beginning or the end of a speech? (5–10 minutes)
38
Learners read the third extract and answer. Encourage them to explain why. Answers Learner’s own answers.
190 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 5 NATURAL RESOURCES
4 Answer these questions. (10–15 minutes) •
Ask learners to read and answer the questions.
•
Then ask them to discuss the answers in pairs.
•
Ask pairs to share their answers with the class and discuss any differences.
•
Learners rehearse their speech in pairs and give each other feedback.
Differentiation idea: Encourage less confident learners to plan their writing, for example first they choose the topic they are interested in. Then, if necessary, they look for information about it. They write down ideas to include in their speech.
Answers Learner’s own answers.
5 Work in groups. Practise reading the extract aloud as if you were giving a speech. (15–20 minutes)
•
They reread the extracts from Greta’s speech and underline useful words and phrases they can use in theirs.
•
They write a first draft. They check it against the checklist they have created as a class.
•
Ask learners to work in groups. How would they read the extract aloud?
•
They exchange their speech with a partner and give each other feedback.
•
Ask group members to rehearse giving it as a speech.
•
They write the final draft.
•
Ask volunteers to read it to the class.
Answers Learner’s own answers.
Critical thinking opportunity: You may wish to look for the speech on the internet and show it to learners. What do they think of Greta’s speech? Would they do it in the same way? Do they think it’s a good speech? Why? Answers Learner’s own answers.
6 Values. Write your own short speech about an environmental issue that concerns you. It could be the issue you chose for Project 2. (20–30 minutes) •
•
•
Tell the class that they are going to write their own speech about an issue that concerns them. They may choose an issue from Lesson 5.8 or any other they are concerned about. You may wish to highlight the importance of understanding their responsibilities as part of a group and in society. You may wish to show learners other examples of speeches by young people like Malala Yousafzai. Ask them to create a list of characteristics of a successful speech, for example use of their voice, have a clear structure, give reasons and examples, use powerful language, use body language and eye contact, stand straight, etc. Learners write their speech and check it against the checklist they have created.
Plenary ideas Consolidation (15–20 minutes) •
Ask learners to give their speech to the class. You may wish to video-record each learner as they give their speech.
•
As they give their speech, the rest of the class make notes of the impression they have using the points they listed in their checklist in Exercise 6.
•
When each learner has finished giving their speech, the class gives feedback. Point out the importance of highlighting positive points.
Homework ideas •
Learners watch the recording of their speech and consider the comments made by the class to improve it. They can record themselves giving their speech again.
•
Home–school link: Learners show the recording of their speech to their family and explain what they have learned. Workbook For further explanation and practice, learners do Workbook page 87.
191 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Check your progress
2 a Most of the jobs in the home will be done by robots.
Working individually, learners do all three parts of the test.
b Fossil fuels will not be used in factories. c Energy will be provided by renewable sources. d Forests will be replanted.
Answers
e Petrol and diesel cars will be replaced by electric cars.
General knowledge quiz 1 Costa Rica
3 a We often work in groups, so that we can share ideas.
2 Examples: oil, coal, wood
b We’re going to have a car-free zone outside our school in order to improve the air quality.
3 Examples: solar power, wind power 4 uranium
c There’s only one desalination plant at the moment, although there are plans for several more.
5 CO2 6 water 7 70%
d We want to have more cycle paths in our town so that it’s safer to cycle to school.
8 malaria 9 glucose 10 destroying forests, cutting down trees and damaging the environment
e My brother isn’t good at languages, although my sister speaks several languages fluently. 4 a I shouldn’t have stayed up so late.
Vocabulary
b I should have got up earlier.
1 a renewable energy sources
c I should have done more revision.
b a carbon-neutral country
d You shouldn’t have told everybody.
c zero carbon emissions d eco-friendly policies
Summary checklist
e hydro-electric power stations 2 fossil renewable fuels energy
radioactive substances
coal geothermal plutonium
oil
solar
wind
•
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
uranium
3 1 d, 2 f, 3 c, 4 a, 5 b, 6 e Use of English 1 a Two of my cousins live in Australia. b Have you seen any of the Life on Earth programmes on TV? c It’s one of the best TV programmes I have seen. d Every one of the trees must be saved. e We’ve had a lot of rain this month.
192 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6 Natural wonders Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
1 Highest, longest, 2.15 deepest
Ask and answer questions in a quiz about geographical features
8Ld.02 8Lo.01 8Sc.02&05 8So.01 8Rd.01 8Wor.03 8Wca.04 8Uv.03
Learner’s Book Lesson 6.1 Workbook Lesson 6.1 Digital Classroom: video – Natural wonders in our world
2 Light at night
1.30
Understand a scientific explanation
8Sc.01–02 8Rd.01–03 8Wca.04 8Wor.01–02
Learner’s Book Lesson 6.2 Workbook Lesson 6.2 Photocopiable 21
3 Look at this!
1.45
Listen to and have a 8Ld.02 conversation about 8Lo.01 a natural wonder 8Sc.01–02 8So.01 8Us.01
Learner’s Book Lesson 6.3 Workbook Lesson 6.3 Digital Classroom: presentation – Pronouns
4 Fastest, longest, furthest
2.45
Listen to and take part in a quiz about wildlife
Learner’s Book Lesson 6.4 Workbook Lesson 6.4 Photocopiable 22 Differentiated worksheet 11A, B and C
5 Your very own natural wonder
1.45
Talk about how your 8Sc.01–02 brain controls what &04–05 we do 8So.01 8Rd.01&04 8Ro.01
8Ld.02–03 8Lo.01 8Sc.02&05 8So.01 8Sor.01 8Wca.04 8Uv.03
Learner’s Book Lesson 6.5 Workbook Lesson 6.5 Photocopiable 23
(continued)
193 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Lesson
Approximate number of learning hours
Outline of learning content
Learning objective
Resources
6 Use your human superpowers
2.45
Use a radio phone-in programme as a model for a roleplay
8Ld.02–03 8Lo.01 8Sc.04–05 8So.01 8Wca.02–04 8Wc.02 8Ug.11
Learner’s Book Lesson 6.6 Workbook Lesson 6.6 Differentiated worksheet 12A, B and C Digital Classroom: presentation – Phrasal verbs
7 Improve your writing
2.30
Write a personal account
8Sc.01 8So.01 8Sor.01 8Rd.02&04 8Ro.01 8Wor.02–03 8Wc.01–02 8Uv.03
Learner’s Book Lesson 6.7 Workbook Lesson 6.7 Photocopiable 24
8 Project challenge 2
Doing a project
8So.01 8Sor.01–02 8Wor.02–03 8Wc.01–02
Learner’s Book Lesson 6.8
9 Fiction
Read an extract of a novel
8Sc.04–05 8So.01 8Sor.01–02 8Rd.01&04 8Ro.01 8Rm.02 8Wca.02–04
Learner’s Book Lesson 6.9 Workbook Lesson 6.8
3
Cross-unit resources Unit 6 Audioscripts Unit 6 End-of-unit test Progress test 2 Unit 6 Progress report Unit 6 Wordlist
194 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
BACKGROUND KNOWLEDGE The brain In Lesson 6.5, learners read about the brain. The brain is the most important organ of the nervous system and maybe in our body too. It is made up of billions of cells called neurons, which are all interconnected. The brain of an adult weighs between 1.4 and 2 kg and, although this is quite a lot in relation to the rest of the body, it only uses about 20% of the body’s total energy. The left and the right brain The brain is in two sections, called hemispheres, and each hemisphere is separated into lobes, which have specific functions. The two hemispheres are connected and communicate with each other to perform all the vital functions of the body, but each one tends to be responsible for different things. In very simple terms, creative or artistic tasks are more likely to be carried out using the right hemisphere of the brain and methodical or analytical tasks are more likely carried out using the left hemisphere. The left brain and right brain theory was developed in the 1960s by psychologist Roger W. Sperry. UNESCO World Heritage Sites In the Lesson 6.7, learners read about World Heritage Sites, which are places considered to have
‘outstanding universal value’. The United Nations Educational, Scientific and Cultural Organization (UNESCO) protects and preserves these places through the Convention Concerning the Protection of the World Cultural and Natural Heritage. This international treaty was drawn up in 1972. These places have been registered on the World Heritage Sites list by the UNESCO World Heritage Committee, and in order to be registered, they have to meet at least one of ten specific criteria. You may wish to look up the criteria for selection of UNESCO World Heritage Sites online. The Ma¯ ori In Lesson 6.9, learners read an extract of a novel by Witi Ihimaera, a New Zealand author, wo was the first Ma¯ ori author to publish a novel. The Ma¯ ori people are the indigenous people of New Zealand. Archaeological evidence supports the belief that Ma¯ ori people arrived in New Zealand circa 1300 ce from ‘Hawaiki’, somewhere in Polynesia. The word ma¯ ori means ‘normal’, ‘natural’ or ‘ordinary’ in the Ma¯ ori language. Traditional Ma¯ ori beliefs originate in Polynesian culture and Ma¯ ori mythology is quite similar to stories across the Pacific Ocean.
TEACHING SKILLS FOCUS Reminder: What’s KWL? A KWL chart, originally designed by Donna Ogle in 1986, was initially created as a strategy to help learners who struggled with reading. However, it has proved to be very useful in many other areas of learning, as a tool for formative assessment and for developing critical thinking skills. The basic KWL chart is divided into three columns, one for each letter, where learners write what they already know (or think they know) about the topic in column K; what they want to know about the topic, usually in the form of questions, in column L.
The first columns, K and W, are completed at the beginning of the lesson. You can initiate the discussion about the topic by means of some visual input or questions to get learners thinking about their prior knowledge of the topic. Then learners can discuss what they want to learn or find out about the topic, either in pairs or small groups. Then, they write down the specific questions they have in the W column. At the end of the lesson, you may have a plenary where learners revisit the table and discuss if they have found out the answers to of their questions and they record a summary of what they have learned in the L column.
195 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED This basic chart can be extended further by adding a fourth column: H, for how they can find out. After learners have filled in the K and W columns, ask them to think how they can find out the information. This can not only be the internet, the school library, maps or various books but also a particular person or organisation. Another column that can be added is the S column. After learners have completed the L column, they may reflect on what they still want to learn about the topic. Finally, for older learners, you may wish to add an A column where they will write how they can apply what they have learned. At this stage they will think about how the new information they have learned will be relevant for their daily lives.
Your challenge In each unit of the Learner’s Book, look for opportunities to use the KWL chart and its variants. Look through Unit 6 and highlight opportunities for introducing the chart. This unit lends itself nicely to introducing the more advanced options. As you continue with the following units, tick off the relevant points where it would be useful to use the chart. Can you adapt it further to suit your learners’ needs? Reflection • What problems did learners encounter when using the chart? • Would I use a KWL chart again? Why? What would I need to do differently?
Common misconceptions Misconception
How to identify
How to overcome
Learners may use more + adjective instead of -er, especially with adjectives ending in -y, e.g. Also, it is more clean than the other restaurant. If you do, you can become more healthy.
Focus on the sentences and underline the mistakes. Ask questions, e.g.: Is this a long or a short adjective? How many syllables does this adjective have? How do we form the comparative of short adjectives? Elicit answers from the class.
Ask learners to count the syllables of the adjectives. Remind them of how comparatives and superlatives of short and long adjectives are formed. Elicit examples from them.
Learners sometimes overuse it to refer to a whole idea, e.g. Maybe one day, we can watch TV together! Is it a good idea? Do you think it is a good idea?
Write correct and incorrect sentences. Ask learners which they think is the correct option and why. Underline the mistake and explain that we use that to refer back to a whole idea.
Ask learners to ask themselves Is this a whole idea? before choosing the correct words.
Learners sometimes use some instead of any in negative sentences, e.g. I never met someone like her! We hadn’t written something to each other for a long time.
Focus on the incorrect sentences. Ask learners to find the negative verb. Circle any. Ask: Do we use any or some in negative sentences?
Ask learners to circle the verbs in the sentences. They ask themselves: Are they affirmative or negative? What do I need to use here?
196 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6.1 Think about it: Highest, longest, deepest LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01
• Listening: Listen to people taking part in a quiz show, listen to and understand opinions.
• Learners can ask and answer questions in a quiz about geographical features.
8Sc.02, 8Sc.05, 8So.01
• Speaking: Ask and answer questions in a quiz about geographical features, agree and disagree, express doubts and certainty.
• Learners can listen to and understand people answering quiz questions.
8Rd.01
• Reading: Read and understand quiz questions.
8Wor.03, 8Wca.04
• Writing: Write quiz questions.
8Uv.03
• Language focus: comparative and superlative adjectives
• Learners can use correct language for expressing agreement, doubts and certainty. • Learners can read and understand a quiz. • Learners can write quiz questions.
• Vocabulary: I’m certain, That’s correct, It could be … because …, I’m sure, You’re right, That’s a tricky one, Do you think …?, I haven’t got a clue, In fact it’s …, go for that, it’s definitely …, It must be … 21st-century skills Critical thinking: Make inferences, speculate, draw conclusions. Collaboration: Clarify that any disagreements are clearly related to the topic, identify the reasons for disagreement, decide if they should change their own viewpoint. Communication: Use appropriate strategies to develop a conversation. Learning to learn: Understand essential grammatical terms and concepts. Materials: Learner’s Book pages 122–123, Workbook pages 88 and 91–92, photographs or natural wonders and of the seven wonders of the ancient and modern world, map of the world
LANGUAGE BACKGROUND Comparatives and superlatives We do not usually use of with a singular word after a superlative when we are referring to a place or group, for example: She’s the most intelligent person in the family.
But we can use of before plurals and before lot. He’s the best football player of the entire league. This is the best book of the lot.
197 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED (Not) as … as We use (not) as + adjective/adverb + as to say that people or things are or are not equal in some way. After not, we can use so instead of as. He’s as hard-working as his brother. She isn’t so/as sociable as her sisters. Please, come as soon as possible.
Starter ideas
He spent as much as he could afford. We can use object pronouns, for example me, him, her after as. She doesn’t cook as well as me. In a formal style, it’s more common to use subject + verb after as. She doesn’t cook as well as I do.
•
They make notes of their answers.
Getting started (15–20 minutes)
•
Do not reveal the correct answers at this stage.
•
Ask the class what they think of when they hear the expression ‘wonders of the world’. Elicit ideas.
Answers Learner’s own answers.
•
Ask: What are the three most important natural wonders in your country? Where are they? Help learners locate them on the map.
•
Ask learners to look at the map of their country and ask: Where is the highest point in your country? Have them locate it on the map. How high is it?
2 Listen to the quiz and check your answers. (15–20 minutes) •
Digital Classroom: Use the video ‘Natural wonders in our world’ to introduce the unit theme. The i button will explain how to use the video.
Ask learners if they ever watch quiz shows. Do they like them? How do quiz shows work? Ask learners to explain.
•
You may wish to show extracts of popular quiz shows such as Who Wants to be a Millionaire? or popular local shows.
KWL chart with a twist (10–15 minutes)
•
Tell the class that they are going to listen to some people answering the quiz in a quiz show. They listen and check their answers.
•
Play the recording twice if necessary.
•
How many correct answers did they have?
Assessment idea: Learners have already used the KWL chart so they know how it works. This time, draw a fourcolumn chart. Write KWL in the first three and proceed in the usual way. When learners have filled in the K and W columns, remind them that you are all going to fill in the L column at the end of the lesson. Then write an A in the fourth column. Explain that this stands for ‘apply’. How can they apply what they have learned? Tell them that they are going to revisit this column at the end of the lesson too.
Main teaching ideas 1 Work in pairs. Take turns to ask and answer the questions in the quiz. Make a note of your answers. (5–10 minutes) •
39
Differentiation opportunity: Ask more confident learners to listen again and find expressions the speakers use to agree and disagree, to show certainty/uncertainty, etc. For example, That’s a tricky one, It’s definitely …, I’m sure …, I think …, It must be …. You could give less confident learners a copy of the audio script and ask them to circle these expressions. Download the audio transcript on Cambridge GO.
Ask learners to work in pairs. They read the quiz and take turns to ask and answer the questions.
198 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Language tip (10–15 minutes)
Vocabulary (5–10 minutes)
•
Focus on the examples.
•
•
We use tall mostly for people, trees, chimneys, buildings with many floors, which are higher than they are wide. We don’t generally say that a building is high.
Focus on the explanations and examples of the use of the when speaking about geographical features.
•
Explain that the is used before countries whose names are plural in form, for example the Netherlands; with names of countries that include the words states, kingdom, or republic, for example the United States, the United Kingdom, the United Arab Emirates.
•
Ask learners to give some more examples and write them in their notebooks.
•
When speaking about measurements, we use tall for people, but we prefer high for things, for example: I’m 1.70 m tall. That building is about 130 m high.
•
We use high to talk about distance above the ground, for mountains and for things that are a long way above the ground. We do not use high when we talk about people. For example: I can’t reach the shelf. It’s too high.
Use of English Comparatives and superlatives of adjectives (15–20 minutes) •
Revise comparatives and superlatives.
•
Focus on the table. Ask learners to look for the words in the quiz and complete it.
•
Ask learners to add more examples in each section. Focus on the irregular comparatives and superlatives. Elicit more examples from the class, for example far, little, much, many, well, old.
•
When they have finished, check as a class. Answers (the) highest, the narrowest, the most active, the most extensive
Workbook For further explanation and practice, learners do Workbook pages 91–92.
Language tip (5–10 minutes) •
Focus on the language tip section and read it with the class. Give some more examples and elicit a few from the class.
•
Ask learners to write some of the examples in their notebooks.
3 Find examples in the quiz in Exercise 1 to add to the Vocabulary box. (10–15 minutes) •
Ask learners to reread the quiz and find examples to add to the Vocabulary box.
•
Can they add some more examples of their own? Elicit examples.
Answers Use the: (rivers) the Yangtze, the Nile, the Amazon (seas and oceans) the Indian Ocean, the Atlantic, the Pacific (most geographical areas, rainforests) the Congo rainforest, the South East Asian rainforest, the Amazon rainforest Don’t use the: (mountains) K2, Mount Everest, Annapurna (countries and groups of countries) Norway, Sweden, Chile, Scandinavia (volcanoes) Mount Etna, Kilauea, Popocatépetl
4 Work in pairs. You’re going to write two more multiple-choice questions for the quiz using comparative and superlative adjectives. (15–20 minutes) •
Ask learners to work in pairs. They write two more multiple-choice questions for the quiz using comparative and superlative adjectives.
•
First, pairs discuss ideas for the questions and make sure they know the answers.
40
199 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
They write the questions. They look at the rules for using the with geographical names to make sure they use it correctly.
Plenary ideas
•
When they have finished, collect all the questions and build a class quiz.
•
Pairs take turns to ask their questions to the class.
•
Encourage learners to use the language for conferring from the audio recording in Exercise 2.
Assessment idea: Put the KWLA chart on the board. Ask learners to read the columns they filled in at the beginning of the lesson. Have they found the answers to the questions in W? What have they learned in this lesson? Ask them to fill in the L column.
•
Differentiation idea: Less confident learners may need to listen to the recording of Exercise 2 again before conferring. They can also listen to the recording of models of conferring in this exercise.
Consolidation (10–15 minutes)
Then turn to the A column and ask them: How can you apply what you have learned in this lesson? How useful is this content you have experienced in your everyday life? Elicit ideas from the class and encourage them to write these in the A column.
Homework ideas •
Learners choose one of the natural wonders and write a fact file about it. Tell them to include pictures if possible.
•
Home–school link: Learners do the quiz in Exercise 1 with their family.
Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
Workbook For further explanation and practice, learners do Workbook page 88.
200 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6.2 Science: Light at night LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02
• Speaking: Talk about natural light, describe the process of bioluminescence, ask and answer questions.
• Learners can read and understand a scientific explanation.
8Rd.01, 8Rd.03
• Reading: Read and understand a scientific explanation, read and identify an inconsistency in a text.
8Wca.04, 8Wor.01, 8Wor.02
• Writing: Write about a scientific phenomenon, use correct spelling and punctuation. • Vocabulary: plankton, glass-bottomed, fungi, mushrooms, glow worms, anglerfish, octopus, process, organism, compound, to be exposed to, chemical reaction, enzyme, to emit
• Learners can identify an inconsistency in a text. • Learners can describe the process of bioluminescence. • Learners can ask and answer questions and give a scientific explanation. • Learners can write about a scientific phenomenon.
21st-century skills Critical thinking: Select key points from diverse sources to create a new account, Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Participate sensibly and positively in learning activities in class. Materials: Learner’s Book pages 124–125, Workbook page 89, map of the world, Photocopiable 21
Starter ideas Let there be light! (5–10 minutes) •
Ask the class what sources of light they can think of. Elicit answers, for example the sun, the stars, a light bulb, etc.
•
Ask: Are they natural or artificial? What do we mean by a natural source of light? What kinds of light do you see in the natural world? Elicit answers.
Critical thinking opportunity: Ask learners: Is the moon a natural source of light? Elicit answers and ask learners to justify them. (The moon is not a natural source of light because it reflects the light from the sun but it can’t produce its own light.)
•
Ask: Can animals and plants produce light? Elicit answers. Do not reveal the answer.
Comparative and superlative quiz (15–20 minutes) Learners do Photocopiable 21.
Main teaching ideas 1 Read this extract. Where might you find it? (15–20 minutes) •
Ask the class to look at the text, read the headline and decide what it’s going to be about. Elicit ideas.
201 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Critical thinking opportunity: Before reading the text, ask learners what they think bioluminescence means. Elicit ideas. How do they know? Encourage them to focus on the prefix bio- and that is related to biology/natural life. Then on luminescence. What is does this word reminds them of ? (Light.) It derives from ‘lumos’, which comes from the Latin word lumen, meaning ‘light’. Some may remember the word as used in Harry Potter books. Lumos is a charm that illuminates the tip of a magic wand, allowing the owner of the wand to see in the dark. •
Tell the class to read the text and decide where they might find it. Why do they think so?
CROSS-CURRICULAR LINK Geography: Ask learners where Puerto Rico is. Can they find it on the map? How far is it from their country? What do they know about this place? Ask learners to find other places that are mentioned in the text. Can they find them on the map? If this is not possible, look for a map of Puerto Rico on the internet and show it to learners. They find the places on this map. Science: Ask learners to read the text and find names of species that produce light. Differentiation idea: You may wish to ask more confident learners to draw a picture to show how bioluminescence happens. You may ask less confident learners a few questions to check they have understood the text, especially the second part, for example What species can create their own light? Can humans do this? What is luciferin? What happens when luciferin Is exposed to oxygen? Answers You might find the text in a travel guide or on a travel website.
2 Work in pairs. Student A reads the text about Mosquito Bay. Student B reads the text about bioluminescence. (10–15 minutes) •
Ask learners to work in pairs. Learner A reads the text about Mosquito Bay. Learner B reads the text about bioluminescence
•
Then, they take it in turns to ask and answer the questions.
3 There’s an inconsistency in the text about what you can do at Puerto Rico’s bioluminescent bays. What is it? (5–10 minutes) •
Remind the class of what an inconsistency is.
•
Tell them that there is an inconsistency in the text about what you can do at Puerto Rico’s bioluminescent bays. Ask them to reread the text and find it.
•
Elicit the answers and encourage the class to explain it.
Answers The first paragraph says that La Parguera is the only bay with bioluminescence where you are allowed to swim. However, the second paragraph about Mosquito Bay, says ‘You’ll be able to swim there’.
4 Find out more. Work in pairs. Find the information to answer this question from a science exam paper. Try to include some of the words in the science key words box. (20–25 minutes) •
Focus on the words in the science key words box. Ask the class to explain what they mean.
•
If they are not sure about their meaning, ask them to look them up in a dictionary. They can then write the definition in their notebooks.
•
Ask learners to work in pairs. They read the question and answer it including words from the science key words box.
•
When they have finished, ask them to share their answer with the class. They can then discuss any differences.
Answers Model answer: Fireflies contain a chemical compound in their body called luciferin. When luciferin is exposed to oxygen and an enzyme called luciferase, the chemical reaction makes their body emit light. This process produces bioluminescence, which is when light is produced by a chemical reaction in a living organism.
202 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Plenary ideas
•
Consolidation (10–15 minutes) Ask learners what they have found the most interesting in this lesson. What would like to know more about? Assessment idea: Ask the class what they have found the most difficult to do in the lesson. What can they do to overcome the difficulties?
Home–school link: Learners tell their family about bioluminescence. Are there any places in their country where this happens? They look for information together. Workbook For further explanation and practice, learners do Workbook page 89.
Homework ideas •
Ask learners to choose one of the animals/insects/ plants mentioned in the text and write a fact file about it, focusing especially on the way the produce light.
6.3 Talk about it: Look at this! LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Lo.01
• Listening: Listen to a conversation about a natural wonder, listen for general meaning, listen for detail.
• Learners can listen to and understand a conversation about a natural wonder.
8Sc.01, 8Sc.02, 8So.01
• Speaking: Talk about a natural wonder.
• Learners can identify details in a conversation about a natural wonder.
8Us.01
• Language focus: demonstrative, indefinite and quantitative pronouns
• Learners can talk about a natural wonder.
• Vocabulary: volcanic eruption, ash, erode, dig, carve, underground, mushroom-shaped
• Learners can use demonstrative, indefinite and quantitative pronouns correctly.
21st-century skills Creative thinking: Act parts in role-plays or dramas. Collaboration: Use head nods and eye contact when other learners are speaking to show that they are listening, use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening. Communication: Effectively manage conversations using appropriate language, use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning activities in class, understand essential grammatical terms and concepts. Materials: Learner’s Book pages 126–127, Workbook pages 90 and 93–94, map of the world, photos of mountains, volcanoes and rocky areas
203 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas The natural world (15–20 minutes)
•
Ask learners to read the sentences and complete them.
•
When they have finished, play the recording again and have them check their answers.
•
If learners have done the homework exercise, ask them to share it with the class.
•
Publishing idea: They can upload the fact files to the class blog or the school webpage.
•
Ask the class: Are there any mountains, volcanoes or rocky areas in your country? Where are they? Is there anything special about them?
Answers a film
e forty
Elicit answers and ask learners to find them on the map. If possible, ask them to look for photos or videos on the internet and in books.
b rock
f inside
c volcanic
g underground
d rain
h hotels
•
•
Ask the class how they think these rocks are formed.
•
And volcanoes – what famous volcanoes do learners know? Can they find the places on the map?
Main teaching ideas 41
2 Complete the sentences. Then listen again and check. (5–10 minutes)
1 Look at the picture. What does it show? Listen to the conversation to find out. (15–20 minutes) •
Ask learners to look at the picture. Encourage them to explain what they see. Do they know where this place is? Elicit ideas. Do not reveal the answers.
•
Tell learners that they are going to listen to a conversation to find out.
•
Play the recording at least twice and elicit the answers.
•
Ask: Would you like to visit this place? Why?
CROSS-CURRICULAR LINK Geography: Ask the class to locate Turkey and the region of Cappadocia on the map. How were the rocks formed? Elicit answers. If necessary play the recording again. Ask the class what a volcano and a volcanic eruption are.
Download the audio transcript on Cambridge GO.
Answers Rock formations in Cappadocia, in Turkey.
Use of English Pronouns (10–15 minutes) •
Focus on the explanations and examples.
•
Ask learners to give a few more examples of their own. They write some of these in their notebooks.
Digital Classroom: Use the grammar presentation ‘Pronouns’ to introduce the different types of pronouns. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 93–94.
3 Use pronouns from the Use of English box to complete this conversation. (10–15 minutes) •
Ask learners to read the conversation and complete it using pronouns from the Use of English box.
•
Check as a class.
CROSS-CURRICULAR LINK Geography: Ask learners to find Oman and the mountain Jebel Shams on a map. What do they know about Oman? You may wish to ask learners to visit a suitable webpage and find information about it and Jebel Shams.
204 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Differentiation idea: For extra speaking practice, you could ask less confident learners to roleplay the conversation. This will also help them prepare for Exercise 4. More confident learners may use the information they found about Oman and Jebel Shams to extend the conversation a little more. Answers Possible answers: A: Are there any mountains in Oman? B: Yes, there are several. Look, here’s a picture of one. A: Wow! What’s it called? B: It’s called Jebel Shams. It’s the highest mountain in Oman.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Ask learners what they have found the most interesting in this lesson. What difficulties, if any, did they find in doing the exercises? How do they think they can overcome them? •
If learners keep a learning log, ask them to write down their reflections on today’s work.
Homework ideas •
Ask learners to write a fact file about the place they chose for their conversation in Exercise 4.
•
Home–school link: Learners tell their family about Cappadocia and about the place they chose for Exercise 4.
A: Are there any towns or villages in the area? B: Yes, there are a few. There’s one in the picture. It’s quite a new one, but there are some very old ones where nobody lives any more.
Workbook For further explanation and practice, learners do Workbook page 90.
4 Work in pairs. Each student finds a photo of a mountain, a lake, a rock formation or other natural feature. Have a conversation about it, like the ones in Exercises 1 and 3. (15–20 minutes) •
Ask learners to look for photos of natural features and choose one. They may use encyclopedias or you may wish to direct them to suitable age-appropriate websites.
•
They look for some information about the place.
•
In pairs, learners have a conversation about it, like the ones in Exercises 1 and 3.
Differentiation idea: You may ask less confident learners to use the conversations in Exercises 2 and 4 as ‘templates’ for their own conversations. You could share the script of the conversation in Exercise 2 with them and use both exercises to build their conversation. Answers Learner’s own answers.
205 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6.4 Think about it: Fastest, longest, furthest LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to a quiz show about animal records, listen for general meaning, listen for detail.
• Learners can listen to and understand people answering questions in a quiz show.
8Sc.02, 8Sc.05, 8So.01, 8Sor.01
• Speaking: Take part in a quiz, talk about animal records, discuss answers to questions, give opinions, ask for information, ask for clarification.
• Learners can talk about animal records.
8Wca.04
8Uv.03
• Writing: Write quiz questions from prompts, write sentences using correct comparative and superlative forms and structures. • Language focus: comparative and superlative adverbs, comparative structures • Vocabulary: antelope, cheetah, dolphin, hummingbird, killer whale, koala bear, leopard, owl, shark, swan, giant tortoise, wolf
• Learners can ask and answer questions about animal records. • Learners can write quiz questions. • Learners can use correct comparative and superlative forms and structures.
21st-century skills Critical thinking: Use graphic organisers to classify information, make inferences and draw conclusions. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions, ask clarifying questions when necessary. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Identify helpful resources for their learning, find sources of information and help. Materials: Learner’s Book pages 128–129; Workbook pages 95 and 98–99; photos of a cheetah, a blue whale, a hummingbird, a great white shark, a black mamba, a tortoise or similarly record-holding animals; large sheet of poster paper; Photocopiable 22; Differentiated worksheets 11A, B and C
LANGUAGE BACKGROUND Comparative and superlative adverbs Adverbs that have the same form as adjectives have comparatives and superlatives ending in -er and -est. farther and further We use both farther and further to talk about distance. They mean the same. Barcelona is farther/further away than Madrid. However, further (but not farther) can mean ‘additional’, ‘extra’ or ‘more advanced’.
For further information, visit our webpage. A College of Further Education Comparative and superlative structures We cannot use very with comparatives. Instead, we can use, for example, much, far, a lot (informal), a bit (informal), slightly. I can run much/far/a lot/a bit/slightly faster than my sister.
206 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Starter ideas
•
Pronoun dialogues (15–20 minutes)
Then tell them that they are going to listen to people answering the questions in a quiz show.
•
Play the recording at least twice. Learners check their choices. How many correct answers did they get? Were they surprised at any of them?
Learners do Photocopiable 22.
Animal wonders (15–20 minutes) •
If learners have done the homework exercise, ask them to share it with the class.
•
Publishing idea: They can upload the fact files to the class blog or the school webpage.
Differentiation idea: You may consider stopping after each question so that less confident learners have time to process the information and choose their answer. You may challenge more confident learners with additional questions, for example How long can a tortoise live? How many times does the hummingbird’s heart beat? How long does a koala bear sleep every day?
Critical thinking opportunity: Show the class photos of a cheetah, a blue whale, a hummingbird, a great white shark, a tortoise and a black mamba. Can they name these animals? What do these animals have in common? Elicit ideas. (They all hold world records.) •
Assessment idea: Draw a KWL table on a large sheet of poster paper and ask learners what they know about animal records. Have them write the facts on the K column. Then ask them what they would like to learn in this lesson and have them write this in the form of questions in the L column. Leave the poster to one side of the board until the end of the lesson.
Main teaching ideas 42
Download the audio transcript on Cambridge GO.
Focus on the title of the lesson and ask learners what they think it’s going to be about, for example animal records.
1 Listen. Note down the correct answer for each question. (25–35 minutes) •
Focus on the list of animals in the exercise. Check that learners know all of them.
Critical thinking opportunity: Draw a three-part Venn diagram on the board (one where the three circles all overlap with each other and label the circles Land, Sea and Air). Ask the class where they most often find these animals. Ask them to put each animal in the correct part of the diagram. •
•
Ask: What animals can be found in more than one environment? Where would you place them on the diagram? For example, where would you place a crocodile? And a seal? Which animals live both in air and land? And in air and water? (For example, certain insects like dragonflies, mosquitoes.) Ask learners to read the questions and challenge them to answer. Ask them to write down their answers.
Answers a cheetah
d elephant
b giant tortoise
e dolphin
c hummingbird
f koala
Use of English Comparatives and superlatives of adverbs (10–15 minutes) •
Remind the class of the comparative and superlative forms of adjectives.
•
Focus on the comparative and superlative forms of adverbs in the box. Give learners some examples and ask them to come up with a few more. Have them write the examples in their notebooks. Workbook For further explanation and practice, learners do Workbook pages 98–99.
2 Write two sentences for each correct answer in Exercise 1. Listen again if you need to. (15–20 minutes) •
42
Ask learners to think back on the quiz show and write two sentences for each correct answer in Exercise 2.
207 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Check as a class.
Assessment idea: You may give less confident learners some extra support by playing the audio recording again.
CROSS-CURRICULAR LINK Science: Learners can look for information about the other animals, for example how fast an antelope runs, how many times the heart of a mouse beats, etc. and make a poster.
Answers Possible answers: a A cheetah runs the fastest. It runs faster than an antelope or a leopard. b A giant tortoise lives the longest. It lives longer than an elephant or a killer whale. c A hummingbird’s heart beats the quickest. It beats more quickly than a mouse’s heart or a cat’s heart. d An elephant remembers faces and places the best. It remembers better than a shark or a swan. e A dolphin recognises its own species the best. It recognises its own species much better than an owl or a wolf. f A koala sleeps the longest each day. It sleeps longer than an owl or cat.
Use of English Comparative adverb structures (10–15 minutes) •
Focus on the explanation and the examples in the box.
•
Give learners some examples and ask them to come up with a few more. Have them write the examples in their notebooks.
•
When they have finished, ask them to pair up with a partner and compare their sentences.
•
Then check as a class.
Assessment idea: Learners work in pairs. They look for information about other animals and create similar prompts, at least two prompts each pair. Collect all the prompts on the board and ask the class to make sentences. The authoring pairs will act as ‘teachers’ and provide the correct answers. •
Learners do Differentiated worksheet 11A, B or C .
Answers a A horse’s heart beats quite a lot faster than a camel’s heart. A mouse’s heart beats far faster. In fact, a mouse’s heart beats the fastest of all three. b An elephant lives quite a lot longer than a killer whale. A giant tortoise lives far longer. In fact, a giant tortoise lives the longest of all three. c A blue shark swims quite a lot faster than a penguin. A blue fin tuna swims a bit faster than a blue shark. In fact, a blue fin tuna swims the fastest of all three. d A peregrine falcon flies quite a lot further than a swallow. An Arctic tern flies far further. In fact, an arctic tern flies the furthest of all three.
4 Work in pairs. Talk about what you’ve learned from this lesson and what you found interesting. (5–10 minutes) Ask learners to work in pairs. Have them discuss what they have learned from this lesson and what they have found interesting. Ask them to use the sentence and question opening in the book.
3 Write two or three sentences for each set of prompts. (20–25 minutes) •
Ask learners to read the examples and the prompts. They write two or three sentences for each set.
208 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Plenary ideas
Homework ideas
Consolidation (15–20 minutes)
•
Learners look for information about the questions that remained unanswered. They may prepare a short presentation, for example with a poster, a slideshow presentation, a fact file.
•
Home–school link: Learners ask the family the questions in Exercise 1.
•
Put the KWL poster back up on the board.
•
As a class, learners share their comments from Exercise 4 and write the answers to the questions in the W column in the L column (What I have learned).
Assessment idea: Ask learners what questions remain unanswered. Which ones would they like to find the answer to? Tell them to look for information at home and answer them. •
Ask them how they would like to present the information. What would they need to do that? What difficulties might arise? How would they overcome them? Elicit ideas.
•
Ask learners to write down their ideas in their learning log to help them when they do the homework.
Workbook For further explanation and practice, learners do Workbook page 95.
209 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6.5 Biology: Your very own natural wonder LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Talk about how the brain controls what we do, talk about the functions of the brain, discuss the style of an article, discuss the attitude of the writer.
• Learners can read and understand the main points and details of an article.
8Rd.01, 8Rd.04, 8Ro.01
• Reading: Read about how the brain works, read for detail, read and understand how the writer feels about the topic of the article.
• Learners can read and understand how the writer feels about the topic of the article. • Learners can talk about how the brain controls what we do. • Learners can talk about the functions of the brain.
• Vocabulary: organ, muscles, cell, neuron, spinal cord, breath, heartbeat, sensory organs, neuron pathways, heartbeat
• Learners can discuss the style of an article. • Learners can discuss the attitude of the writer.
21st-century skills Critical thinking: Distinguish between fact and opinion, summarise key points in a text or an argument. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions, ask clarifying questions when necessary. Communication: Present points clearly and persuasively, use simple techniques to start, maintain and close conversations of various lengths, use appropriate strategies to deal with language gaps. Learning to learn: Recognise areas of strength or weakness in learning the subject. Materials: Learner’s Book pages 130–131, Workbook page 96, large sheet of poster paper, dictionaries (optional), internet, encyclopedias, Photocopiable 23
Starter ideas Who got up the earliest? (15–20 minutes) Learners do Photocopiable 23.
Our brain (10–15 minutes) •
Ask learners: Do you have a good memory or a bad memory? Do you usually remember things or forget things? Where do you store your memories? Elicit ideas.
•
Ask the class: Why is your brain ‘your very own natural wonder’? Elicit opinions.
•
Draw a KWL table on a large sheet of poster paper and encourage learners to write down the things they know about the brain in the K column. You may wish to ask a few more questions to help them brainstorm ideas, for example What are some things we do with our brains? How many different functions does the brain perform? How is the brain structured? Do you think male and female brains are better at different tasks?
210 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
•
Ask learners to write questions they would like to find the answers to in the L column.
•
When they have finished, leave the poster on one side of the board until the end of the lesson.
Main teaching ideas 1 Read the article. How does the writer show that this is a subject that really interests and excites him? (10–15 minutes) •
•
Ask learners to read the article about the brain and decide how the writer shows that this is a subject that really interests him. Elicit answers. Ask learners to justify their opinions.
Critical thinking opportunity: Ask learners where would they find this article. In a scientific magazine or journal? In a general interest magazine? What makes them think so? Ask them to focus on the language. Is it formal or informal? Why do they think so? Is the article difficult to understand? Differentiation idea: Less confident learners may need some extra support, so you can ask a few comprehension questions to check understanding, for example What does the brain enable you to do? How do you call the cells we have in the brain? What does the brain do when you see that your cat is in danger? Answers By using adjectives such as fascinating and fantastic and by using exclamation marks at the end of the sentences. For example: ‘Discover the fascinating world of the human brain!’ and ‘This fantastic organ is your brain!’
2 Find these words in the text. Match them to the definitions. (10–15 minutes) •
Ask the class to read the words and find them in the text.
•
Then have them read the definitions and match them to the correct word.
•
Ask the class if there are other words they don’t know the meaning of. Ask them to try to explain what they mean using context to help them.
•
If they still find them difficult to explain, ask them to look the words up in a dictionary. They can write them in their notebooks together with a sentence.
Answers 1 b, 2 e, 3 d, 4 a, 5 c
3 Work in pairs. Talk about the part the brain plays in each situation. (10–15 minutes) •
Ask learners to work in pairs.
•
They take it in turns to talk about the part the brain plays in each situation.
•
Tell the class to use the first situation as a model.
Differentiation idea: Less confident learners may need to reread the article before doing the exercise. You may also wish to model the exercise with a volunteer first. Assessment idea: Circulate, listening to learners’ interactions. You may wish to focus on just a few aspects of the interaction, for example fluency and pronunciation, how learners cooperate with each other, how they encourage each other to speak and solve communication problems, etc. Answers Learner’s own answers.
4 Can you think of examples of how the brain: (10–15 minutes) •
Still working in pairs, ask learners to discuss how the brain does the things listed in the exercise.
•
When they have finished, ask pairs to share their ideas with the class.
211 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Possible answers: a You hear your phone ringing and your brain tells you someone is calling you. b When you smell something good, like freshly baked bread, you start to feel hungry. c If you touch something that’s very hot, your brain tells you to take your hand away quickly. d If something makes you happy, you smile.
5 Which parts of the brain do you use when you’re learning a language? Give reasons for your answer. (15–20 minutes) •
Ask learners to work in groups or in pairs. They read and discuss the question.
•
When learners have finished, ask them to share their ideas with the class.
CROSS-CURRICULAR LINK Science: Ask learners to look at the diagram of the brain. In which part of the brain is each activity located? Explain that the brain has a left side and a right side called hemispheres and they control different things. You may wish to ask them to look for information in books or on age-appropriate websites and find what things are controlled by which half of the brain. Ask them to draw a diagram or print a picture of the brain and label the hemispheres with the corresponding activities.
Plenary ideas Consolidation (15–20 minutes) Put the KWL poster back on the board. Ask learners to read the W column and decide which questions they have found the answers to. They write the answers in the L column. Assessment idea: What did they find the most interesting in this lesson? What was the most difficult thing to do? What could they have done better? Do they have any questions that they would like to find out more about?
Homework ideas •
Learners do some research into the functions of the left and right hemispheres and write a short text about it.
•
Home–school link: Learners tell their family about what they have learned and maybe the learners can challenge them to explain the situations in Exercises 2 and 3. Workbook For further explanation and practice, learners do Workbook page 96.
Answers Possible answer: You use hearing to listen to people talking. You use speech to practise speaking. You use sight to read words. You use memory and learning to learn new words. You use coordination to write. You use emotion and personality to interact in conversation with other people. You use motion for gestures to help you to express yourself.
212 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6.6 Talk about it: Use your human superpowers LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to and understand a phone-in programme, listen and understand opinions, listen for detail.
• Learners can listen to and understand a phone-in programme.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Role-play a phone-in programme, use correct intonation, give opinions, learn and use multi-word verbs.
• Learners can role-play a phone-in programme.
8Wca.02, 8Wca.03, 8Wca.04, 8Wc.02
• Writing: Write the script of a phone-in programme, use correct punctuation and spelling, use the correct register, write opinions.
8Ug.11
• Language focus: multi-word verbs
• Learners can learn and use multi-word verbs. • Learners can write the script of a phone-in programme.
• Vocabulary: daydream, tell me off, getting on with, knock-on, keep up with, go up to, overcome, take a step back, to have a go 21st-century skills Creative thinking: Act parts in role-plays or dramas. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions, ask clarifying questions when necessary. Communication: Use facial expressions and eye contact appropriately to support verbal communication. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 132–133, Workbook pages 97 and 100–101, photos of popular superheroes, for example the Avengers, recording of an extract of a phone-in programme (optional), Differentiated worksheets 12A, B and C
Superheroes (15–20 minutes)
Critical thinking opportunity: Ask learners what are the advantages and the disadvantages of being a superhero are. Elicit opinions.
•
Ask learners what superheroes they know. Elicit a few names. Ask what their superpowers are. Show a few photos of popular superheroes, for example the Avengers, Superman, Jade from the All-Star Squadron, Kato, the Green Hornet aide, etc. Why are they special?
•
Ask learners what they do in their free time. Do they watch TV, videos? Do they or their family ever listen to the radio? What sort of programmes do they listen to? Have they ever listened to a phone-in programme? Elicit ideas and ask learners to justify them.
•
Ask: If you were a superhero, what superpower would you choose? Elicit ideas and encourage learners to justify their choice.
•
If learners have never listened to a phone-in programme, explain what it is. If possible, bring a recording of an extract of one such programme to class and play it for them.
Starter ideas
213 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Ask learners: Are radio phone-in programmes a good idea? Why? Why not? Elicit opinions and ask learners to justify them.
Main teaching ideas 43
1 Listen to the first part of a radio programme called ‘It’s up to you.’ What sort of programme is it? (5–10 minutes) •
Tell the class that they are going to listen to the first part of a radio programme. They listen and say what sort of programme it is.
•
Play the recording once and elicit the answer.
•
Ask learners what helped them decide.
Download the audio transcript on Cambridge GO.
Answers a Because he’s getting into trouble at school and has difficulty concentrating. b Because he’s got into the habit of going to bed late, which means he’s tired the next day and can’t concentrate in lessons. c When your mind wanders (and you don’t concentrate on what is happening around you). d Something happens or you do something that causes something else to happen. If Suresh goes to bed earlier, the knock-on effect will be that he’ll get more sleep, he won’t feel tired the next day and he will be able to concentrate better in school. e To try activities like swimming or playing football so that he’s more physically tired and will be ready to go to bed earlier. This will help him to break the habit of going to bed late. f Learner’s own answers.
Answers Possible answer: It’s a radio programme that listeners can take part in to get advice from an expert. In this case, the expert is talking and answering questions about how you can use your brainpower to overcome problems.
2 Listen again and answer these questions. (15–20 minutes) •
Ask learners to read the questions. Then play the recording again and ask them to find the answers.
•
Play the recording twice if necessary.
Critical thinking opportunity: After playing the recording, ask learners to work on the questions individually. These questions require some reflection as learners won’t find them readily in the recording. When they have finished, ask them to pair up with a partner and discuss the answers, before having an open-class discussion. Differentiation idea: Less confident learners may need some support, so you might consider sharing the transcript with them. They can listen and read the transcript. Then they can reread at their own pace while answering the questions.
3 Now listen to the next part of the programme. How does Vanessa make Jamila feel at ease? (10–15 minutes) •
Tell the class that they are going to listen to the second part of the programme.
•
They listen and say how Vanessa makes Jamila feel at ease.
•
Play the recording twice.
•
Elicit the answer from the class. Ask learners what helped them find the answer.
44
Differentiation idea: Less confident learners may need some support, so you might consider sharing the transcript with them. After they have listened and answered the question, they can read the transcript and check. Download the audio transcript on Cambridge GO.
Answers She congratulates her for having the courage to call the programme.
214 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
4 Answer the questions. (10–15 minutes) Ask learners to read the questions and answer them. Critical thinking opportunity: Ask learners to work on the questions individually as these questions require some reflection. When they have finished, ask them to pair up with a partner and discuss the answers, before having an open-class discussion. Differentiation idea: Less confident learners may need some support so you might consider playing the recording again and asking them to find the answers. Play the recording twice, if necessary. You can also share the transcript with them as they won’t find the answers readily in the recording. They can listen and read the transcript. Then they can reread at their own pace while answering the questions. Answers a Because she feels worried, anxious and afraid of doing things b fear of flying c Because flying is safer than other forms of transport. d You need to stop and think about things. e Not being good at maths. f By saying that her sports teacher will encourage her to do sport.
Use of English Multi-word verbs (phrasal and prepositional verbs) (10–15 minutes) •
•
Remind the class of phrasal verbs they have learned. Ask them what they mean and have them make sentences. Focus on the Use of English box. With the class read the explanations and the examples.
Digital Classroom: Use the grammar presentation ‘Phrasal verbs’ to introduce phrasal verbs. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 100–101.
5 Read each pair of sentences. Complete the second sentence of each pair so that it means the same as the first. (They are all in the radio programme you have just heard.) (10–15 minutes) •
Ask learners to read the pairs of sentences. Tell them to complete the second sentence of each pair so that it means the same as the first. You may wish to model the first one with a volunteer.
•
Learners rewrite the sentences and check as a class.
Differentiation idea: Play the recording and ask learners to put up their hands every time they hear one of these phrases. Less confident learners may read the transcript and check their answers before sharing them with the class. •
Learners do Differentiated worksheet 12A, B or C.
Answers a into
e with
b on
f off
c up with
g without
d up to
h into
6 Work in pairs. Act out either the first phone call to the programme (from Suresh) or the second (from Jamila). (15–20 minutes) •
Ask learners to work in pairs. They choose one of the conversations and act it out.
•
Remind learners to use the correct intonation to role-play their character.
•
Tell them to practise using the multi-word verbs in Exercise 5 and to include some of the phrases listed in the exercise.
•
You may ask volunteers to role-play the conversation they have chosen in front of the class.
Differentiation idea: If you haven’t until now, share the transcripts with less confident learners so that they can read them before doing the role-play.
215 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Assessment idea: You may wish ask learners to record themselves with their mobile phones while they are rehearsing their role-play. When they have finished the exercise, they view the recording and discuss what improvements need to be made. This will help them prepare for the next role-play. •
You may also wish to record learners when they role-play the conversation for the class. You can give learners a copy to be shared with the family.
7 Work in groups. Role-play the following situation. (30–45 minutes) •
Ask the class to work in groups. Each group chooses who is going to play each role.
•
They write the script and rehearse it.
•
When they feel they are ready, groups role-play the situation in front of the class.
Assessment idea: You may wish ask learners to record themselves with their mobile phones while they are writing the script and rehearsing their roleplay. When they have finished rehearsing, they view the recording and discuss what improvements need to be made. This will help them prepare for their performance in front of the class. •
Plenary ideas Consolidation (10–15 minutes) Assessment idea: After they have finished roleplaying the conversations, ask learners to discuss what difficulties they had. Were they happy with what they did? What do they need to improve? Do they find recording themselves useful? Why? Why not? Encourage learners to give each other advice.
Homework ideas •
Learners write a short text about what they think their superpowers are – what they are good at, and what they think they could be good at if they tried hard.
•
Home–school link: Learners share their recordings with their family and explain what they did in class. Workbook For further explanation and practice, learners do Workbook page 97.
You may also wish to record learners when they role-play the conversation for the class. You can give learners a copy to be shared with the family.
216 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8So.01, 8Sor.01
• Speaking: Talk about World Heritage Sites, talk about special sites in their country, discuss the structure of an account, understand the opinion of the writer.
• Learners can read and understand the structure of a personal account.
8Rd.02, 8Rd.04, 8Ro.01
• Reading: Read an account, read and understand the opinion of the writer, read and understand the structure of the account.
8Wor.02, 8Wor.03, 8Wc.01, 8Wc.02
• Writing: Write a personal account, use comparatives and superlatives, use plural nouns that stay the same, give opinions.
8Uv.03
• Language focus: comparative and superlatives
• Learners can understand the structure and language of a personal account. • Learners can talk about World Heritage Sites. • Learners can talk about special sites in their country. • Learners can write a personal account.
• Vocabulary: plurals that stay the same, e.g. deer, moose, boar 21st-century skills Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions, ask clarifying questions when necessary. Communication: Present points clearly and persuasively, write at a suitable pace, develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Social responsibilities: Identify national and international organisations and initiatives that tackle global issues. Materials: Learner’s Book pages 134–135, Workbook page 102, map of the world, photos of World Heritage Sites, Photocopiable 24 etc. Ask the class if they know what these places are. Where are they? Help learners locate them on the map.
Starter ideas Multi-word verbs memory game (10–15 minutes)
•
Ask the class what these places have in common. Elicit ideas.
•
Social responsibilities: Explain that they are all World Heritage Sites. Explain what ‘heritage’ means. Ask learners why they think these places are World Heritage Sites? For example, they have a great historical or natural value.
Learners do Photocopiable 24.
World Heritage Sites (10–15 minutes) •
Show learners a few photos of World Heritage Sites, for example the Xian warriors and the Sichuan Giant Panda Sanctuaries in China, Abu Simbel in Egypt, Ischigualasto and the glaciers in Argentina, Ephesus and the site of Troy in Turkey,
217 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Focus on the information box and read it with the class. Do they know of any other buildings or places that are or should be included in this group? Elicit ideas.
•
You may wish to have learners look for information on the UNESCO website and see the list of places by country. Ask learners why UNESCO is important. Elicit ideas. You may wish to have learners look for information about UNESCO’s work.
Main teaching ideas Tell the class that they are going to write an account of a place in their country that could be a World Heritage Site, to send to a partner school in another country.
1 Work with a partner. Read the account written by Lena. Choose two or three phrases that show that she is very enthusiastic about this place. (10–15 minutes) •
Tell the class to read the model account and choose the phrases that show that Lena is very enthusiastic about this place.
•
They underline the phrases. Can learners think of more phrases that they can use to show enthusiasm? Elicit examples and write them on the board as a reference.
Answers It is so special that I think it should be a World Heritage Site. It’s a very attractive city. The banks are covered in thick forests, which are home to the most wonderful animals.
Provide some more animal examples, for example cod, salmon, bison, grouse, and some examples of nonanimal nouns, for example news, furniture, dice, dozen, series, species, etc
2 Notice how Lena structures her account: (10–15 minutes) •
Ask learners to look at the text and notice the structure. You may wish to have them pencil the labels next to each paragraph.
•
Then ask them to read the list of things Lena does in her text. Ask them to put each of them under the correct paragraph heading.
•
When they have finished, check as a class.
Answers Paragraph 1 f She introduces herself. g She introduces the place she’s going to talk about. i She talks about who goes there. h She says how big it is. Paragraph 2 d She gives information about a town to go to when you first get there. b She explains where the lakes are in relation to a town in this area. Paragraph 3 e She gives information about two ways you can see the area. c She gives examples of what you might see in the surrounding countryside. Paragraph 4 a She compares this place with other beautiful areas in the world.
Language tip (5–10 minutes) Remind the class of how to make the plural of nouns. Remind them of some irregular plurals, for example knife – knives, and of plurals ending in ‘o’, for example mango – mangoes. Explain that some nouns do not change, mostly animal nouns. Focus on the language tip box and read the examples.
3 Lena uses comparatives and superlatives in her account. How many can you find? (5–10 minutes) •
Focus on the examples given in the exercise. Read them with the class.
•
Ask learners to reread the account and find more comparatives and superlatives.
•
Ask them to underline the examples in the text.
218 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
the largest lakes, and the most popular ones
Assessment idea: Ask learners to exchange their work with another learner and give each other feedback. They can use the checklist and also make comments about things they like about it. Is there anything they would need to improve?
one of the most exciting ways of exploring the lakes
•
Answers It’s one of the most popular tourist destinations. the biggest place in the area and the easiest to get to
home to the most wonderful animals Other countries have higher mountains, bigger forests and more ancient buildings.
4 Choose a place that you think should be a World Heritage Site. Write a draft account of it for a partner school in another country. Use Lena’s account as a model. (20–30 minutes) •
•
As a class, ask learners to choose a place. They may look at the UNESCO website to check if their country is listed there. They may wish to choose from the places listed or choose another place they think should be included. They write a first draft of their account using Lena’s as a model.
Differentiation idea: You may ask more confident learners to expand the scope of their writing by including additional interesting information, for example what objective criteria the place meets to be a World Heritage Site, relevant historical or cultural information, comparison with similar places, etc. •
When learners get their work back, they make changes and write the final account.
Plenary ideas Consolidation (15–20 minutes) •
Learners read their account to the class.
•
You may wish to look for opportunities for learners to exchange messages with learners from other schools in the country or elsewhere. They might actually send this account to a ‘pen pal’ in another school.
•
Publishing idea: Alternatively, they may upload their accounts to the school or class blog.
Homework ideas •
Learners may create a slideshow presentation to go with their account.
•
Home–school link: Learners tell their family about the UNSECO World Heritage Sites list. Workbook For further explanation and practice, learners do Workbook page 102.
They follow the structure in Exercise 2.
5 Check your account. (15–20 minutes) •
When they have finished their account, and before checking it, create a checklist with learners to use to correct their work. For example: Have they included all the points that Lena included? Have they included some comparatives and superlatives? Have they used correct plural forms, spelling and punctuation? etc.
•
Learners check their work using the checklist.
219 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, discuss choices, express opinions, give examples, have a question and answer session.
• Learners can discuss aspects of a project.
8Wor.02, 8Wor.03, 8Wc.01, 8Wc.02
• Writing: Brainstorm ideas, organise ideas, plan a presentation, write notes, give a presentation. • Language focus: revision of Unit 6 • Vocabulary: revision of Unit 6
• Learners can plan a question and answer session. • Learners can plan and write captions for slides. • Learners can express opinions and give examples. • Learners can give a presentation. • Learners can have a question and answer session.
21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 136–137, internet access, encyclopedias
Starter ideas
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
•
You may wish to video-record groups as they are working as well as record their presentations.
A quiz (20–25 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
220 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
Project 1: A presentation (60–90 minutes) •
Tell learners that they are going to give a presentation of a natural wonder of the world
•
Go through the steps as a class.
•
Provide additional explanations if necessary.
•
You may wish to have some dictionaries to the class, in case learners need to look up a word or, if conditions permit, they can use a Cambridge online dictionary, for example, the Cambridge Essential English Dictionary or a bilingual dictionary.
1 Work in groups. Choose a natural wonder for your presentation. (Each group should choose a different natural wonder.) •
Learners work in groups. They choose a natural wonder for their presentation.
•
Tell them to look for options on age-appropriate webpages on the internet.
•
When learners have decided, ask them to share their choice with the class to make sure everyone has chosen a different natural wonder.
crocodile’s snouts are more pointed. The alligator’s snout is round-shaped, the crocodile’s is V-shaped. Crocodiles mostly live in saltwater habitats, while alligators live in freshwater marshes and lakes.
5 Check your script. Do the captions on the slides match the script? Once they have finished the first draft, groups check their script and make sure the captions on the slides match the script.
6 Rehearse your presentation. Check the pronunciation of difficult words. Groups rehearse the presentation. Tell learners to listen to each other carefully for correct pronunciation and intonation. Assessment idea: You may have learners record their rehearsal. When they have finished, they listen/ watch the recording and evaluate what changes or improvements, if any, need to be made.
7 Give your presentation to the other groups in the class.
2 Your presentation should contain between six and ten slides. Make notes of what each slide should feature. •
Groups decide what slides they would like to include, they write notes about what each should feature.
•
Tell them to use the examples in the book as models.
•
Learners look for photos in books or on the internet. If they don’t find the photos they want, tell them to revise their plan and make changes. When they have found their photos, they decide the order in which they will be included in the slideshow.
4 Write a draft of your script. Try to include some comparatives and superlatives. •
Each group writes the draft for their script. Remind them to use vivid language and some comparatives and superlatives.
Differentiation idea: You could give less confident learners some example sentences to use as models, for example Alligators have wider snouts, while
Groups give their presentations to the other groups.
•
Groups may ask each other questions about the presentation.
Assessment idea: You may video-record the presentations and give learners a copy. You can save a copy in their portfolios.
8 Ask for comments on your presentation. When all groups have finished, they ask the class for feedback.
3 Find your photos. If you can’t find the ones you want, revise your plan. •
•
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
Project 2: Question and answer session (60–90 minutes) •
Tell learners that they are going to have a ‘question and answer’ session comparing two animals.
•
Go through the steps as a class.
•
Provide additional explanations if necessary.
221 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
1 Work in groups. Each group chooses a different pair of animals to compare. •
Ask learners to work in two groups. Each group chooses a different pair of animals to compare. Make sure learners compare animals that are similar, e.g. a lion and a tiger, which are both felines; an eagle and a hawk, which are both birds, etc.
•
Check that pairs have not chosen the same animals.
•
You may wish to have learners look for options on age-appropriate websites.
5 Group A reports back to Group B on what they have learned about the animals. Group B checks that all the information is correct. Group A reports back to Group B on what they have learned about the animals. Group B checks that all the information is correct. Assessment idea: You may video record the question and answer sessions and give learners a copy. You can save a copy in their portfolios.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
2 Find out all you can about the differences between the animals, so that you are well prepared to answer questions about them. Groups find out as much information as possible about the differences between the animals.
3 Make notes on the differences.
Plenary ideas
•
Group members make notes on the differences.
Consolidation (10–15 minutes)
•
Have learners look at the possible aspects to compare in the Learner’s Book.
•
Groups reflect on their performance using www? (What went well?) ebi (Even better if)
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
4 Have your question and answer session. •
Groups decide what questions the other groups are likely to ask.
•
They check the information they have to make sure they can answer them.
•
Tell learners to look at the example ‘question and answer’ session in the book to have an idea of how to expect and what to do.
•
Publishing idea: For Project 1, learners can write their presentation in the form of a short article for the class blog or website.
•
Groups have their ‘question and answer’ session.
•
For Project 2, learners choose a pair of animals and write a fact file.
•
Home–school link: Learners show parents the recordings of their project.
Assessment idea: You may have learners record the preparation of the session. When they have finished, they listen/watch the recording and evaluate what changes or improvements, if any, need to be made.
Homework ideas
Workbook For further explanation and practice, learners do Workbook page 102.
222 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
6.9 Read and respond: Fiction LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.04, 8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss the use of humour, exaggeration and suspense, talk about New Zealand and the Ma¯ ori people, discuss characters in a novel, discuss motivations of characters.
• Learners can read and understand extracts from a story.
8Rd.01, 8Rd.04, 8Ro.01, 8Rm.02
• Reading: Read extracts from a story; understand vocabulary, understand humour, exaggeration and suspense.
8Wca.02, 8Wca.03, 8Wca.04
• Writing: Plan ideas, write a story, write dialogue, use correct punctuation, use correct register.
• Learners can understand humour, exaggeration and suspense. • Learners can discuss the use of humour, exaggeration and suspense. • Learners can discuss characters and their motivations. • Learners can write the next part of the story. • Learners can use correct spelling and punctuation.
21st-century skills Critical thinking: Understand humour, exaggeration and suspense. Collaboration: Compliment other learners’ work or how well they’ve achieved something, give supportive feedback to other learners’ comments. Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Identify helpful resources for their learning, find sources of information and help (online and in school) in order to enhance their understanding of English. Values: Respect for elders and of traditions. Materials: Learner’s Book pages 138–140; Workbook page 103; map of the world; internet access; encyclopedias; photos of New Zealand landscapes, Ma¯ ori art, a kiwi bird and a rugby match of the All Blacks
Starter ideas
Main teaching ideas
New Zealand (5–10 minutes)
1 What do you know about New Zealand and the Ma¯ ori people? (10–15 minutes)
Show photos of famous rugby team the All Blacks, examples of Ma¯ ori art, photos of landscapes where The Lord of the Rings was filmed, and a kiwi bird.
CROSS-CURRICULAR LINK Geography: Ask the class what the things in these photos have in common. Where were can they find what they see?
•
Ask the class what New Zealand is well known for. Elicit answers.
•
Ask learners to locate New Zealand on the map. How far is it from their country?
223 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK Social science: Show photos of Ma¯ ori people and Ma¯ ori art. Who are these people? Ask learners what they know about the Ma¯ ori people. •
•
Focus on the information about Witi Ihimaera. Ask learners to read it. Who is this man? What is he famous for? Elicit answers. You may wish to have learners look for information about the Ma¯ ori people on age-appropriate websites. They can also watch a trailer of the film, Whale Rider. Answers Learner’s own answers.
2 Values. Read the summary of the story so far. Then answer the questions. (10–15 minutes) •
Ask the class to read the summary of the story so far.
•
Allow enough time for the class to read and make notes of their answers.
•
Elicit answers from the class.
Answers Possible answers: a Kahu’s great-grandfather is the chief of his community and Ma¯ ori believe that leadership is hereditary and passes to the first-born son. He was hoping for a great-grandson when Kahu was born, so he was disappointed that she was a girl. Consequently, he is looking for a boy in the community with the qualities to be a good leader. He sets them tasks to see who will be the best leader. b Kahu’s great-grandfather throws a special stone into the sea and the boys have to dive down to find it and bring it back up.
3 Read and listen to the extract from Chapter 3. Then answer these questions. (15–20 minutes) •
Ask the class to read the extract from Chapter 3 as you play the audio.
•
Allow enough time for the class to read and make notes of their answers.
•
Elicit answers from the class.
45
Assessment idea: Ask learners about their experience of reading the text. Was it difficult to understand? Did they find many new words? What did they do to understand the meaning? Download the audio transcript on Cambridge GO.
Answers Possible answers: a Rawiri is telling the story. b She is fearless and she’s a good swimmer. c She loves Kahu and wants to protect her.
4 What do the verbs in each group have in common? Find them in the story and, with a partner, try to work out their meaning. Use a dictionary to help you. (15–20 minutes) •
Ask the class to look at the lists of verbs in groups 1–4. Ask them what the verbs in each group have in common.
•
Ask learners to work in pairs and find the verbs in the story. They work out their meaning. Tell them to use a dictionary if necessary.
•
Check as a class.
Answers Possible answers:
c Paka
Group 1: to do with movement and what might happen while swimming in the sea
d Rawiri is Kahu’s uncle. Nani Flowers is Kahu’s great-grandmother.
Group 2: to describe making sounds in response to emotions Group 3: to describe actions made with your hand Group 4: to describe physical reactions that happen as a result of going under water
224 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
5 Find the following in the extract. (15–20 minutes) Critical thinking opportunity: Ask the class to reread the extract and find examples of humour, exaggeration and images that help to create a picture in their mind. •
Allow some time for this. Then discuss as a class.
•
Encourage learners to justify their choices. How does the writer express all of this?
Answers Possible answers: a Then she tried to swim underwater, but her dress was so filled with air that no matter how hard she tried she remained on the surface like a balloon with legs kicking out of it.
7 Read and listen to the next part of the extract. Then answer the questions. (15–20 minutes) •
Learners read the next part of the extract while they listen to the audio and answer the questions.
•
They can do this in pairs. Then they can pair up with another pair and discuss their answers.
•
Finally, you can have an open-class discussion.
•
Values: Focus on the second question and values such as respect for the elders of the family, for example Kahu’s great-grandfather, and the importance of keeping traditions.
•
Ask the class if there are traditions in their community that are still kept in the present. Ask learners to describe them. Why is it important to listen to and respect our elders? Elicit opinions.
b And before I could stop her she jumped in beside me, just about emptying the whole ocean. c Nani’s mouth made a big ‘O’. But just then white shapes came speeding out of the dark towards her.
6 Work with a partner. Discuss these questions. (10–15 minutes) •
Tell learners to work in pairs and discuss the questions.
•
Tell them to make some notes of their conclusions.
•
When they have finished, you may consider having an open-class discussion.
Answers Possible answers: a Nani Flowers b Humour adds to the drama by being a contrast to the possible dangers that Kahu faces in the water. It also makes the characters more appealing. c The writer describes what is going on while Kahu is under the water, so the readers feel as if they are waiting in the boat for Kahu to come back up to safety. The writer also mentions a stingray and sharks, to add to the sense of potential danger.
46
Download the audio transcript on Cambridge GO.
Answers Possible answers: a a crayfish and a stone b Kahu loves her great-grandfather. She knows he is disappointed that she is not a boy and she wants to make him happy by showing that she can do the things he’s looking for. There are strong bonds between the family members and across the generations.
8 Write the next scene of the book. (30–40 minutes) •
Ask learners to work in pairs.
•
They read the questions and brainstorm ideas.
•
Each learner chooses the ideas they like most and write the scene individually.
•
Ask them to follow the narrative style of the extract.
•
Remind them to use “ ” to show what people actually said and to start a new line for each person who speaks.
225 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
•
When they have finished, they exchange their work and make comments, for example how interesting it is, how correct the punctuation and spelling are, etc.
4 It’s the deepest part of the ocean and it’s in the Pacific Ocean.
They get their work back and make changes to the writing as necessary and write the final version.
6 cheetah
Plenary ideas Consolidation (10–15 minutes) •
Ask learners to read their texts to the class. Learners make comments about each other’s work.
•
As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn?
•
•
Can they think of ways to overcome the difficulties? Have they tried some strategy to solve the problems? Has it worked? Why do they think so? If learners have started a reflection section in their notebooks, you may ask them to write a few sentences about how they perceive their performance.
Homework ideas •
•
Learners look for information about the Ma¯ ori people, their traditions and history. They prepare a short fact file. Home–school link: Learners tell the story to the family.
5 very small plants and animals that live in the sea and are eaten by fish 7 elephant 8 It’s a hummingbird. Its heart beats the quickest of any animal, more than a thousand times a minute. 9 your brain 10 in your back Vocabulary 1 a leopard
c dolphin
b owl
d shark
2 1 c, 2 e, 3 d, 4 b, 5 a Use of English 1 a You’re much better at geography than me. b The book is far more interesting than the film. c The photo of the tiger is the best of all. d Asia is much larger than all the other continents. e An elephant’s eyesight is much worse than an eagle’s. 2 A: We need some pictures of animals for our project.
B: What about these?
A: Are they the only ones we’ve got?
B: There are a few on the website that we looked at earlier.
A: Oh, yes. But there were none showing animals in the wild.
B: What else do we need?
A: A dictionary, to check our spelling.
B: There’s one over there.
A: And we need someone to design the poster.
B: I’ll do it.
A: OK. Let’s start!
Workbook For further explanation and practice, learners do Workbook page 103.
Check your progress Working individually, learners do all three parts of the test. Answers General knowledge quiz 1 the Nile 2 Mount Everest 3 Chile
226 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 6 NATURAL WONDERS
3
Summary checklist
Adjective
Adverb
Comparative adverb
Superlative adverb
good
well
better
best
bad
badly
worse
worst
high
high
higher
highest
careful
carefully
clear
clearly
more carefully
most carefully
quick
quickly
more clearly
safe
safely
•
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
most more quickly clearly most more safely quickly most safely
4 a more safely
d more carefully
b best
e highest
c more quickly
227 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
7 Historical figures Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
1 Leaders, rulers and explorers
2
Listen to opinions about historical figures
8Ld.01–03 8Sc.04–05 8So.01 8Ug.03&05
Learner’s Book Lesson 7.1 Workbook Lesson 7.1 Photocopiable 25 Differentiated worksheets 13A, B and C Digital Classroom: video – Historical people and places presentation – Past continuous
2 Born to lead
1.45
8Rd.01–02&04 Learner’s Book Lesson 7.2 Read an account of a 8Sc.04–05 Workbook Lesson 7.2 historical figure 8So.01 8Wc.01–02
3 Who will be remembered?
3.15
Listen to and role-play an interview about the achievements of a leader
8Ld.01–03 8Sc.04–05 8So.01 8Sor.02 8Uv.01
4 Creating and performing
3.15
Learn about and discuss famous artists, musicians and writers
8Ld.01–03 Learner’s Book Lesson 7.4 8Sc.05 Workbook Lesson 7.4 8So.01 Photocopiable 27 8Sor.01 Differentiated worksheets 14A, B 8Rd.01–02&04 and C Digital Classroom: presentation – Past perfect simple
5 The Islamic Golden Age
2.45
Learn about the Islamic Golden Age
8Sc.02 8So.01 8Sor.01–02 8Rd.01&04 8Rm.02 8Wca.02–04
Learner’s Book Lesson 7.3 Workbook Lesson 7.3 Photocopiable 26
Learner’s Book Lesson 7.5 Workbook Lesson 7.5 Photocopiable 28
(continued)
228 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
6 Leonardo in 3D
2.45
Listen to and report a conversation about an unusual exhibition
8Ld.02–03 8Lo.01 8Sc.01–02 &04–05 8So.01 8Ug.06&08
Learner’s Book Lesson 7.6 Workbook Lesson 7.6
7 Improve your writing
2.30
Write a biography
8Sc.05 8So.01 8Sor.01–02 8Rm.01–02 8Wca.02&04 8Wor.01–02
Learner’s Book Lesson 7.7 Workbook Lesson 7.7
8 Project challenge
1.45
Do a project
8Sc.01–05 8So.01 8Sor.02 8Wca.02–03
Learner’s Book Lesson 7.8
9 Fiction
3.30
Read an extract of a novel about a historical figure
8Sc.01&04–05 Learner’s Book Lesson 7.8 8So.01 Workbook Lesson 7.8 8Sor.01–02 8Rm.02 8Rd.01&04 8Wca.02–04 8Wc.01
Cross-unit resources Unit 7 Audioscripts Unit 7 End-of-unit test Unit 7 Progress report Unit 7 Wordlist
229 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
BACKGROUND KNOWLEDGE Bashoˉ In Lesson 8.4, learners read a haiku by Matsuo Bashoˉ . Bashoˉ was born near Kyoto, Japan in 1644. He is considered the greatest master of haiku. As a young man, he studied Chinese poetry and Taoism, and began writing haikai no renga. The opening verse of a renga is known as hokku and it is made up of three lines of five, seven, and five syllables, with no rhyme. Many poets began to use the hokku’s form as a standalone poem, which eventually became known as haiku.
military engineer. Born in a small village in Tuscany, Italy near Florence, on 15 April 1452, he received little formal education apart from basic reading, writing and mathematics, but when he was 14 he was an apprenticed to a famous artist, Verrocchio. From him da Vinci learned drawing, painting and sculpting, and how to work with metals. Da Vinci’s most famous works include Vitruvian Man, The Last Supper and Mona Lisa. He also designed war machines and a flying machine based on the anatomy of bats.
Haiku This traditional Japanese form of poetry consists of three lines with seventeen syllables: the first and third lines have five syllables each and the second line has seven. Haikus often describe images from nature and can describe a brief moment in time by means of provocative, colourful images. They must be read in one breath.
Rosa Parks Rosa Louise McCauley Parks was an American activist in the civil rights movement. She was born on 4 February 1913 in Tuskagee, Alabama in the United States. The United States Congress has called her ‘the first lady of civil rights’ and ‘the mother of the freedom movement’. On 1 December 1955, Parks decided to remain in her seat on a bus in Montgomery, Alabama because she didn’t believe she should have to give it up to a white person, even though that was the law. She was arrested and this started the Montgomery Bus Boycott by 17,000 black citizens and was a turning point in the fight against segregation.
The European Renaissance In Lesson 8.6, learners read and learn about the European Renaissance. This period, which started in Italy, lasted approximately 250 years, starting around 1350 and ended in 1600. The word ‘renaissance’ comes from French and means ‘rebirth’. During this period, there was a reborn interest in learning. In the time after the fall of the Roman Empire, most people were illiterate and education was a privilege or monarchs and the Church. Gradually, people began to have time and the means to learn again and that is why this period was called the Renaissance. It is said by some historians that the Renaissance really began with the invention of the printing press by Gutenberg around 1440. This invention made it possible for more people to have access to books. They began to learn how to read and became interested in literature, art and music as well as in science and exploration. Some of the people who lived during the Renaissance include William Shakespeare, Christopher Columbus, Vasco da Gama, Copernicus, Michelangelo, and Leonardo da Vinci. Leonardo da Vinci Leonardo da Vinci lived during the Renaissance. He was a painter, sculptor, architect, inventor and
The Elizabethan Era In Lesson 7.9, learners read about William Shakespeare and the Globe. Shakespeare lived between 1564 and 1616 in England. The Elizabethan Era is the period between 1558 and 1603, named after Queen Elizabeth I, who ruled England during this time, and it is considered to be a golden age in English history. During Elizabeth’s reign, England experienced peace and prosperity and the arts flourished, especially the theatre, and it became famous because of the works of William Shakespeare. During the Elizabethan Era, the English navy defeated the powerful Spanish Armada, Sir Francis Drake circumnavigated the globe, Sir Walter Raleigh established the Virginia Colony in presentday United States and Sir Humphrey Gilbert claimed Newfoundland.
230 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
TEACHING SKILLS FOCUS What are effective listening strategies? Developing good listening skills is crucial, as about half the time we spend in communication is devoted to listening. However, many learners do not give it the attention it requires, much more so when they find it the most challenging of all the skills in English. There are many difficulties learners may face in understanding conversation, a talk, a radio programme, etc., not only in a second language but sometimes in their first language too. These difficulties may include: the speed of delivery, such as the speaker talking quickly; background noise; the absence of visual clues, such as in a telephone conversation; the listener’s limited vocabulary or general knowledge of the language; a lack of knowledge of the topic of the conversation, and an inability to distinguish individual sounds. Some of the challenges may be out of the listener’s hands to overcome. However, there are a few strategies that English learners can use to help them, and one of them is listening for gist. Listening for gist We listen for gist when we try to understand what is happening even if we don’t understand every phrase or sentence that is said. In order to listen for gist, learners need to try to identify key words, intonation, and other clues that will help them take a guess at the meaning. Sometimes it is easy to find the gist because a series of content words (nouns, adjectives, verbs) appear at the beginning of the listening text, but at other times learners need to listen to the whole conversation to understand the general meaning. You may ask some scaffolding questions that will help learners identify the gist, for example: • What’s the topic of the conversation? • Are they discussing a problem? What problem is it?
• What’s the speaker’s opinion of the topic? • Look at the pictures. What are the speakers going to talk about? • What’s the purpose of the passage? • What point is the passage trying to make? Identifying signposts There are signposts in language that help us follow what we are listening to. These signposts are words that link ideas and help us to understand what the speaker is talking about. This signpost language tells us what has just happened, and what is going to happen next, such as ‘first of all’, ‘moving on to’ and ‘in summary’, to indicate the next part of the talk. We can use phrases such as ‘in other words’, ‘to put it another way’ to clarify meaning; to give examples we can use ‘to illustrate this’, ‘for example’, and so on. Your challenge In each unit of the Learner’s Book, opportunities to practise and develop these skills are highlighted. Look through Unit 7 and highlight opportunities for practising listening for gist and detecting signposts. For example, ask learners to listen for how many signpost phrases or content words they can identify. Then you can share copies of the audio transcript and they can check their notes. As you continue with the following units, tick off the relevant points where learners might apply these listening strategies. Reflection • How can I convey the importance of using effective listening strategies to my learners outside the context of the Learner’s Book and the class? • How could I consider applying these and other effective listening strategies in other ways within my teaching?
231 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Common misconceptions Misconception
How to identify
How to overcome
Learners may use the past continuous or the present continuous with ‘state’ verbs, e.g. When I walked around the concert place, I was seeing him.
Explain the difference between ‘state’ verbs and ‘action’ verbs, e.g. stative verbs describe opinions, feelings and emotions, perceptions, senses, etc. Focus on the sentences and underline the mistakes. Ask questions, for example: Is this a state verb or an action verb? Elicit answers from the class.
Ask learners to circle the verbs and ask themselves what they are describing, e.g. Is it an action? Is it an opinion/feeling, etc.? Then, they choose the correct tense.
Learners may use the past simple instead of the past continuous for interrupted actions, e.g. One year ago, I came home on a rainy day when I met Daisy. One day, when I searched on the internet for friends to chat with I found a very impressive nickname.
Write the sentences on the board and underline the actions. Ask: Which of these actions is the longer one over time? Which action interrupts it? So, what WAS HAPPENING when I met Daisy? When I found the impressive nickname?
Ask learners to read the sentences and think which action was happening when another one interrupted. They can also represent this graphically with a long horizontal line for the action happening and a vertical one for the action interrupting. Then they choose the correct tense.
Learners sometimes use the past simple instead of the past perfect, e.g. I decided to take out my umbrella but I realised that I forgot to bring it out.
Revise the use of past simple and past perfect. Write some sentences on the board. Ask learners to identify which action happened first, for example: What happened first: forgetting the umbrella at home or deciding to take it out because it was raining? Elicit answers.
Ask learners to read the sentences and ask themselves the question: Which action happened first? They then choose the correct tense.
Learners usually make mistakes with verb + preposition combinations, such as sometimes using the wrong preposition, e.g. What are you listening for? Her mother smiled to her very sweetly.
Write the incorrect sentences on the board. Ask learners to circle the mistakes, and say Is this preposition right? Which one should we use here? Elicit answers from the class. Focus on sentences such as The teacher wants to talk/speak with you, Mum. I’m going to write Peter an email. Explain that this can sometimes be attributed to differences in British and American usage. For example, in American English it’s common to say talk/ speak with somebody, instead of British English talk/speak to somebody. It’s also possible in American English to say write somebody without a preposition. American English also uses meet with somebody.
With the class, make a preposition reminder poster. Draw a 3-column table. Label one column American English, the second British English and the third one ‘Incorrect preposition’. Ask learners to write the incorrect combination, circling the incorrect preposition in red or crossing it out, and then have them write the correct preposition in green and with capital letters. Write examples of American and British English usage. Keep it on display so that learners can use it as a reference.
232 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
7.1 Think about it: Leaders, rulers and explorers LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen to opinions about historical figures, listen for general meaning, listen for detail.
• Learners can listen to and understand opinions about historical figures.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Talk about historical figures, give opinions about historical figures, ask questions.
• Learners can talk about historical figures.
8Ug.03, 8Ug.05
• Language focus: past continuous • Vocabulary: president, ruler, emperor, empress, king, queen, civil rights activist, hero (heroes), explorer, civil, dictator, scholar
• Learners can give opinions about historical figures. • Learners can ask questions about historical figures.
21st-century skills Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning activities in class, understand essential grammatical terms and concepts. Materials: Learner’s Book pages 144–145, Workbook pages 104 and 107–108, photographs of famous explorers and leaders, Photocopiable 25, Differentiated worksheets 13A, B and C
Starter ideas Getting started (10–15 minutes) •
Show learners photographs of famous explorers and leaders, preferably from their country.
•
Ask learners if they know who the people are and why they are famous/well-known/popular.
•
Ask learners: Who do you think are the most interesting historical figures? Elicit names. Encourage learners to explain why they are remembered.
•
•
Digital Classroom: Use the video ‘Historical people and places’ to introduce the unit theme. The i button will explain how to use the video.
Main teaching ideas 1 Listen to the interviews with people talking about important historical figures. Which of the names do you recognise? What do you know about them? (10–15 minutes) •
Focus on the vocabulary box. Check that learners know the meaning of the words, for example know what a civil rights activist is.
Focus on the photographs on the spread. Ask learners if they are familiar with the people depicted. What do they know about them?
•
Ask them to think of an example of each of the people listed in the box. What do they know about the people they have mentioned? When did they live? Where? Why are they well-known?
Tell learners that they are going to listen to interviews with people talking about important historical figures. Which of the names do learners recognise?
•
Play the recording at least twice. Elicit answers.
48
233 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Download the audio transcript on Cambridge GO.
Speaking tip (15–20 minutes) •
Focus on the speaking tip box and explain how Roman numerals are used to speak about kings and queens.
•
Explain that the numbers that we normally use – 1, 2, 3 etc. – are called Arabic numerals. However, for some other things we use another system: Roman numerals. This system was invented by the Romans and they used some of the letters of the alphabet to represent numbers. We still use this system for page numbers, chapter numbers, centuries, clock faces, to talk about kings and queens, etc.
Answers a civil rights activist b president c explorer d queen/ruler e civil rights activist f emperor/a ruler
3 Listen again. Use words from the first vocabulary box and the one below to complete the summary. (10–15 minutes) •
Tell the class to read the second vocabulary box and use them along with the one at the top of the page to complete the summary.
•
Play the recording again and have learners complete the summary.
X = 10
•
Check as a class.
L = 50 D = 500
Differentiation idea: You may ask more confident learners to complete the sentences before listening to the recording. Then they can listen and check.
M = 1000
Answers
•
Letters are placed in decreasing order of value, for example XXVII = 27, and some can be repeated up to three times, but not more, for example XX = 20, XXX = 30, but 40 is not XXXX. 40 would be written as XL – 50 minus 10.
a Mahatma Gandhi was a civil rights activist who believed in non-violent protest and helped to bring about independence for India and freedom from British rule.
•
Give some examples and encourage learners to give their own examples.
•
The seven letters used for Roman numerals are: I=1 V=5
C = 100
2 Find words in the vocabulary box at the top of the page to describe each of the following. (5–10 minutes) •
•
Ask learners to read the words in the box. They find a word to describe each of the people listed. Point out that some words have a masculine and feminine form, such as queen/king, emperor/ empress, but that some are genderneutral, such as ruler, activist, explorer, president, which can be used to describe either a woman or a man.
b Nelson Mandela was a remarkable man and an excellent president. His leadership brought an end to apartheid in South Africa and gave equal rights to all South Africans. c Ibn Battuta was an explorer and a traveller who made a big contribution to knowledge of the world. d Elizabeth I was a strong and popular ruler who brought forty years of peace to England. e Through her courage and determination, Rosa Parks helped to change the way black people were treated in the United States. f Napoleon made himself emperor of France in 1804 and by 1812, the Napoleonic empire included Spain, Italy and other countries in continental Europe.
Differentiation idea: Less confident learners may need to listen to the recording again. Play the recording and stop where people in the list are mentioned. What do they say?
234 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Use of English Past continuous (10–15 minutes) •
Focus on the explanations and examples in the box.
•
Remind the class of the form and uses of the past simple and the past continuous.
•
Ask learners to provide more examples of their own.
5 Look at the people on this page. In your opinion, who is the most interesting and why? (10–15 minutes)
Digital Classroom: Use the grammar presentation ‘Past continuous’ to revise the past continuous. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 107–108.
4 Use the correct tense – past simple or past continuous – of the verbs in brackets to complete this text about Gandhi. (5–10 minutes) •
Ask learners to read the text about Gandhi and complete it with the correct past tense.
•
Check as a class.
•
Learners can do Photocopiable 25.
•
Learners can complete Differentiated worksheet 13A, B or C.
Assessment idea: Encourage learners to explain why they chose a particular tense. What helped them decide? Answers Mahatma Gandhi was born in India in 1869. His first job was as a lawyer in South Africa. While he was living in South Africa, he had several bad experiences. For example, a police officer kicked him when he was walking on a footpath because only white people were allowed to walk there. On another occasion, when he was travelling on a train, he had to sit on the floor and he was beaten when he refused. When his job finished, he stayed on in South Africa to help other Indians who were protesting about a law that would not allow them to vote in elections.
•
Ask learners to work in pairs. They discuss the people on the page and choose.
•
Then ask pairs to share their choices with the class.
Differentiation idea: You may share copies of the transcript with less confident learners or play the recording again to help them remember the information.
Plenary ideas Consolidation (10–15 minutes) Ask the class to imagine they could interview the people in the lesson. What questions would they like to ask them? Elicit ideas. Ask learners to copy the questions in their notebooks.
Homework ideas •
Learners look for more information about one of the people in the lesson, such as the one they chose in Exercise 5. They use the questions they wrote in class to write an interview.
•
Publishing idea: In the next class, you can ask learners to read their interviews to the class. then they can upload them to the class blog or the school website.
•
Home–school link: Learners tell their family about the people they have learned about in class. What do their families know about them? What other historical characters do they know? Workbook For further explanation and practice, learners do Workbook page 104.
235 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
7.2 History: Born to lead LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.04, 8Sc.05, 8So.01
• Speaking: Ask and answer questions about a historical figure, talk about historical figures, give opinions about historical figures.
• Learners can read and understand a text about a historical figure.
8Rd.01, 8Rd.02, 8Rd.04
• Reading: Read an account of a historical figure.
8Wc.01, 8Wc.0
• Writing: Write a paragraph comparing two historical figures, use correct spelling and punctuation, write opinions. • Vocabulary: rival, expelled, bravery, courage, arrow, gunpowder, catapults, cruel, ruthless, to conquer, to defeat the enemy, to capture a place, a person, to be taken prisoner, to win a battle, soldier, officer, fighter, tribe, army, territory
• Learners can talk about a historical figure. • Learners can ask and answer questions about a historical figure. • Learners can compare two historical figures. • Learners can write a paragraph comparing two historical figures.
21st-century skills Critical thinking: Compare and contrast two historical figures. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning activities in class. Materials: Learner’s Book pages 146–147, Workbook page 105, pictures of Genghis Khan
Starter ideas
Main teaching ideas
Discussion (5–10 minutes)
1 Read the text. What are your impressions of Genghis Khan? (10–15 minutes)
Show a few pictures of Genghis Khan. Ask the class: Who was Genghis Khan? What do you know about him? When did he live? Where? Elicit answers.
Critical thinking opportunity: Ask learners to read the text and give their opinions and impressions of Genghis Khan. Ask: What makes you say that? Elicit justification of their opinions.
236 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
d He was interested in new ideas: he introduced a code of law.
2 Find these words in the text and match them to their definitions. (5–10 minutes)
e It enabled him to know what was happening throughout his empire.
Critical thinking opportunity: Ask learners to read the words and find them in the text. This will help them to contextualise them.
f He is thought of as the father of the Mongolian people
Then learners match them to the definitions. Check as a class. Answers 1 h, 2 b, 3 f, 4 e, 5 c, 6 d, 7 a, 8 g
3 Work in pairs. Follow these instructions. (15–20 minutes) •
Ask learners to work in pairs. Learner A reads paragraphs 1 to 3 carefully. Learner B reads paragraphs 4 to 6 carefully.
•
When they have finished, they take it in turn to ask each other the questions listed in the exercise. They must try to answer without looking at the text.
4 Work in groups. Discuss these questions giving reasons for your answers. Use some of the words and phrases in the history key words box. (15–20 minutes) Ask learners to work in groups. They read and check they know the meaning of the words in the history key words box. In case of doubt, tell them to look them up in a dictionary.
•
Then, have an open-class discussion.
Assessment idea: Ask learners to record their discussion. When they have finished the exercise, ask them to listen to the recording and reflect on their ideas and performance. Is there anything they need to change or they could improve?
Answers Answers to Student B’s questions on paragraphs 1 to 3:
•
5 Find out more. Compare Genghis Khan with Napoleon. (25–30 minutes)
a around 1162
•
b in Mongolia
Assessment idea: Ask a few questions to check what learners remember.
c His childhood was difficult because his father was killed when he was only nine years old. He and his mother and six siblings were expelled from their home and had to survive by hunting and finding food.
•
Ask learners to work in groups and find out more about him. Learners may also ask the history teacher where to look for information.
•
Alternatively, have them look for information in books or on the internet on sites such as Ducksters or Khan Academy.
•
Learners work in their groups, make notes and discuss what they have found out. Then they write a paragraph comparing the two figures.
d He helped them to win battles against other tribes. e He got the title when he united different tribes into one army. It means ‘universal leader’. f He chose good soldiers by picking the bravest ones. The soldiers in his army were able to ride for several days because they had good horses. They were also well-equipped because they had gunpowder and catapults. They were ruthless fighters.
Differentiation idea: The exercise could be done as a speaking exercise at the beginning of the next class. More confident learners could do it as written homework.
Answers to Student A’s questions on paragraphs 4 to 6: a In the 1220s, his empire stretched from Russia to Korea. b He allowed them to keep their rulers and their religious beliefs. c He gave traders travelling through the empire protection.
Remind learners of what they have learned about Napoleon in Lesson 7.1.
Plenary ideas Consolidation (10–15 minutes) •
Learners talk about their findings in an open-class discussion.
237 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Critical thinking opportunity: What aspects of Genghis Khan and Napoleon do they find the most interesting? What similarities and differences have they noticed? •
Publishing idea: As a class, learners may summarise their ideas in a text and upload it to the class blog or the school website. They can start a folder called, for example, ‘Famous people’, ‘Famous historical characters’, etc.
Assessment idea: As a class, learners discuss what they have found the most difficult thing to do in this lesson. Can they give each other some advice about how to overcome the difficulties? What do they need to improve for the next time?
Homework ideas •
•
If they have already done this in class, they could look for information about a historical figure of their own country or region and write a short text about them.
•
The following class, learners share their writing with the class.
•
Home–school link: Learners tell their family about Genghis Khan and Napoleon, and discuss them using the questions in Exercise 4. Workbook For further explanation and practice, learners do Workbook page 105.
Learners may write the paragraph about Genghis Khan and Napoleon.
7.3 Talk about it: Who will be remembered? LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen to an interview about the achievements of a leader, listen to and understand opinions of speakers.
• Learners can listen to and understand an interview about the achievements of a leader.
8Sc.04, 8Sc.05, 8So.01, 8Sor.02
• Speaking: Role-play an interview about the achievements of a leader, give and justify opinions.
8Uv.01
• Language focus: verbs followed by prepositions
• Learners can understand the opinions of speakers. • Learners can give and justify opinions. • Learners can role-play an interview about the achievements of a leader.
• Vocabulary: compassion, extremist, mass shooting 21st-century skills Critical thinking: Select key points from diverse sources to create a new account and/or argument. Creative thinking: Act parts in role-plays or dramas. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning activities in class.
238 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Materials: Learner’s Book pages 148–149, Workbook pages 106 and 109–110, map of the world, a small box or bag, slips of paper, Photocopiable 26
Starter ideas World leaders (10–15 minutes) •
•
Put a map of the world on the board. Ask learners to name a country, and other members of the class have to say who the leader is. Alternatively, ask learners to write the name of a country on a slip of paper. Collect the papers and put them in a box. Ask learners to pull out a slip of paper and read the name of the country. Members of the class have to find it on the map and say who the leader is.
•
You may wish to turn this into a class competition.
•
Direct learners’ attention to the photographs. Do they know who the woman is? Elicit ideas. Then ask learners to read about her.
•
Play the recording at least twice.
•
Ask learners to share their captions with the class.
Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
2 Work in pairs. With a partner, say why the two girls in the interview think Jacinda Ardern will be remembered. Use the following notes to help you. Listen again and add detail to the notes. (15–20 minutes) •
Ask learners to work in pairs and discuss why the two girls in the interview think Jacinda Ardern will be remembered.
CROSS-CURRICULAR LINK
•
Have them use the notes to help them.
Social science: Ask learners to locate New Zealand on the map. What do they know about this country? Remind them of what they learned about it and about its people in Unit 6.
Differentiation idea: You can ask more confident learners to summarise the information about Jacinda Ardern before listening to the recording again. You may wish to check that less confident learners have understood the conversation by asking some questions about it, such as Why is her case remarkable? Why did people vote for her? etc.
Focus on the title of the lesson. What do learners think it refers to? (World leaders.)
Critical thinking opportunity: Ask: Why would a world leader be remembered? What would they need to do to be remembered? Elicit ideas.
Answers
•
People voted for her because she wanted to improve the lives of ordinary people.
Which of the leaders they have mentioned do they think will be remembered? Why? Will it be for good or not so good things they have done? Elicit opinions.
Main teaching ideas 49
•
1 Listen to the podcast and write a caption for each of the photos. (10–15 minutes) •
•
Tell the class that they are going to listen to a podcast about Jacinda Ardern. Ask them to listen and write captions for the photos. Focus on the vocabulary box and ask learners to read the meanings. Ask them to think of examples for each.
Possible answer: She was elected Prime Minister at the age of 37.
She wants New Zealand to be the best place to be a child, so she wants to improve schools and the health service. After the mass shootings, she immediately went to talk to people from the communities that had been affected, to show them how sad and sorry she was about the attack. She changed the gun laws so that the same kind of attack couldn’t happen again. She takes climate change seriously and is doing something about it. She says that it is ‘the biggest challenge of our time’.
239 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Her government has given money to Fiji to help the country recover from damage caused by extreme weather conditions and rising sea levels, and to help protect them from these things in the future.
Answers a People voted for her because she believed in making things better for ordinary people. b She said that there should be a health service you can rely on.
Use of English Verbs followed by prepositions (10–15 minutes)
c She dealt with the mass shooting in Christchurch with compassion and kindness.
•
Focus on the explanation and the examples.
d People respected her for that.
•
Ask learners if they can think of more examples of verbs followed by prepositions that they have learned, for example arrive at/in, look for, pay for, wait for, worry about, etc.
e She acted quickly to prevent the same thing from happening again.
•
f She insisted on doing something about climate change.
Explain that there are no rules to tell them what preposition goes with what verb. It’s just a matter of remembering them!
g Her government has given money to help Fiji recover from the damage caused by extreme weather conditions and rising sea levels and to protect them from these things in the future.
Workbook
h Protecting the environment is important because New Zealand depends on its agriculture.
For further explanation and practice, learners do Workbook pages 109–110.
3 Complete these sentences with the correct prepositions. Then listen and check. (20–25 minutes) •
4 Work in small groups. Discuss this question. (15–20 minutes) •
Differentiation idea: Less confident learners may need some extra guidance. Give a few additional questions, such as What is the ‘right and the wrong side of history’? How can the perception of the good and the bad side vary? What would it mean for New Zealand to be ‘on the right side of history’? What actions did the government carry out to achieve this? For example, the banning of certain kinds of guns after the Christchurch terrorist attack. Focus on the importance of taking action on things that make a big difference.
Ask learners to read the sentences. Tell them that they are all in the conversation they have just listened to.
Differentiation idea: You may ask more confident learners to try to remember and complete the sentences with the missing prepositions. Less confident learners may need scaffolding. You could write the missing prepositions on the board in random order. Ask learners to decide which preposition to use in each sentence. •
When they have finished, play the recording again for them to check their answers.
Assessment idea: Once learners have finished doing the exercise, ask them to work in pairs. They write two new sentences using the same verb + preposition combinations. Collect the sentences and write them on the board, deleting the preposition. Ask the class to complete them without looking at their Learner’s Book. Once they have finished, they can copy them into their notebooks.
Ask learners to work in small groups. Ask them to read the question and discuss what it means.
Critical thinking opportunity: Ask learners to reflect on whether their country is on the right side of history. Does it need to move to that side or is it already there? How can they justify their ideas? •
Ask learners to make notes of their ideas.
•
As an extension, learners can do Photocopiable 26.
Speaking tip (5–10 minutes) •
Focus on the information in the box. Explain what ‘discourse markers’ are.
240 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
•
•
Play the recording again and ask learners to put up their hands every time they hear them in the conversation. Stop the recording and ask them to repeat the sentence where they heard them.
Plenary ideas •
Learners do their role-play for the class.
Tell them that they will help their interview in Exercise 5 to sound natural.
•
They encourage the class to ask questions themselves.
5 Work in small groups. Choose a person who you think will be remembered in fifty years’ time. Role-play a podcast interview about this person, like the interview in Exercise 1. (35–45 minutes) •
Learners work in small groups. They choose a person who they think will be remembered in 50 years’ time.
•
They look for information about this person either in books or on the internet.
•
They write questions they would like to ask this person and prepare the answers.
•
They assign roles and role-play the interview, using the interview in Exercise 1 as a model.
Differentiation idea: You may have less confident learners listen to the interview in Exercise 1 again. Assessment idea: Ask groups to video-record their interviews. When they have finished, they watch the recording and decide what the strong points are and what they might need to improve. Then they do the role-play again.
Consolidation (30–35 minutes)
Assessment idea: Learners discuss as a class what they have found the most interesting in this lesson. What would they like to learn more about? As for their performance, what was the most difficult thing to do? What did they do to improve their performance during the role-play? If learners keep a learning log, ask them to write their reflections about their performance in this lesson.
Homework ideas •
Learners use the ideas they discussed in Exercise 4 to write a short paragraph about their own country.
•
Home–school link: Learners share what they have learned with their family. They may ask them what they think ‘to be on the right side of history’ means for them. Workbook For further explanation and practice, learners do Workbook page 106.
241 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
7.4 Think about it: Creating and performing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen for general meaning, listen for detail, listen to and understand a conversation about famous artists, musicians and writers.
• Learners can listen to and understand a conversation about famous artists, musicians and writers.
8Sc.05, 8So.01, 8Sor.01
• Speaking: Discuss famous artists, musicians and writers, give opinions.
8Rd.02, 8Rd.04, 8Rd.01
• Reading: Read about famous artists, musicians and writers, read for detail, understand the meaning of unfamiliar words from the context.
8Ug.08
• Language focus: past perfect simple
• Learners can discuss famous artists, musicians and writers. • Learners can read about famous artists, musicians and writers. • Learners can learn about famous artists, musicians and writers.
• Vocabulary: author, poet, poetry, poem, novelist, novel, dramatist, drama, play, musician, composer, composition, performer, performance, artist, painter, painting, sculptor, sculpture, harpsichord, Requiem, concertos, operas, marches, church music, symphonies, violin, horn, bassoon, oboe, flute, clarinet, trumpet 21st-century skills Critical thinking: Make inferences, draw conclusions. Creative thinking: React to art forms creating new content. Communication: Politely acknowledge differing ideas, evaluate the different views of the group, analyse different viewpoints and provide justification for their own viewpoint. Values: Appreciate the value or art and of artistic education. Materials: Learner’s Book pages 150–151; Workbook pages 111 and 114–115; a few haikus from different authors; short recordings of different types of music composed by Mozart: Requiem, concertos, operas, marches, church music, symphonies; photographs (and videos if possible) of orchestras and musical instruments; Photocopiable 27; Differentiated worksheets 14A, B and C
242 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Starter ideas Famous people (10–15 minutes) •
Remind the class of the famous historical figures and world leaders they discussed in Lessons 7.1–7.3. Who is their favourite/least favourite? The most interesting? Encourage them to explain why.
•
Is there a historical figure or world leader they are interested in but they haven’t discussed? Who? Why are they interested in this person?
•
Apart from political figures, which other historical figures do we remember, and why? Elicit names from the class. Ask: Why do we remember them? What was their contribution to history? Elicit ideas from the class.
Main teaching ideas Vocabulary box (10–15 minutes) •
•
Focus on the vocabulary box in Exercise 1. Explain that artist, musician and author are general terms for people in the arts, music and literature. The words in the box are more specific to branches of the arts. You may wish to ask the class to complete the definitions, for example A painter/sculptor is someone who …
1 Listen to the class discussing the question above. Use the words in the vocabulary box to say who each of the following people were. (10–15 minutes) •
Focus on the names listed in the exercise. Ask learners if they know who they are. Encourage learners to use the words in the vocabulary box to say who each of the following people were. Elicit answers.
•
Tell learners that they are going to listen to a class discussing which other historical figures we remember and why.
•
Play the recording at least twice. Elicit answers.
50
Download the audio transcript on Cambridge GO.
Answers Frida Kahlo: painter Vincent Van Gogh: painter Claude Monet: painter Shen Zhou: painter Leonardo da Vinci: painter Michelangelo: painter, sculptor Wolfgang Amadeus Mozart: musician, composer
CROSS-CURRICULAR LINK Art: Ask the class if they know names of painters, musicians, etc. Elicit names from the class.
Matsuo Bashoˉ: poet Ludwig van Beethoven: musician, composer William Shakespeare: dramatist Mary Shelley: writer
Critical thinking opportunity: Ask learners if they are interested in any of these art forms, asking, for example, Do you like painting and drawing? Listening to music? Writing stories/poems? What makes these art forms interesting? Do you enjoy going to museums/art galleries/ concerts? etc. If they don’t, ask them to give reasons. Maybe it is because they have not had the opportunity. Ask them if they would like to learn more about art.
2 Listen again. What reasons do the students give for why the people mentioned are remembered? (30–45 minutes) •
Tell the class that they are going to listen again. They listen and find reasons the students give for why the people mentioned are remembered. Ask learners to take notes to help them remember.
•
Play the recording at least twice again.
Differentiation idea: With less confident learners, it may be necessary to stop after each section and discuss the answers before proceeding to the next section. You may ask more confident learners to make a summary of the reasons given by the students in the recording.
243 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK Arts: When learners have finished the exercise, you may wish to ask, for example, What work of art is mentioned? When did Shen Zhou live? Ask learners to work in groups. Each group chooses a group of artists, e.g, the painters, the musicians or the writers. They search the internet or look for information in books about the work of the artists mentioned. They may look for photos of their work, extracts from novels/poems or podcasts of their music and some biographical data and their style of painting/ music/writing. They make a short presentation of their findings. They may also visit suitable websites, such as the websites of famous museums like MOMA, Prado, etc., music sites such as Deutsche Grammophon etc. Literature: Ask: What is Bashoˉ’s most famous poem? Focus on the haiku. Ask learners to find what the elements of haiku are and summarise them on the board in a series of bullet points. For example, It’s short, it captures a moment in time, it sometimes has an element of surprise, there are usually images from nature and a reference to a season. Ask learners to read the haiku. What image comes to their mind as they read it? How do they feel when they read it?
Critical thinking opportunity: Share a few haikus from different poets with the class. Ask learners to read them and discuss, for example what visual images the poems convey, what emotions are expressed, if the poems describe the real world, the world of the imagination or both. Encourage learners to justify their opinions. Make them aware of the sounds of the poems by reading them aloud. Encourage learners to reflect on the meaning and power of words and to engage in complex thinking, so allow plenty of time for this exercise. Notes: The translator has used long-sounding vowels to give the impression of time standing still in this reference to nature. Suddenly there is movement (leap) and sound (splash). This is the element of surprise. The image of the frog leaping and splashing contrasts with the silent stillness of the old pond. The poet is noticing the importance of a small creature in the wider world of the pond.
Answers a Kahlo and Van Gogh: They see things differently, they make you see things differently, as if you’re looking at them for the first time. b Monet: He painted outside and he painted quickly, to give an impression. c Mozart and Beethoven: People still find their music exciting today. d Matsuo Bashoˉ: He is able to paint a picture in just a few words.
3 Read the extract about Mozart. What was special about him? (10–15 minutes) •
Ask learners to look at the picture. In what time did Mozart live? What sort of music did people listen to in those days? Elicit ideas.
•
Ask learners to read the text about Mozart and find out what was special about him. Tell learners to ignore unfamiliar vocabulary at this stage.
Answers Possible answer: He was a performer and composer when he was very young. He was a genius.
4 Read the extract again and answer these questions. (20–45 minutes) •
Ask learners to read the extract again and answer the questions.
•
Check as a class.
CROSS-CURRICULAR LINK Music: Many learners are unlikely to be familiar with classical music genres so bring short recordings of the different types mentioned in the text and play them in class. You may then ask them to find the most important characteristics of each type on the internet or in books. You may also show them video recordings of orchestras where the musical instruments are clearly seen and show the different instruments mentioned in the text, as well as others.
244 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Critical thinking opportunity: Ask learners to listen to different pieces of classical music by Mozart. Ask them what the music evokes, what images come to their minds as they listen. How does the music make them feel? Optimistic, sad, energetic, etc.? Differentiation idea: Ask learners to write down words they associate with the music. Less confident learners may use the words to write some sentences that describe how they feel or what the music evokes. More confident learners could try to write a poem, for example a haiku, or a short story based on the music. More visual learners may choose to create a collage, a picture or video. Answers a musician, composer, composition, performer, performance b Requiem c pieces; works
Use of English Past perfect simple (10–15 minutes) •
Focus on the explanations and the examples.
•
Ask learners to look for and underline more examples of the use of the past perfect in the text about Mozart.
•
Provide some more examples and elicit a few from the class.
Digital Classroom: Use the grammar presentation ‘Past perfect simple’ to review when to use the past perfect simple. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 114–115.
5 Complete the text by writing the verbs in the past perfect. (15–20 minutes) •
Ask learners to read the text about Yuja Wang and complete it with the verbs in the past perfect.
•
Check as a class.
CROSS-CURRICULAR LINK Music: Ask learners if they had heard about the pianists mentioned in the text. Ask them to look for information about them and show them videos of their performances. You may wish to visit suitable websites such as Deutsche Grammophon, YouTube, Yuja Wang’s official webpage, etc. Differentiation idea: Learners can complete Differentiated worksheet 14 A, B or C to practice the tenses used in the sentences. Answers By the time she was fourteen, Yuja Wang had already studied for seven years at Beijing’s Central Conservatory of Music. Her breakthrough came when she replaced the world-famous Argentinian pianist Martha Argerich, who had cancelled her appearances with the Boston Symphony Orchestra due to illness. Yuja Wang played Tchaikovsky’s Piano Concerto No.1. She hadn’t played with the orchestra before, but her performance was so good that she received a standing ovation. By the end of the series, she had made her name as a star of the classical music scene.
6 Work in groups. Think of someone you know or have read about who achieved success at an early age. Write a sentence beginning: By the time … was …, he/ she had … or By the age of …, he/she had … Tell the class about the person you have chosen. (15–20 minutes) •
Ask the class to work in groups. They think of someone they know or have read about who achieved success at an early age and write a sentence beginning with one of the phrases shown.
•
Then they tell the class about this person.
•
As an extension, learners may look for photos or videos of this person and show them to the class.
245 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Plenary ideas Consolidation (10–15 minutes) •
When learners have finished Exercise 6, ask them to share their findings with the class. They can add their research and photos to the class book ‘Famous people’.
Assessment idea: Encourage learners as a class to say what they have found the most interesting in the lesson. Has the content encouraged them to find out more about a specific artist or art form? Critical thinking opportunity: After learning about so many talented people, encourage the class to think about what is necessary to become an artist. Is talent enough? What other elements are necessary? Elicit ideas from the class. •
If there are learners in the class who are learning to become musicians or artists, ask them to tell the class about their experience.
•
Values: Ask learners: Do you think all children should study art at school? Why? What is the value of art? What would the world be like without
artists? Elicit opinions and encourage learners to justify them. •
Learners do Photocopiable 27.
Homework ideas •
Learners look for information about the person they chose in Exercise 6 and write a short text about them.
•
Home–school link: Learners tell their family about the artists they have learned about. If appropriate, they can also share the internet videos they watched in class with them. Workbook For further explanation and practice, learners do Workbook page 111.
246 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
7.5 History: The Islamic Golden Age LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss the Islamic Golden Age, ask and answer questions about the Islamic Golden Age.
• Learners can read and understand an article about the Islamic Golden Age.
8Rd.01, 8Rd.04, 8Rm.02
• Reading: Read about the Islamic Golden Age, read and find out about another important period of history.
• Learners can talk about the Islamic Golden Age.
8Wca.02, 8Wca.03, 8Wca.04
• Writing: Write about another important period of history, use correct grammar and spelling, use correct style and register to write an article. • Vocabulary: CE (the Common Era), BCE (before the Common Era), (the 9th) century, c. (from Latin circa meaning ‘about’), scholars, algebra, equation, astrolabe, symptoms, prodigy, astronomer, mathematician
• Learners can ask and answer questions about the Islamic Golden Age. • Learners can talk about historical figures of another important period of history. • Learners can write a text about another important period of history.
21st-century skills Critical thinking: Compare information, make inferences, select key points from diverse sources to create a new account and/or argument. Collaboration: Be aware of how the group can work together to achieve the task, give supportive feedback to other learners’ comments. Communication: Write at a suitable pace, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Take effective notes in class, use metacognitive strategies to maximise learning, listen and respond positively to feedback and understand why a correction was given, learn from mistakes and feedback. Materials: Learner’s Book pages 152–153, Workbook page 112, pictures from films or TV shows about time travel (see IMDb), map of the world, dictionaries, Photocopiable 28
Starter ideas
•
Ask learners what they think the films are about. Have they seen them? What do they have in common? (They are all about travelling in time.)
•
Focus on the history key words box. Explain how we use these items to speak about different periods in history. Give a few examples, by reminding the class of the historical figures they learned about in Lessons 7.1–7.4 and asking in which century they were born.
The time machine (15–20 minutes) •
Show learners a few pictures from films or TV shows about time travel, for example The Terminator, Back to the Future, Dr Who, The Time Machine, etc. You could visit the IMDb website about films or similar ones.
247 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Ask the class if they would like to travel in time. If they could go back in time, where and when would they go back to? Ask them to give reasons. Encourage them to use the vocabulary in the history key words box.
Answers a mathematician b scholar c algebra
Main teaching ideas
d equation/cubic equation
1 Read the text and answer the questions. (15–35 minutes)
e medical school
•
•
•
Read the introduction with the class. Focus on the different civilisations mentioned. What do learners know about them? Elicit ideas. Ask learners to read the article and find the answers to the questions. Ask them to ignore any unfamiliar vocabulary at this stage. Elicit answers.
f geometry g solve h astronomer i astronomy
3 Work in pairs. Read the text again. Then take turns to ask each other five questions. (15–20 minutes)
CROSS-CURRICULAR LINK
•
Geography: Can learners locate these civilisations on a modern map? Help learners to find the countries where these civilisations flourished. History: Divide the class into eight groups and assign a civilisation to each group. Ask groups to do some research on the internet or in books to prepare a short presentation for the rest of the class.
Differentiation idea: When working with less confident learners, you may need to give a few examples of the questions they can ask, such as Why is al-Khwarizmi important? What is an astrolabe used for? You could also ask these learners to write down their questions before asking them.
Answers a Four: al-Khwarizmi, al-Razi, Ibn Sina, Omar Khayyam b They all lived during the Islamic Golden Age. They were all interested in studying and discovering more about the world, in science and mathematics.
2 Find the words for the following in the text. (5–10 minutes) •
Ask learners to reread the text and find words to match the explanations.
•
Check as a class.
•
Are there other words that learners are not familiar with? Ask learners to underline them and look them up in dictionaries.
Ask learners to work in pairs. Learners take it in turns to ask and answer five questions about the text without looking at it.
Assessment idea: When the pairs have finished the exercise, ask them to discuss what they found the most difficult to do. Did they make too many mistakes? What sort of mistakes were they: grammar or vocabulary? Did they remember the content of the article? Ask pairs to share their reflections with the class. How can they help each other solve these problems? Elicit ideas. Answers Learner’s own answers.
4 Discuss these questions. (15–20 minutes) •
You may wish to do this exercise as think-pairshare. Ask learners to read the questions and think about the answers individually for a few minutes, then make some notes.
•
Then ask them to pair up with a partner and discuss their ideas.
•
When they have finished, they get together with another pair and compare their ideas and discuss any differences.
248 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Critical thinking opportunity: This exercise helps learners to develop critical thinking skills as the answers to the questions are not to be found in the text but rather require learners to think beyond it. Encourage them to reread the article and go back to Lessons 7.1–7.3 and compare the historical figures. For question b, they need to analyse what happened in 800ce and draw conclusions and make inferences. Assessment idea: Question c encourages the class to evaluate what content they have learned. You may extend the exercise and ask learners to think about what the most interesting information was for them. •
Learners can complete Photocopiable 28 in pairs to prepare them for Exercise 5. Answers Learner’s own answers.
5 Find out more. Find out about one of the other periods of history mentioned in the introduction to the text. Who were the important historical figures in that period? Write a paragraph about them, like the ones about people in the Islamic Golden Age. (30–45 minutes) •
•
If learners have done the cross-curricular link exercise in Exercise 1, ask the same groups to choose a different period in history and find who the important historical figures in that period were. They can look for information on the internet or in books. When they have found the information, ask them to write a paragraph about them using the ones about people in the Islamic Golden Age as a model.
Critical thinking opportunity: Learners are likely to find a lot of information and they will need to be selective in what to include. As a class, discuss the best way to choose and organise the information. Differentiation idea: Less confident learners may be overwhelmed by the amount of information
they may find or they may be unable to organise themselves. Encourage them to think aloud and explain how they will do the task, for example organising the information using graphic organisers, sharing the search among group members, deciding how many historical figures they will include, etc. Assessment idea: When all the groups have finished, ask them to exchange their texts and make comments. Ask groups to give each other feedback, for example write two things they like and one they would change, what they would improve, such as grammar/vocabulary/text organisation. When groups get their texts back, they use the feedback to improve their texts.
Plenary ideas Consolidation (15–20 minutes) •
Once all groups have finished writing their final drafts, ask them to read them to the class.
•
Encourage the other groups to ask questions.
•
Have a class discussion about which of the historical figures they have researched is the most interesting.
•
Publishing idea: You may ask groups to upload their writings to the class blog or school website.
Homework ideas •
Learners find out about a ‘golden age’ in their own country or region. They look for information about important figures of that period and write a short article.
•
Home–school link: Learners tell their family about the historical figures they have learned about. They can ask them about similar golden periods in their own culture and do some research together for the homework exercise. Workbook For further explanation and practice, learners do Workbook page 115.
249 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
7.6 Talk about it: Leonardo in 3D LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to a conversation about an unusual exhibition, listen to and understand the details of a conversation about an unusual exhibition, listen to and identify the opinions of the speakers.
• Learners can listen to and understand a conversation about an unusual exhibition. • Learners can listen to and understand the details of a conversation about an unusual exhibition.
8Sc.01, 8Sc.02, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Report a conversation about an unusual exhibition, talk about and report what they’ve seen, read and done recently.
8Ug.08
• Language focus: past perfect in reported speech
• Learners can report a conversation about an unusual exhibition.
• Vocabulary: dimensions, dimensional, 3D, hologram, mechanical
• Learners can talk about what they have done, seen or read recently.
• Learners can listen to and identify the opinions of the speakers.
• Learners can report what a partner has seen, read and done recently. 21st-century skills Critical thinking: Summarise key points in a text or an argument, make inferences and express opinions. Creative thinking: Communicate a personal response to creative work from art, music or literature. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Effectively manage conversations using appropriate language. Learning to learn: Use notes to construct original output, understand+ essential grammatical terms and concepts. Materials: Learner’s Book pages 154–155, Workbook pages 113 and 116–117, photographs of works of art from different periods, map of the world
Starter ideas 1 Artists and their art (10–15 minutes) •
Show the class photographs of famous works of art, for example sculptures and paintings from different periods.
•
Ask them to describe what they see. Which do they find the most interesting/attractive/ beautiful, etc.? Elicit opinions.
Critical thinking opportunity: Show photographs of modern abstract paintings and of more classical paintings, for example Impressionists, Flemish school, etc. Ask the class, for example, How do you feel when you look at these pictures? Which do you like best? Do you think the artist wanted to send a message through the painting? Do you think art has to be understood? Do you consider yourself to be artistic? Why? Elicit opinions from the class.
250 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
2 The European Renaissance (15–20 minutes)
2 Listen again. True or false? (15–40 minutes)
Focus on the introductory text and read it with the class. Critical thinking opportunity: What do learners think the word ‘renaissance’ means? (A new growth or interest in something.) What do they think is the origin of the word? (French, to be born again, from re- ‘back, again’ + naissance ‘birth’, from Latin nascentia, from nasci ‘be born’.) Why do they think this period is called the Renaissance? Elicit ideas.
Ask the class if they have been to an art exhibition lately. Have they ever been to one? Would they like to? Elicit ideas.
•
Tell the class that they are going to listen to Claudia and Lauren talking about the Leonardo da Vinci 3D exhibition in Milan. They listen and find out what Claudia thinks of it.
•
Play the recording again and elicit the answers.
•
Ask learners to justify their decisions.
•
Ask the class what inventions are mentioned in the conversation.
Art history: Ask learners to work in small groups. They research Leonardo’s and Michelangelo’s life and work. As there is a vast amount of information available about both artists, you may want to ask groups to choose one of them and then focus on only one aspect of that artist’s work, such as painting, engineering, etc. or even on just one piece of work, for example Mona Lisa, The Last Supper or the Sistine Chapel.
1 Listen to Claudia and her friend Lauren talking about the Leonardo da Vinci 3D exhibition. What did Claudia think of it? (20–30 minutes) •
Ask learners to read the sentences. Tell them to listen to the conversation again and decide if the statements are true or false.
CROSS-CURRICULAR LINK
Main teaching ideas 51
•
•
When groups have finished, they share the information they have collected with the class.
•
Play the recording at least twice. Elicit the answers.
Answers
•
You may wish to show learners internet videos about the Louvre exhibition Leonardo da Vinci 2019 and the Leonardo da Vinci Museum in Milan, which marked the 500th anniversary of Leonardo’s birth, so that they can see some of the things he invented. Ask the class if they would like to visit these exhibitions. Why? What would they be most interested in?
a False
d True
b False
e True
c True
f True
Differentiation idea: Before listening, write the following on the board: 3D, hologram. Ask learners what these words mean. Elicit ideas. You may wish to show examples of 3D images and holograms.
Use of English The past perfect in reported speech (10–15 minutes) •
Remind the class of the forms and use of reported speech.
•
Revise tense and other changes. Point out that the present perfect changes to the past perfect in reported speech.
•
Focus on the explanations and examples. Read them with the class. Ask learners to complete the rule about the tense change.
•
Give some more examples and elicit a few from the class.
Download the audio transcript on Cambridge GO.
Answers Claudia thought the exhibition was fantastic.
251 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
them to change the statements to past perfect and make any other necessary changes.
Workbook
Assessment idea: Ask the speakers to pay attention to the correct use of reporting verbs, changes and tense. When each partner has finished, they comment on possible mistakes they have noticed and suggest corrections.
For further explanation and practice, learners do Workbook page 116–117.
3 Report these statements from the conversation. (10–20 minutes) Ask learners to read the sentences from the conversation. They report them using the correct tense form. Differentiation idea: Ask more confident learners to listen to the recording again and change the present perfect sentences in direct speech to reported speech. Give less confident learners a copy of the audio transcript and ask them to underline all the examples of present perfect they can find. Then they turn them into reported speech.
Differentiation idea: Less confident learners could write the sentences in reported speech before telling the new partner.
Plenary ideas Consolidation (15–20 minutes) CROSS-CURRICULAR LINK History: As a class, ask learners to use the information they found about the Renaissance. If necessary ask them to look for more information about key historical events that happened during this period. Then, they draw a timeline on the board.
Answers a Lauren said she hadn’t seen her for ages. b Claudia said she’d just been to the most fantastic exhibition. c Lauren said she’d read about him. d Lauren asked Claudia if the exhibition had finished. e Lauren said she hadn’t heard much about it.
4 Work in pairs. Ask and answer. Make notes of your partner’s answers. (10–15 minutes) • •
Learners work in pairs. They take it in turns to ask and answer the questions. Tell them to make notes of their partner’s answers.
Assessment idea: Circulate, listening to learners’ interactions and making notes of possible mistakes for future remedial work.
5 Change partners. Tell your new partner what your first partner said. (10–15 minutes) •
After they have finished Exercise 4, ask learners to change partners.
•
Using the notes they have made, they tell the new partner what the first one said. Remind
Publishing idea: You could ask learners to collect all the information and material they have collected about the Renaissance and Leonardo and use it prepare a mini exhibition for the school.
Homework ideas •
Learners use the timeline they did in the plenary to find information about what happened in their country in that period. They draw their own timeline and write a short explanatory text.
•
Home–school link: Learners tell their family about Leonardo da Vinci. If possible, they share the videos they watched with their family. Workbook For further explanation and practice, learners do Workbook page 113.
252 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
7.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss a historical figure, make inferences and assumptions based on a photograph, express ideas and opinions.
• Learners can discuss a historical figure.
8Rm.01, 8Rm.02
8Wca.02, 8Wca.04, 8Wor.01, 8Wor.02
• Reading: Read and understand a biography, notice the features and structure of a biographical text. • Writing: Plan and write a short biography of a historical figure, use linkers and time phrases, organise the text into paragraphs, use correct grammar and spelling.
• Learners can make inferences and assumptions based on a photograph. • Learners can read and understand a biography. • Learners can plan and write a short biography of a historical figure.
• Language focus: time phrases 21st-century skills Critical thinking: Identify assumptions and inferences, select key points from diverse sources to create a new account and/or argument. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better, identify helpful resources for their learning. Social responsibilities: Understand the rights and responsibilities of individuals in society at local and national levels. Values: Understand the importance of equality and non-discrimination. Materials: Learner’s Book pages 156–157, Workbook page 118, pictures of famous people, extracts of their biographies, internet access or encyclopedias
Starter ideas
•
Ask the class: Are you interested in the lives of well‑known people? What kind of well-known people are you most interested in? Have you ever read a biography? If you have, what new and interesting facts did you discover about the person? If not, whose biography would you most like to read?
•
Share with the class extracts of the biographies of the people in the photos you have shown. Ask learners to read them and match them to the correct photograph.
Famous people (15–20 minutes) •
Show pictures of writers, sportspeople, celebrities and artists that learners are likely to be familiar with. Ask: Why are they famous or well-known? What do you know about them? Where were they born? Do you know anything about this person’s childhood? How did they become famous?
253 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas 1 Look at the photo. Answer the questions. (10–15 minutes) •
Focus on the photograph. Do they know who these people are? Elicit ideas.
•
As a class, discuss the questions. Introduce the expression ‘taking her fingerprints’.
2 Read the biography of Rosa Parks. What can you say about the photograph now? (10–15 minutes) •
Ask learners to read the extract of Rosa Parks’ biography. When they have finished, ask what they can say about the photograph now.
Critical thinking opportunity: Some (if not all!) learners are likely to have said that the woman had broken the law/committed a crime. Have they changed their minds now that they have read the text? Did her skin colour have a bearing what they thought about her before reading the text? •
Values: Ask learners what they think about discriminating against people because of their skin colour. What other forms of discrimination are there? Have they ever heard about a situation when someone suffered because of their skin colour, gender or social status? How did they feel?
Answers Possible answer: The photo was taken just after Rosa Parks had been arrested for refusing to give up her seat on the bus to a white person.
3 Read about Rosa Parks. Work in pairs. Answer these questions. (15–20 minutes) •
Ask the class to work in pairs or small groups. Have them reread the text and answer the questions.
•
Have them identify the parts of the text that answer the questions.
•
When they have finished, discuss as a class.
Answers a Paragraph 1 b Paragraph 2 c Paragraph 3 d Rosa became known as ‘the mother of the civil rights movement’. Time magazine named Rosa Parks as ‘one of the most influential people of the twentieth century’. e Possible answer: Because it is important in a biography to hear what people actually said. f Possible answer: Because you need to know what made them special or different.
4 Work individually or in groups. Choose a historical figure to write about. (20–30 minutes) •
Tell the class to work in groups. They choose a historical figure and write about them.
Differentiation idea: More confident learners can work individually. •
Focus on the list of items it should include and the writing tip.
•
Ask learners to look for information about their chosen historical figure.
Assessment idea: Having read and analysed the text, ask the class to point out what a biography should be like, apart from the items included in the list. Elicit ideas, such as it describes the life of a real person in chronological order, it is not fiction, it is authentic, the information is based on fact, it shows a person as real and interesting not a stereotype, it describes the person’s achievements, etc. •
Point out that it is very important for a biography to avoid stereotypes based on gender, culture, religious background and ethnicity.
•
You may wish to create a checklist with the class that lists the most important features a biography should have. Learners can then use it to assess their work and give each other feedback.
254 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Critical thinking opportunity: Ask groups to discuss what historical figure they would like to write about. Once they have agreed, ask group members to plan the steps they are going to follow to complete the task. Encourage them to consider possible problems they might have and how to overcome them.
Plenary ideas
Answers Learner’s own answers.
Assessment idea: Ask learners to ask each other questions about the figure they have chosen. They can also ask each other how they organised themselves to do the task and comment on the difficulties they might have had. Are there any difficulties common to all groups or learners? What might be the reason for this? How can they be overcome? Discuss these aspects as a class and encourage learners to give opinions. You can feed their ideas and reflections into your future lesson plans.
Writing tip (5–10 minutes) •
Focus on the writing tip. Ask the class to read the time phrases and find them in the text.
•
Tell the class to remember the tip when writing their piece.
5 Write a short biography. (20–30 minutes) •
Tell groups to plan their text as a sequence of paragraphs using the account of Rosa Parks as a model.
Differentiation idea: More confident learners can do this activity individually. •
Remind them to include some time phrases like the ones in the writing tip.
•
Groups write a first draft of the text.
Assessment idea: They exchange their work and check it for mistakes. They can use the checklist they created in Exercise 4. •
They correct the first draft using the feedback received and write the final version.
Consolidation (15–20 minutes) •
Learners read their work to the class.
•
Publishing idea: They collect all the texts and upload them to the class blog. Alternatively, they can make a class book.
Homework ideas •
Learners can write a piece about a historical figure that their parents are interested in. Alternatively, they could look for videos about the figure of their choice to show the class on the following day.
•
Home–school link: Learners tell their family about Rosa Parks and the historical figure they have chosen. They may ask their family what historical figure they are interested in and find out about them. Workbook For further explanation and practice, learners do Workbook page 118.
6 Check your writing (5–10 minutes) •
Ask learners to check their work, looking to see which time phrases they included. Ask them to compare their draft with their final versions. Ask: What did you change, and why?
•
Learners can swap their work with a partner to check their work.
255 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
7.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02, 8Sc.03, 8Sc.04, 8Sc.05, 8So.01, 8Sor.02
• Speaking: Discuss a project, brainstorm ideas, discuss ideas, express opinions, give examples, do a presentation about a historical figure, role-play a dialogue about a historical figure
• Learners can brainstorm and discuss ideas.
8Wca.02, 8Wca.03
• Writing: Write notes, organise ideas, plan a presentation, write a presentation script about a historical figure, write a dialogue about a historical figure. • Language focus: revision of Unit 7
• Learners can plan a presentation. • Learners can write the script for the presentation. • Learners can give a presentation. • Learners can write a dialogue about a historical figure. • Learners can role-play the dialogue about a historical figure.
• Vocabulary: revision of Unit 7 21st-century skills Critical thinking: Select key points from diverse resources to create a new account. Creative thinking: Develop new content based on a model. Collaboration: Work with others to plan and execute class projects. Communication: Use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use suitable resources to aid learning. Materials: Learner’s Book pages 158–159, internet access or encyclopedias/history books, etc.
Starter ideas
•
Have learners choose and get together in small groups with other learners who have chosen the same project. You may wish to video-record groups as they are working as well as record their presentations.
A quiz (20–25 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
•
When they have finished, they exchange their quiz with other groups and solve exchanged quiz.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
256 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Project 1: People who made a difference (60–90 minutes)
to talk about each slide, make links to what others have said, use suitable linkers, etc. Assessment idea: When learners have finished writing their presentation, they need to check the grammar and vocabulary. They decide who is going to present each slide and rehearse the presentation. They make comments on each other’s performance and decide what improvements need to be made. Ask groups to consider clarity of pronunciation, pace, organisation of the content, etc. They may record themselves rehearsing and then use the recording to evaluate what they have done.
1 Work in groups. Who will you choose to be your historical figure? •
Tell learners that they are going to give a presentation about a historical figure.
•
Ask learners to work in groups.
•
They read the list of names, look for some basic information about them, in case they don’t know who these people were, and then choose which one to make their presentation about.
2 Find out about the person you’ve chosen. Each person in the group takes a different aspect to research. •
Each group researches the person they have chosen.
•
Group members decide what aspect of the person’s life and work each one is going to research.
•
They do their research and collect the information.
Critical thinking opportunity: Group members decide where to look for the information. As they are likely to find a considerable amount, suggest that they divide the information into manageable sections using the model in the Learner’s Book. Remind learners to use graphic organisers to organise the information they collect, for example timelines, tables, spidergrams, etc. •
They decide what information they are going to present.
3 Prepare your presentation slides. Give each one a heading. •
Groups decide what slides they are going to present and choose visuals to accompany the slides.
•
They write the headings for the slides and decide what information to include under each heading.
4 Decide who is going to present each slide. Then give your presentation. •
Remind learners to use time phrases like the ones in the writing tip on in Lesson 7.7 to make the sequence of events clear, summarise what someone has just said before going on
•
When they are happy with the presentation, groups give the presentation to the class. Encourage the rest of the class to ask questions.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner's Book and give them time to reflect on their answers.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Project 2: An interview with a historical figure (60–90 minutes) 1 Work in groups. Each group imagines they are going to meet a famous person from history. Decide on the person. •
Tell learners they are going to write an interview with a historical figure.
•
Ask learners to work in groups or pairs.
•
They brainstorm possible names, look for some basic information about them in case some of them don’t know who these people were, and then choose which one to be the subject of their interview.
2 Write the questions you would ask in the interview. •
Learners decide which questions they would like to ask this person.
•
First, they work individually and write down as many questions as they can think of.
257 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Then, as a group/pair, they choose the most interesting.
6 Ask the class questions to see what they remember about your conversation. When each group has finished, they ask the class questions about the conversation.
3 How would he/she reply to your questions? Look up some information about the person’s life. •
They look for information about the person’s life and work.
•
They use this information to imagine how the person would reply to the questions.
•
They make notes of the possible answers.
4 Use your questions and the information you have found to write a short dialogue, lasting no longer than a minute. It can be serious or comic, like this one. •
They use the information and their notes to write the dialogue.
•
Group members decide on the tone of the answers.
Assessment idea: When learners have finished writing the conversation, they need to check the grammar and vocabulary. They assign roles and rehearse the conversation. They make comments on each other’s performance and decide what improvements need to be made. They may record themselves rehearsing and then use the recording to evaluate what they have done.
5 Role-play your conversation in front of the other groups. They must listen very carefully! •
When they are happy with the results, groups role-play the conversation for the class.
•
Tell the class to make notes of interesting/ important information.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Plenary ideas Consolidation (15–20 minutes) Groups discuss their performances as a class. They can refer back to their reflections and share their ideas with the rest of the class.
Homework ideas •
Learners choose a historical figure from their own country and prepare a presentation about him/her.
•
Home–school link: Learners can show the recording of their work to the family and explain what they have done.
258 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
7.9 Read and respond: Fiction LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.04, 8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Give opinions, discuss a literary extract, discuss life in the past, discuss plot and characters in a story.
• Learners can read and understand extracts from a story.
8Rm.02, 8Rd.01, 8Rd.04
• Reading: Read and understand extracts from a story, read and understand the motivations of characters, understand the meaning of unfamiliar words using context.
8Wca.02, 8Wca.03, 8Wca.04, 8Wc.01
• Writing: Make notes to summarise information, plan the end of a story, write the end of a story, use correct spelling and punctuation, summarise information.
• Learners can read and understand the motivations of characters. • Learners can discuss a literary extract. • Learners can discuss life in the past. • Learners can write the end of a story.
21st-century skills Critical thinking: Understand and analyse links between ideas, make inferences, give reasons for an argument’s plausibility. Creative thinking: Actively participate in exercises that require creative thinking with others, employ new ideas and content in solving a task or exercise, make an assignment original by adding new angles. Collaboration: Provide justification for their ideas or suggestions, give supportive feedback to other learners’ comments, introduce new ideas and links them to prior knowledge during the task. Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better, uses strategies and techniques for improving their English. Values: Knowledge of history informing ideas about the present. Materials: Learner’s Book pages 160–162, Workbook page 119, internet access or encyclopedias, short extracts of some of Shakespeare’s works (optional), pictures of Shakespeare and the Globe theatre
Starter ideas Shakespeare and his world (15–20 minutes) •
Show the class pictures of Shakespeare, the original Globe theatre, Queen Elizabeth I, and London and Stratford in the Elizabethan era taken from the internet or from books.
•
Ask the class to guess who Shakespeare is and where Elizabeth I was queen of, and think how these people and places are related to each other. Elicit ideas.
259 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK Literature: You could give learners a few very short extracts from a choice of poems and plays by Shakespeare, in their original versions if possible, so that learners see what English was like in Shakespeare’s time.
Main teaching ideas 1 Read the introduction to the story told in The Boy and the Globe. Who is the boy? What is the Globe? (10–25 minutes) •
Ask learners to read the introduction and find the answers to the questions.
•
Check as a class.
Answers The boy is Toby Cuffe. The Globe is the theatre in London where Shakespeare worked. 52
2 Work in groups. Read and listen to the first extract. Discuss these questions. (15–20 minutes) •
Learners read the first extract and answer the questions.
•
Then they get together in groups and discuss their answers.
•
Then they share as a class.
•
You may wish to bring to the learners’ notice how the paragraph beginning ‘Will explained …’ shows how the past perfect simple (and the past perfect in reported speech), introduced in the Use of English in this unit, occurs quite naturally in authentic text.
Critical thinking opportunity: Encourage learners to justify their opinions. What information in the text makes them have this opinion? What inferences can they make about the characters?
Answers a A pick-pocket is someone who steals money from people in the street or in public places, like theatres. b We learn that Will (Shakespeare) comes from Stratford and that he’s married. He came to London twenty years ago to become an actor and a writer. He’d bought a big house in Stratford but he hadn’t been back there very often. He had two daughters. His son had died. c You get the impression that he is a kind man. He’s quite sad when Toby meets him.
3 Read and listen to the second extract. In your groups, discuss these questions. (20–30 minutes) •
Learners read the second extract and, individually, answer the questions.
•
Then they get together in groups and discuss their answers.
•
Then they share as a class.
53
Critical thinking opportunity: Ask if there are any other unfamiliar words in the text. How did they work out what they mean? Did they use context? A dictionary? Encourage learners to explain how they do it. This will also help them become aware of their mental processes when they are engaged in a learning exercise.
CROSS-CURRICULAR LINK Literature: Remind the class of the essential components of a good story, which are the elements Will needs. Ask learners to think of a good story they know. Encourage them to tell the class about it. Does it have these elements? Critical thinking opportunity: When learners discuss the impression they get of Toby, encourage them to justify their opinions. What information in the text makes them have this opinion?
260 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Answers
Answers
Possible answers:
Possible answers:
a Shipwrecked means that the ship is so badly damaged that it sinks.
a theatre; adverts
b Learner’s own answers. c You get the impression that Toby is a lively, interesting and intelligent boy. 54
4 Read and listen to the third extract. In your groups, discuss these questions. (20–30 minutes)
b Plays were in the afternoon. There was a lot of music in the play, played by musicians in the theatre. c Because he doesn’t want her to send any of her pick-pockets to the performance. d Learner’s own answers.
5 Read and listen to the last extract. In your groups, discuss these questions. (15–30 minutes)
•
Learners read the extract and, individually, answer the questions.
•
Then they get together in groups and discuss their answers.
•
Learners read the last extract and, individually, answer the questions.
•
Then they share as a class.
•
•
What do they think is going to happen? Ask groups to outline a plot and share it with the class.
Then they get together in groups and discuss their answers.
•
Then they share as a class.
CROSS-CURRICULAR LINK History of language: Ask learners to find other old-fashioned words in the extracts of Shakespeare’s poems and plays you shared with them at the beginning of the lesson. Can they think of the modern equivalents? Ask learners to think of their own language. Are there words that are no longer used because they have become old-fashioned, such as words their grandparents use and the learners don’t? Critical thinking opportunity: Ask learners: Why do you think languages change? Why are some words no longer used? What words do we use now that didn’t exist a few years ago? What words we use now will not be used in the future? Elicit ideas from the class.
55
Critical thinking opportunity: Have a discussion with learners about they feel before they have to give a presentation, or perform in front of people. How do they get ready for that? If they feel nervous or apprehensive, what do they do to overcome it? Answers Possible answers: a Some of them, including Toby, are nervous. b Learner’s own answers. c That Toby is fully in character.
6 Values. In your groups, discuss what you have learned about life in Shakespeare’s time from reading the extracts from The Boy and the Globe. Why is it important to learn about what life was like in the past? (15–30 minutes) •
In their groups, learners reread the extracts and discuss what they have learned about life in Shakespeare’s time.
261 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Assessment idea: When learners have written a first draft, ask them to check spelling, punctuation, grammar, use of linkers, etc. Remind them of the time of the story and tell them to make sure they do not add ‘anachronisms’ – details that do not belong to the time of the story. When they have revised the draft, they may exchange it with another group, or learner if they are working individually, and give each other feedback. Is the end of the story plausible – reasonable, credible? Are the characters well presented? Learners write the final draft and share the story with the class.
CROSS-CURRICULAR LINK History: Ask: When did Shakespeare live? What do you think life was like in those days? That time was called the Elizabethan era. Why? Ask learners to search the internet or look for information in books. They make a brief summary of the most important points. •
Values: Focus on the question: Why is it important to learn about what life was like in the past? Encourage learners to reflect on this. Elicit ideas, for example we learn about how we have developed as a society, how certain problems were solved and the effect this had, what decisions were taken and how well or badly they worked, learning from past mistakes, understanding the present, etc.
Answers Learner’s own answers.
7 As a class, discuss what you think will happen when the play is over. Write the end of the story. (30–45 minutes) •
As a class, learners discuss what you think will happen when the play is over.
•
Remind learners that Toby is a fictional character, so they can feel free to invent a story about him. Elicit ideas.
•
Individually or in their groups, learners write the end of the story.
•
This is a summary of how the story in Tony Bradman’s book The Boy and the Globe ends:
The play was a great success. Toby was offered a permanent job at the Globe. Will spent more time at home in Stratford, where he died in 1616. Toby continued to act and then took over as manager of the Globe. One evening at the Globe, he met a girl called Sarah. They married and lived in a small house in a quiet part of London. When Sarah was expecting their first baby, they decided, if it was a boy, to call him Will.
Answers Learner’s own answers.
Plenary ideas Consolidation (10–15 minutes) •
As a class, ask learners what they have enjoyed most in this unit. What was the most difficult thing to do or learn?
•
Can they think of ways to overcome the difficulties? Have they tried some strategy to solve the problems? Has it worked? Why do they think so?
•
If learners have started a reflection section in their notebooks, you could ask them to write a few sentences about how they perceive their performance.
Homework ideas •
Learners make a timeline of what was going on in their countries during the Elizabethan era. What was life like in those days? They write a short text about it.
•
Home–school link: Learners tell parents what life was like in Shakespearean times. Then they try to find out what things were like at that time in their own region. Workbook For further explanation and practice, learners do Workbook page 119.
262 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 7 HISTORICAL FIGURES
Check your progress
Use of English
Working individually, learners do all three parts of the test.
1 a We needed to look at several websites because we were planning a trip around New Zealand.
Answers
b I was just falling asleep when I heard the doorbell ring.
General knowledge quiz
c Were you going to the sports centre when I saw you?
1 Because he helped to bring about independence for India.
d Sorry. I didn’t know you were waiting for me.
2 Elizabeth I
e What were you watching on TV when I called? 2 a on
d on
3 Napoleon Bonaparte
b for
e with
4 He was a Mongol emperor.
c from
5 They used horses to travel from one place to another./On horseback./They rode horses.
3 a I hadn’t played for a long time, so I didn’t win the tennis match.
6 The Prime Minister of New Zealand
b We arrived late, but luckily the concert hadn’t started on time.
7 They are all painters.
c Had you seen the play before or was this the first time?
8 Baghdad 9 Observing the position of the stars 10 She is remembered as the mother of the civil rights movement in the United States. Vocabulary 1 Art
d He missed the flight because he had left his passport at home. e She didn’t want anything to eat because she’d already had dinner.
Music
Literature
People
People
People
artist
composer
poet
painter
musician
dramatist
b He said he’d found some family photos at the bottom of a drawer.
sculptor
performer
novelist
c She asked me if I’d seen the new James Bond film.
writer
d He said he hadn’t had time to practise the guitar.
What they create
What they play piano
What they write
painting
harpsichord
novel
sculpture
violin
poetry
4 a She said she had bought a flute with her pocket money.
Summary checklist •
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
play 2 a painting
d composer
b poetry
e sculpture
c play
263 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
8 Storytelling Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
1 A good story
2
Listen to and give opinions about books and stories
8Ld.02–03 8Lo.01 8Sc.01–02 8So.01 8Sor.01–02 8Ug.01&06
Learner’s Book Lesson 8.1 Workbook Lesson 8.1 Photocopiable 29 Digital Classroom: video – Storytelling and reading
2 Tales from around the world
1.30
Read about traditional stories and discuss their appeal
8Sc.01–02 8So.01 8Sor.01–02 8Rd.01&04
Learner’s Book Lesson 8.2 Workbook Lesson 8.2
3 Stories we remember
2.15
Talk about your favourite stories from childhood
8Ld.02–03 8Lo.01 8So.01 8Sor.01–02 8Wc.01–02 8Ug.04
Learner’s Book Lesson 8.3 Workbook Lesson 8.3 Photocopiable 30 Digital Classroom: presentation – Present perfect continuous
4 A walk in the park
2.30
Listen to and reconstruct a story
8Ld.01–03 8Sc.01–02 8So.01 8Wca.02 8Wc.01 8Uv.02
Learner’s Book Lesson 8.4 Workbook Lesson 8.4 Differentiated worksheets 15A, B and C
5 Aladdin: a classic story
1.45
Read and then summarise a well-known story
8Sc.05 8So.01 8Sor.01–02 8Rm.01–02 8Rd.04 8Wca.02–04 8Ug.12
Learner’s Book Lesson 8.5 Workbook Lesson 8.5
(continued)
264 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
6 Aladdin: what happened next
2.15
Listen to and summarise a traditional story
8Ld.01–03 8Sc.05 8So.01 8Sor.01–02 8Wca.04 8Wor.01–02 8Ug.12
Learner’s Book Lesson 8.6 Workbook Lesson 8.6 Photocopiable 31 Digital Classroom: presentation – Reported speech
7 Improve your writing
2.15
Write an essay
8So.01 8Sor.01–02 8Rd.04 8Ro.01 8Wca.02–04 8Wc.01–02
Learner’s Book Lesson 8.7 Workbook Lesson 8.7 Differentiated worksheets 16A, B and C
8 Project challenge
2
Write and perform a play based on the story of Aladdin
8Sc.03–05 8Wca.01–04 8Wor.01 8Wc.01
Learner’s Book Lesson 8.8
9 Fiction
3.30
Read a traditional story from Australia
8Sc.01–&03–05 8So.01 8Rm.02 8Rd.01&04 8Wca.02–04 8Wor.01 8Wc.01
Learner’s Book Lesson 8.9 Workbook Lesson 8.8 Photocopiable 32
Cross-unit resources Unit 8 Audioscripts Unit 8 End-of-unit test Unit 8 Progress report Unit 8 Wordlist
265 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
BACKGROUND KNOWLEDGE Goldilocks In Lesson 8.3, Goldilocks is mentioned. In the story, Goldilocks is a little girl who goes for a walk in the forest. Suddenly, she finds a house and goes inside. She finds three bowls of porridge on a table. The first one is too hot, the second is too cold but the third one is just right, so she eats it up. There are also three chairs of different sizes. The first one is too hard and the next too soft but the small one is perfect for her. She sits down but it breaks. She then finds three beds and tries them out. The first one is too hard, the second one is too soft but the third one is all right for her so she lies on it and falls asleep. In the meantime, the owners come home. They’re Papa Bear, Mama Bear and little Baby Bear. They discover what Goldilocks has done and finally find her sleeping on the small bed. Goldilocks wakes up and sees the bears. She jumps from the bed and runs away as fast as she can. Aladdin The tale of Aladdin features in The Arabian Nights tales also known as One Thousand and One
Nights, a collection of fairy tales of Middle Eastern origin. The story was not part of the original collection. It was added in 1704 when the stories were introduced to Europe in a French translation by Antoine Galland. The original story is set in China. Aladdin is a lazy Chinese boy who lives with his mother. All the characters in the tale are also Chinese except for the wicked magician, who is from North Africa. Aboriginal Australians In Lesson 8.9, learners read a traditional story from the Aboriginal people of Australia. Indigenous Australian people are also known as Aboriginal and Torres Strait Islander people. It is thought that humans coming from Africa into Asia more than 70,000 years ago migrated to Northern Australia, which would make Aboriginal Australians the oldest population of humans living outside Africa. Currently, Aboriginal Australians make up 3% of the population, with over 80% living in cities and nonrural areas.
TEACHING SKILLS FOCUS What is differentiation by grouping? According to differentiation experts, there are three main ways in which we can differentiate: by content, by process and by product. However, there is a fourth way: by grouping. Once it is clear what the learning purpose and type of activity it is, we can make decisions as to how we need to group learners in order to address distinct learning needs: by proficiency, by learning preference or by interest. Quite often, when we group by proficiency, we tend to put together learners of similar abilities because we believe that the more confident will be held back and lose interest if they work with less confident partners or that they will monopolise and dominate, leaving the less confident behind. While this is a perfectly valid concern, it may not always be true, because the more confident may benefit from having to explain and think of different ways of approaching a topic or a task to their less confident partners.
Also, assigning roles and responsibilities within a group is an effective form of differentiation. We can allocate roles depending on the skills or areas we think learners need to develop or we can allow learners to assign the roles within their groups. When learners have to do a group task, such as a project or a discussion, you may wish to allocate some of these roles, for example: leader or chair, editor of the final product, spokesperson, scribe or ‘recorder’ of ideas and resources, timekeeper, facilitator to keep the discussion going, summariser, observer keeping track of how much each group member contributes, etc. When allocating the roles, it is essential that learners understand what is expected of them and of the rest of the group, and that roles are rotated in future groups. Groups should also be given time to give feedback, to reflect on the feedback they have received and set improvement goals.
266 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
CONTINUED Your challenge In each unit of the Learner’s Book, opportunities to differentiate are highlighted. Look through Unit 8 and highlight opportunities for differentiating by grouping. Analyse the exercises and decide: Are you going to differentiate by proficiency, by interest or by learning style? What grouping will work best?
As you continue with the following units, tick off the relevant points where you can introduce different groupings. Reflection • What types of groupings worked best? • How did learners react to the groupings? • What grouping techniques can I introduce?
Common misconceptions Misconception
How to identify
How to overcome
Learners may use a superlative adjective with the past simple instead of the present perfect with ever, e.g. This is the best computer game that I ever had.
Write correct and incorrect sentences. Ask learners to identify the correct ones. Underline the mistakes. Ask, for example, What tense do we use when we use the superlative and ever? Remind them that ever is one of the adverbs that are used with the present perfect. Elicit answers from the class.
Ask learners to look for and circle the superlatives and ever in the sentences before they choose the correct tense.
Learners may make mistakes with noun + preposition combinations, e.g. sometimes they use the wrong preposition.
Write the incorrect sentences on the board. Circle the prepositions and ask the class, for example, Is this preposition right? Which one should we use here? Elicit answers from the class.
If learners made the preposition reminder poster in Unit 7, ask them to add the examples in the ‘wrong’ preposition column. Ask learners to write the incorrect combination, circling the incorrect preposition in red or crossing it out, and then have them write the correct preposition in green and with capital letters. Keep it on display so that learners can use it as a reference.
Learners frequently make mistakes in word order with reported questions with ask and after the introductory phrases of indirect questions, e.g. And you asked me what’s the best way to make friends. You asked me to tell you which club should you join. Can you tell me where is the shop?
Write a question and ask learners to identify the structure, e.g. in colours or by circling the subject and verb. Write an incorrect reported question. Focus on the structure and ask, for example, Is it the same as a direct question? Should it be like this? How do we report questions? Have them write the correct form in colours. You may use arrows to signal how the words change their position in the reported question.
Ask learners to underline in two different colours the subject and verbs in a direct question. Ask them, What changes do we need to make? Elicit the answer and have them write the correct form again in two different colours.
267 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Misconception
How to identify
How to overcome
Learners may sometimes use the infinitive or the past simple instead of the participle in participle clauses, e.g. There were some white birds flew in the sky. We saw some children play on the beach.
Remind learners of what a present participle is. Write some correct and incorrect sentences on the board. Ask which one is the correct one. Ask them, for example, We saw some children doing what? The birds were doing what? Have learners identify the participle in the correct sentence. How would they correct the wrong ones? Elicit answers.
Have learners circle or underline the verb and ask themselves what the present participle of the verb is. Then they write the correct form.
8.1 Think about it: A good story LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.03, 8Lo.01, 8Ld.02
• Listening: Listen to opinions about books and stories, listen for detail.
8Sc.01, 8Sc.02, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Give opinions about books and stories, ask and answer questions about books, stories and films, summarise the plot of a story.
• Learners can listen to and understand opinions about books and films.
8Ug.01, 8Ug.06
• Language focus: present perfect with ever, never, already, just, still and yet • Vocabulary: action and adventure stories, science fiction (sci-fi), crime fiction, historical fiction, spy stories, thrillers, real-life stories, horror stories
• Learners can listen to and understand details of a conversation about books and stories. • Learners can give opinions about books, stories and films. • Learners can ask and answer questions about stories and films.
21st-century skills Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning exercises in class, understand essential grammatical terms and concepts. Materials: Learner’s Book pages 166–167, Workbook pages 120 and 123–124, novels of different genres or photos of their covers, Photocopiable 29
268 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Starter ideas Getting started (10–15 minutes) •
Ask learners if they like listening to stories. Elicit answers.
•
Explain that storytelling has a long history. You can tell the class that it goes back to prehistoric times when people lived in caves and painted the walls to create stories. Then people started telling stories orally.
•
Ask the class: Why do you think people have always enjoyed telling and listening to stories? Elicit ideas.
•
Ask: What sort of books do you read? What sorts of films do you like watching? You may bring in a number of books in English or in the learners’ first language, or show the covers on the board. Ask learners if they have read any of those. If they have, what do they think of them?
•
Ask the class: When you’re choosing a book to read, or a film to watch, what do you look for? Encourage learners to give opinions and justify them.
Digital Classroom: Use the video ‘Storytelling and reading’ to introduce the unit theme. The i button will explain how to use the video.
Main teaching ideas 1 Work in pairs. Look at the books and read the captions. What kind of stories are they? (10–15 minutes) •
Ask learners what different types or genres of novels they can think of. Elicit ideas.
•
Focus on the vocabulary box. Are there any they didn’t think of ?
•
Ask learners to look at the book covers and read the captions. What kind of stories are they? Elicit answers.
•
You may also wish to ask them to match the genre to the books or the book covers you shared with them.
CROSS-CURRICULAR LINK Literature: Ask learners to briefly explain what the main characteristics of each genre are.
2 You will hear some of these adjectives in the Exercise 3. First, listen and repeat them. Why are they divided into the three columns? (Clue: think of where the stress falls on each of the words.) (10–15 minutes) •
Focus on the table. Tell the class that in Exercise 3 they are going to listen to people talking about novels. These adjectives appear in their conversations. Tell them to listen and repeat them.
•
Play the recording and have learners repeat.
•
Then ask why they think they are divided into the three columns. Elicit the answer.
56
Differentiation idea: You may wish to play the recording again after learners have answered and ask them to say where the stress falls on each word. Download the audio transcript on Cambridge GO.
Answers To show that the stress falls on the first syllable in the first column, the second syllable in the second column and on the third syllable in the third column.
3 Listen to four students talking about books they’ve enjoyed. What kind of stories does each person like? (5–10 minutes) •
Tell the class that they are now going to listen to four students talking about books they have enjoyed. What kind of stories does each person like?
•
Play the recording at least twice. Elicit the answers.
57
Download the audio transcript on Cambridge GO.
Answers a spy story
c historical fiction
b horror
d science fiction
269 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers 1 horror stories 2 science fiction 3 action and adventure stories, spy stories
The third speaker says he likes spy stories, like the Alice Steele stories because they’re very exciting. The fourth speaker says she’s read Where Eagles Fly and that she enjoyed it because it was full of adventure. She says that she usually prefers real-life stories.
4 historical fiction
4 Listen again. Why do the students like the books they mention? (15–20 minutes)
5 Listen to a conversation at a school book club and answer the questions. (25–30 minutes) •
Ask learners to read the questions.
•
Tell learners that they are going to listen to a conversation at a school book club. They listen and answer the questions.
Differentiation idea: You could play each description again and ask less confident learners some more detailed questions, such as Which novel does the first student mention? Who is Effie? More confident learners may make a summary of what each student says.
•
Play the recording at least twice. Learners then answer the questions.
•
They can then pair up with a partner and discuss any differences.
•
Check as a class.
•
As an extension, you can write some questions on the board. Ask learners to work in pairs and discuss them:
Critical thinking opportunity: These questions require learners to understand the details of opinions and argument and of implied meaning.
1
The third speaker says ‘The plots aren’t too complicated, so it’s easy to follow what’s going on.’ What is the ‘plot’ of a story?
2
What is the ‘hero’ of a story? What should the hero, or heroine, of a story be like, in your opinion?
Differentiation idea: You may share copies of the transcript with less confident learners or play the recording again to help them remember the information.
•
Ask learners to listen to the descriptions again and say why the students like the books they mention.
3
•
The Monster in the Deep ‘is set in’ Scotland. What does this mean? Do you think stories should always be set in real places?
4
Why do you think some people like horror stories?
5
What is the difference between historical fiction and real-life stories?
Then, have an open-class discussion of the answers.
Answers Possible answers: The first speaker says she likes horror stories like The Monster in the Deep because they’re fun to read. The second speaker says he likes science fiction. He liked The Amazing Trip to Planet Orb because it was imaginative and amusing.
58
Download the audio transcript on Cambridge GO.
Answers Possible answers: a Because she enjoyed it so much. b She read it quickly. She read it (from start to finish) in two days. c It was so exciting that she had to keep reading it. d The characters were interesting. The main character is a man or a boy. He’s a character that readers can identify with. e Because the story is set in the past and the writer makes it feel as if you are in that time. f Because she hadn’t finished reading the book. g It’s a surprising ending, so it’s not what you expect but it’s not disappointing.
270 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Use of English
interaction you might be interested to assess other than the use of language, for example: communication and collaboration, levels of participation, etc.
Present perfect with indefinite time adverbs (10–15 minutes) •
Focus on the explanations and examples in the box.
•
Remind the class of the form and uses of the present perfect. •
• •
Focus on the question about the position of the adverbs in a sentence. Ask learners to choose the correct option and check as a class. Ask learners to provide more examples of their own.
Answers Learner’s own answers.
Plenary ideas Consolidation (15–20 minutes) •
Ask learners to share their answers with the class and discuss the similarities and differences in their opinions of books and films. Have they read the same books or watched the same films? If they have, do they have similar opinions about them?
•
Publishing idea: Have a book/film fair. Ask learners to prepare a short presentation of a book or a film they chose in Exercise 7. They can make a poster or look for short video clips to illustrate their presentation.
•
You could invite another class and ask them to choose the book or film they would like to watch or read.
Learners can complete Photocopiable 29 for further practice.
Answers Put yet at the end of a sentence. Put never, already and just after have/has. Put still before have / has. In questions, put ever before the past participle.
Workbook For further explanation and practice, learners do Workbook pages 123–124.
6 Work in pairs or small groups. Choose books or films and ask and answer these questions. Make sure you use adverbs such as already, yet and ever in the correct position. (10–15 minutes) •
Ask learners to work individually. They choose books or films they like and make notes to answer the questions.
•
Than they get together in pairs or small groups and discuss the questions with their partners.
Homework ideas •
Learners write a short text about their reading or viewing experiences using their answers to the questions in Exercise 7.
•
Home–school link: Learners ask their family the questions they discussed in Exercise 7. Workbook For further explanation and practice, learners do Workbook page 120.
Assessment idea: circulate listening to learners’ interactions. Focus on certain aspects of the
271 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
8.2 Literature: Tales from around the world LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.02, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss the appeal of traditional stories, summarise the plot of traditional stories, talk about different types of stories.
• Learners can read and understand a text about traditional stories.
8Rd.01, 8Rd.04
• Reading: Read about traditional stories. • Vocabulary: ancestors, stringed, instrument, to accompany, silhouette, battle, to recite, to respond, monologue, comedian, calypso, legend, myth, folk tale, fable, fairy tale
• Learners can talk about traditional stories. • Learners can ask and answer questions about traditional stories. • Learners can compare different types of stories.
21st-century skills Critical thinking: Compare and contrast different types of stories. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning activities in class. Materials: Learner’s Book pages 168–169, Workbook page 121, map of the world
Starter ideas Story time (5–10 minutes) •
Ask learners if their parents told or read stories to them at bedtime. Did they like having stories told to them when they were small?
•
Ask: Is there a difference between reading a story aloud and telling a story? Elicit ideas.
•
When do they enjoy listening to a story? When do they prefer reading one? Elicit ideas.
Main teaching ideas 1 Look at the book covers. Say which type of story each one is. (10–15 minutes) •
Focus on the literature key words box. Read the types of story and the explanations as a class.
CROSS-CURRICULAR LINK Literature: Ask the class: What are the differences between a myth, a legend, a folk tale and a fairy tale? Elicit ideas, for example: In myths, the characters are gods or heroes; the gods or superheroes can take the form of humans; they have supernatural powers, and the story has no historical basis. A legend is presumed to be based on historical fact and usually mentions real people or events that have been exaggerated. Fairy tales focus on adventure; the characters are are often princes, princesses, witches or fairies. Folk tales are based on oral stories; they often teach something; the characters are people or animals and are usually either very good or very bad.
272 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
•
Focus on the pictures of the book covers and ask the class to say which type of story each one is.
•
Ask the class to think of more examples of each type of story.
•
Still working in their pairs, learners use the words in the box and the sentence openers to summarise the text.
a fable
c legend
Differentiation idea: You could ask less confident learners to write some notes to help them remember. They may also reread the text before attempting the exercise.
b myth
d fairy tale
Answers
Answers
Possible answers:
2 Read the text. What is used in storytelling in addition to the spoken word? (10–15 minutes) Ask learners to read the text and say what is used in storytelling in addition to the spoken word. Elicit the answer.
CROSS-CURRICULAR LINK Geography: Put up a map of the world. Ask learners to reread the text and find what countries are mentioned then locate them on the map. What do they know about these countries? If you are in one of these countries, ask learners if they know the names of any traditional stories.
Answers musical instruments, such as the kora shadow puppets, singers and musicians songs and music
3 Work in pairs. Find the following words in the text and explain them in your own words. Then use them to summarise the text. (15–20 minutes) •
Ask learners to work in pairs. They reread the text and circle the words. This will help them to contextualise the new vocabulary.
•
Then, they explain them in their own words.
•
Check as a class.
Assessment idea: In order to check comprehension and to provide additional speaking practice, ask pairs to take it in turns to ask and answer questions about the text, for example What’s a griotte? And a kora? What do you call a modern-day rap battle in Arabic?
ancestors: people from your family who lived a long time ago stringed instrument: a musical instrument that has strings, such as a guitar or a violin to accompany: to play music at the same time as telling a story or singing silhouette: the outline shape of a person or thing battle: a fight between two or more people to recite: to read (a poem) aloud to respond: to reply, to react to something someone has said or done monologue: a (long) speech given by one person comedian: a person who entertains other people by telling jokes and making them laugh calypso: a kind of folk music from Trinidad and Tobago in which the songs tell stories In West Africa storytellers, who are called griots/ griottes, tell stories about ancestors and family history. They often play a stringed instrument, called a kora, to accompany the stories. In China, India, Indonesia, Malaysia and Thailand, puppeteers tell folk stories and give moral messages using shadow puppets, which are silhouettes made from leather or paper. Zajal is a battle between two speakers who recite poetry in classical Arabic. One speaker recites some lines of a poem and the other person has to respond. In Japan, the hanashika is a comedian who gives a monologue on stage. He tells amusing stories. Calypso is a kind of folk music from Trinidad and Tobago in which the song lyrics tell stories of local life and events.
273 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
4 Work in pairs or small groups. Discuss these questions. (10–15 minutes) •
In pairs or small groups, learners read and discuss the questions.
•
Ask them to make notes of their answers.
Answers Learner’s own answers.
Homework ideas •
Learners use their answers from Exercise 5 to write a short paragraph.
•
Home–school link: Learners tell their family about the stories they read about. They ask parents what stories they liked to read or to be told when they were children. Workbook
Plenary ideas Consolidation (10–15 minutes)
For further explanation and practice, learners do Workbook page 121.
Learners discuss their answers in an open-class discussion. Assessment idea: As a class, learners discuss what they have found the most interesting in this lesson. Have they had any difficulties? What do they need to improve for the next time?
274 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
8.3 Talk about it: Stories we remember LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to and understand the details of a conversation, listen to and identify the opinions of the speakers.
• Learners can listen to and understand the details of a conversation about favourite stories from childhood.
8So.01, 8Sor.01, 8Sor.02
• Speaking: Talk about your favourite stories from childhood, summarise the plot of a story, speak about what you have been doing.
• Learners can understand the opinions of people talking about their favourite stories from childhood.
8Wc.01, 8Wc.02
• Writing: Write about what you have been doing.
• Learners can talk about their favourite stories from childhood.
8Ug.04
• Language focus: present perfect continuous
• Learners can write about what they have been doing during the term.
• Vocabulary: scary, predictable, porridge, set, fascinating 21st-century skills
Critical thinking: Make inferences and assumptions, give reasons for an argument’s plausibility. Collaboration: Listens attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Speak with suitable fluency, write at a suitable pace, start and manage conversations with confidence. Learning to learn: Understand essential grammatical terms and concepts. Materials: Learner’s Book pages 170–171, Workbook pages 122 and 125–126, Photocopiable 30
LANGUAGE BACKGROUND Gradable adjectives and grading adverbs Adjectives describe the characteristics or qualities of nouns. Some of those qualities can vary in intensity and can be used with ‘grading adverbs’ – adverbs that vary the adjective’s grade or intensity. For example, when speaking of low temperatures, we can say fairly cold, rather cold, very cold, extremely cold.
Non-gradable adjectives and non-grading adverbs There are other adjectives which describe qualities that are completely present or completely absent. They cannot be used with adverbs such as very or extremely, because there aren’t degrees of more or less of the quality being described. These are non-gradable adjectives. These adjectives can sometimes be used with non-grading adverbs, for example completely, totally, absolutely – absolutely fascinating, totally destroyed, completely finished.
275 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED Present perfect continuous The present perfect continuous is used to describe actions and situations that started in the past and are still going on in the present. I’ve been reading a lot these last few days. It’s been raining all week. Is it ever going to stop? We often use the present perfect continuous to talk about what people have been doing to the present. My brother has been playing computer games since breakfast. It is also used for actions and situations that have just stopped, but have present results. You’re really late! I’ve been waiting here for hours! And we can use the present perfect progressive for repeated and continuous actions.
Starter ideas Bedtime stories (10–15 minutes) •
Remind learners of what they talked about in Lesson 8.2. What stories did they talk about?
•
Ask them: Did you enjoy listening to stories when you were younger? What kind of stories did you like best?
•
Encourage them to tell the class about the stories.
Main teaching ideas 59
1 Listen to Nadya, Yousef and Amira talking about their favourite childhood stories. Match them to the book illustrations. (10–15 minutes) •
Tell the class that they are going to listen to Nadya, Yousef and Amira talking about their favourite childhood stories.
•
They listen and match them to the book illustrations.
•
Play the recording at least twice. Elicit the answers.
Critical thinking opportunity: Ask learners how they managed to identify the stories. What details in the conversation helped them? Elicit answers.
The people from the phone company have been calling all day. The present perfect simple can also be used to talk about actions and situations continuing up to the present. How long have you been living in this city? How long have you known Marcus? In this case, we can’t use the present perfect continuous as the verb ‘know’ can’t be used in continuous tenses. We do not use the present perfect continuous with expressions that refer to a period of time that has finished. You look exhausted. Yes, I was helping my mother in the garden the whole morning until midday. (NOT: I’ve been working in the garden the whole morning until midday.)
Download the audio transcript on Cambridge GO. Answers Yousef c Amira a Nadya b
2 Listen again. Then answer the questions (10–15 minutes) • • • • •
Ask learners to read the questions. Ask them to listen to the recording again and answer the questions. Play the recording again. Then, have learners work in pairs or small groups and discuss their answers. Then, discuss as a class.
Answers a He liked stories that were a little bit scary and not too predictable. b He knew the stories so well he could remember all the words. He liked the stories so much that he asked his parents to read the same stories to him very often.
276 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
c She liked stories about animals and about children who did amazing and surprising things.
•
Encourage the class to give more examples of their own.
d Because the characters were interesting, there was a good plot and there was mystery and suspense.
•
Learners can complete Photocopiable 30 to practice the difference between the present perfect simple and the present perfect continuous.
e A simple and imaginative story. f It’s about some animals and a little girl. g Because the lines are repeated, so you remember them.
Speaking tip (5–10 minutes) Focus on the speaking tip box. As a class, read the words and phrases that help us qualify adjectives.
3 Work in pairs or small groups. Now it’s your turn to talk about your favourite story. The rest of the group has to guess the title. (10–20 minutes) •
•
Learners work in small groups. Each group member takes a few minutes to read the questions and think about the story they are going to choose for the exercise. Then, they take turns to ask and answer questions and guess the story each of them is thinking about.
Differentiation idea: Less confident learners can make a few notes to help them remember.
CROSS-CURRICULAR LINK Literature: As an extension, you may wish to ask learners to choose from the novels and stories they may have read during the year in the English class or in the literature class.
Answers Learner’s own answers.
Use of English
Digital Classroom: Use the grammar presentation ‘Present perfect continuous’ to review how and when to use the present perfect continuous. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 125–126.
4 Work in pairs. What have you been doing in this lesson? Use the prompts in the table to make answers that are true for you. (5–10 minutes) •
Differentiation idea: Less confident learners could write their sentences before saying them. More confident learners could add more sentences about what they have been doing, such as I’ve been telling my friends details of my favourite stories. Answers Learner’s own answers.
5 Write a summary of what you have been doing so far this term in three of your school subjects, for example, maths, science, geography, history, art, physical education, IT (information technology). (15–30 minutes) •
Ask learners to work individually and write about what they have been doing so far this term in three of their school subjects.
•
Ask learners to plan what subjects they are going to write about and what activities they are going to mention before actually writing their piece.
Present perfect continuous (10–15 minutes) •
Focus on the explanations and examples in the box.
•
Explain how this tense is formed and provide some more examples.
Ask learners to work in pairs. They read the table and use the different elements to make sentences about what they have been doing in the lesson.
277 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Assessment idea: This exercise might be a useful tool to assess what learners remember and how they feel about what they have studied and done during the term. Differentiation idea: Less confident learners could just write some sentences about the subjects using the present perfect continuous. More confident learners could write an extended paragraph explaining what they have found interesting, difficult, useful, etc. about what they have learned, and giving reasons for this. Answers Learner’s own answers.
Assessment idea: Encourage them to discuss the difficulties they found. Were they similar to other learners’? How did they overcome them? Do they think they have achieved their objectives in learning those subjects?
Homework ideas •
Learners write a short paragraph about the stories their parents and other adults in the family enjoyed when they were children. If possible, they can also look for them and add them or a summary to their text.
•
Home–school link: Learners talk with parents and other adults in the family about the stories they used to hear or like when they were children.
Plenary ideas Consolidation (10–20 minutes)
Workbook
•
When learners have finished writing, ask them to share their writing with the class.
For further explanation and practice, learners do Workbook page 122.
•
Then they can compare what they remember and discuss the differences.
278 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
8.4 Think about it: A walk in the park LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen to and reconstruct a story, listen for detail, listen and make inferences.
• Learners can listen to and reconstruct a story.
8Sc.01, 8Sc.02, 8So.01
• Speaking: Discuss a story, give opinions, build a story by adding details, discuss and plan a story.
8Wca.02, 8Wc.01
• Writing: Write a story, answer questions, use correct spelling and punctuation.
8Uv.02
• Learners can listen to a story and make inferences about the characters and the plot. • Learners can discuss a story. • Learners can plan a story. • Learners can write a story.
• Language focus: preposition + noun • Vocabulary: deserted, (to) head for, massive, swiftly, (to) approach, anxiously, panther
21st-century skills Critical thinking: Make inferences about a story. Creative thinking: Write or tell an original story, given prompts or without prompts. Collaboration: List the steps necessary to achieve tasks. Communication: Develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Recognise areas of strength or weakness in learning the subject, plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 172–173, Workbook pages 127 and 130–131, a few story openings, Differentiated worksheets 15A, B and C
Starter ideas Story time (10–15 minutes) •
Show a few story openings or share them on slips of paper. Read them with the class.
•
Ask learners, for example, Would you like to go on reading these stories? Why? Do you find them exciting/interesting? What makes them so? Elicit ideas.
•
Tell the class that they are going to listen to a short story called ‘A walk in the park’. It begins: It was a cold, grey day in January. My sister Taslin and I were at home doing our homework. What do you think is going to happen? Elicit ideas.
279 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas 60
1 Listen to the story. The two characters in the story are called Adi and Taslin. What do you know about them from the story? (10–15 minutes) •
Tell the class that they are now going to listen to the story and find out what happens.
•
Play the recording. The first time, you may wish to stop the audio at key points and ask learners to guess what is going to happen next, for example We followed the path across the park until we reached the play area with a basketball hoop in the middle. … We couldn’t see what it was but it was approaching very fast … and it was coming straight towards us!
•
Play the audio a second time and ask learners to find out about the two characters.
Critical thinking opportunity:This first question could involve speculation for higher-level thinking, such as: the characters are school-age because they had been doing homework, probably teenagers since their parents seem happy for them to go out on their own for a walk, they live in a town or the suburbs of a city, since the noise of traffic is in the distance, etc.
Differentiation idea: Less confident learners may need to listen to the recording again before doing the exercise. Play the recording and ask learners to signal when they hear the words. They can repeat the sentences in which the words occur. Answers 1 b, 2 c, 3 g, 4 f, 5 a, 6 e, 7 d
3 Work in pairs or small groups. Read the questions. Then listen again and write notes for your answers. (10–15 minutes) •
Ask learners to read the questions. Then have them work in pairs or small groups.
•
They listen again and write notes for the answers.
•
Play the recording twice. The second time, pause between each section of the story so that learners, in their pairs or groups, can confer about what they have heard and agree on notes to write down for each question.
Answers a In January b Cold and grey c At home doing their homework
Download the audio transcript on Cambridge GO. Answers Possible answer: Adi and Taslin are school-age because they were doing homework and they’re probably teenagers because their parents seem happy for them to go out on their own for a walk. They also say that they’ve been going to the park for about ten years, ‘since they were young’, which suggests they could be about 13 or 14 now. They live in a town or in the suburbs of a city because they hear the noise of traffic in the distance.
2 Work in pairs. Match these words from the story with their definitions. (5–10 minutes) •
Ask learners to work in pairs.
•
They read the words and the definitions and match them.
d At 4 o’clock, to the park e Picked up a basketball, said goodbye to their parents f Deserted g Saw a cat (with yellow eyes), heard wind blowing leaves and an empty can down the road, the sound of distant traffic h Went to the play area, to the basketball hoop, took turns to throw the ball into the hoop i Because it was getting dark j A massive black shape, approaching fast k The creature ran past l They were following the creature, and they asked Adi and Taslin if they had seen ‘anything unusual’. m Frightened, pale, shaking n They said they had seen a strange black creature in the park but their parents thought they had imagined it after reading horror stories. o A black panther had escaped from a local zoo.
280 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Use of English Preposition + noun (5–10 minutes) Focus on the examples. Ask learners to give examples of each. Workbook
5 Using your notes from Exercise 3, write sentences to reconstruct the story. Include words from Exercise 2. Then read your story to the class. Listen to the other groups’ versions of the story. Add any missing details to your version. (10–15 minutes)
For further explanation and practice, learners do Workbook pages 130–131.
4 Put the preposition in the correct place in each sentence. (10–15 minutes) •
Ask learners to read the sentences and add the prepositions in the correct place.
•
Check as a class.
•
As an extension, you could ask learners to work in small groups. They write three sentences, each omitting the prepositions and putting them in brackets at the end of each sentence, using the exercise as a model.
•
Ask learners to work in groups.
•
They use the notes from Exercise 3 to write sentences to reconstruct the story.
•
Tell learners to include words from Exercise 2
•
When they have finished, each group reads their reconstruction to the class. They add any missing details to their version.
Answers Learner’s own answers.
Writing tip (5–15 minutes) •
Focus on the tips in the box.
•
As a class, brainstorm more examples for each tip. Write them on the board.
•
You may wish to ask learners to help you build a story using the tips. Begin telling a story and stop at certain points. Encourage learners to add the details, for example One …. evening, I was driving along a …. country road when suddenly my car broke down. It was …. And the sun was slowly going … I was 5 km from the nearest village so I decided to walk. After a few minutes, I saw a house in the distance. I got closer. It was … what was it like?
b My friend, Jani, messaged me, asking if I wanted to go for a swim.
•
Elicit the description from the class. Encourage learners to contribute with details.
c We decided to go to the beach with a lifeguard’s station in the middle.
•
Go on providing the skeleton and asking for contributions, for example you get to the door, open the door, go inside, etc.
•
Provide additional vocabulary as necessary and write it on the board for future reference.
•
They exchange their sentences with another group and do the exercise.
Differentiation idea: More confident groups could omit the preposition altogether so that they have to decide which preposition to use and where. •
Learners can complete Differentiated worksheet 15 A, B or C.
Answers a It was a warm, sunny afternoon in July.
d We agreed to meet at 4 o’clock. e When I arrived, Jani was sitting on a rock looking at the sea. f We swam in the warm sea for half an hour. g Afterwards, as we walked along the beach, the sun was beginning to go down over the sea.
281 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6 Work in pairs or small groups. Write your own story by adapting the story in Exercise 1. (20–40 minutes) •
Ask learners to work in pairs or groups of three. They are going to write their own story, adapting the story in Exercise 1.
Assessment idea: As a class, brainstorm with the class what elements a good story should have, for example interesting characters, a detailed description of the environment or surroundings of the story so that the reader can picture the scene, a conflict to solve, a cliffhanger (a precarious or difficult dilemma or a shocking revelation the protagonist is confronted with). •
Learners first plan the story using the questions in Exercise 2. They can start using the three questions as a guide to set the scene.
•
They write an outline of the story and of the characters.
Differentiation idea: More confident learners may have enough time to write their story in class. Less confident learners could take their outline home and write the story as homework.
Plenary ideas Consolidation (5–10 minutes) Assessment idea: In a class discussion, ask learners to think and discuss what they did today that helped them perform better. Was there something they are still not sure about? What can they do to show what they have learned?
Homework ideas •
Learners may finish writing their story.
•
Publishing idea: Learners can create a video of the story or audio record it with special effects.
•
Home–school link: Learners tell parents the story they listened to in Exercise 1. How would the continue it? Workbook For further explanation and practice, learners do Workbook page 127.
Answers Learner’s own answers.
282 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
8.5 Literature: Aladdin: a classic story LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss a traditional story, talk about folk stories, discuss characters in a traditional story, summarise a well-known story.
• Learners can read and understand a traditional story.
8Rm.01, 8Rm.02, 8Rd.04
• Reading: Read a well-known story.
8Wca.02, 8Wca.03, 8Wca.04
• Writing: Summarise a well-known story, use reported commands, spell and punctuate correctly.
8Ug.12
• Language focus: reported speech: commands
• Learners can discuss a traditional story. • Learners can summarise a wellknown story. • Learners can use correct spelling and punctuation. • Learners can report commands.
• Vocabulary: folk stories, manuscript, stage, translate, tailor, sorcerer, (to) cheat, (to) rub, genie, evil 21st-century skills Critical thinking: Make inferences about a story, summarise a story. Collaboration: List the steps necessary to achieve tasks. Communication: Develop a clear description or narrative with a logical sequence of points. Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 174–175, Workbook page 128, dictionaries, websites or books where learners can find the original Aladdin story.
Starter ideas
Main teaching ideas
Stories from long ago (5–10 minutes)
1 Work in pairs. Read about the story of Aladdin. Find the words for the following in the text. (10–15 minutes)
•
•
Ask learners what they think the most popular stories of all times are. Elicit names, for example The Iliad, Cinderella, Ali Baba and the Forty Thieves, etc. Elicit names of traditional and popular local stories. Ask learners: Why do you think some stories from a long time ago are still popular today? Elicit opinions.
•
Ask learners if they know who Aladdin is. Have they read the story? What do they know about it? Where is the story from? Elicit ideas.
•
Focus on the information and ask learners to read it. Is there anything surprising about it? For example, the story is originally from China – many learners may not be aware of this.
283 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK
Answers
Literature: Ask learners to read the explanations and find the words to match them.
a The story is set in China. Morocco is also mentioned because the sorcerer is from there.
•
•
b They don’t have much money. c His uncle
Ask the class what a folk story is. Elicit a definition, for example an old story told for generations. They are stories in the oral tradition.
d He wanted to show Aladdin the treasure and he wanted Aladdin to get the lamp for him. e Because the sorcerer had put the heavy stone over the entrance.
What folk stories do learners know? Elicit names and encourage them to explain what they are about.
f When Aladdin rubbed the ring, a genie appeared. g It means ‘What do you want me to do for you?’ h To take him home
Answers a a collection
c translated
b a manuscript
d on stage
2 Read the first part of the story of Aladdin. Who are the main characters? (5–10 minutes) •
Ask learners to read the first part of the story of Aladdin and identify the main characters.
•
Ask them to justify their opinion.
Differentiation idea: More confident learners could look at specific vocabulary in the story to work out the meaning from the context. Tell them to use a dictionary if they need to. Words to find are: a tailor; a sorceror; (to) cheat; (to) rub; a genie; evil. Answers Aladdin, Aladdin’s mother, the sorcerer
3 Answer these questions. (10–15 minutes) •
Ask learners to reread the text and answer the questions.
•
They can check their answers in pairs and then check as a class
i An evil sorcerer
Remember (5–10 minutes) •
Ask learners to read the notes in the box and revise reporting commands.
•
Revise how to change pronouns and report the negative commands. Focus especially on the position of not.
4 Work in small groups. Use your answers to the questions in Exercise 4 to write a summary of the story so far. Include what the sorcerer told Aladdin to do, and what Aladdin told the genie to do. (15–25 minutes) •
Ask learners to work in groups. They use the answers to the questions in Exercise 4 to write a summary of the story so far.
CROSS-CURRICULAR LINK Literature: Ask the class to explain what a summary is and what a good summary should look like, for example the writer retells a story in their own words; summaries are very short, concise and accurate (they reflect the information in the original text) and do not include personal opinions; they give information without using a lot of detail; they cite the title, author and source of the original text.
284 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
•
With the class, write the ideas on the board and ask learners to copy them in their notebooks.
Assessment idea: When groups have finished, ask them to reread the summary and check it against the characteristics of a good summary they have listed. Tell learners to check they have used reported speech correctly. Answers Learner’s own answers.
5 Take turns to read your summaries to the class. If you notice any mistakes when you are reading, correct them when you have finished. (10–15 minutes) •
Groups take turns to read their summaries to the class.
•
If learners notice any mistakes when they are reading, they can correct them when they have finished
Plenary ideas Consolidation (5–10 minutes) Assessment idea: Learners discuss how easy or difficult writing a summary has been, explaining what difficulties they have found and how they overcame them. Can they apply the same techniques in other subjects?
Homework ideas •
Learners choose a story they like and they have either read or heard about. They look for a short extract in a book or on the internet and write a summary for the class.
•
Home–school link: Learners tell the family the story of Aladdin. Workbook For further explanation and practice, learners do Workbook page 128.
Assessment idea: You could ask groups to listen carefully to each other’s summaries and comment on the good points, any missing details, etc. Answers Learner’s own answers.
285 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
8.6 Talk about it: Aladdin: what happened next LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Ld.03
• Listening: Listen to a traditional story.
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Summarise a traditional story, discuss the plot and characters of a traditional story.
• Learners can listen to and understand a traditional story.
8Wca.04, 8Wor.01, 8Wor.02
• Writing: Rewrite a traditional story, summarise a traditional story, use correct spelling and punctuation.
8Ug.12
• Language focus: reported questions, use ask, wonder and the past perfect in reported speech
• Learners can summarise a traditional story. • Learners can discuss the plot and characters of a traditional story. • Learners can summarise a traditional story.
• Vocabulary: command, destroy, cut off, trick, arrest 21st-century skills Critical thinking: Make inferences about a story, summarise a story. Collaboration: List the steps necessary to achieve tasks. Communication: Develop a clear description or narrative with a logical sequence of points. Materials: Learner’s Book pages 176–177, Workbook pages 129 and 132–133, map of the world, Photocopiable 31
Starter ideas Folk tales (10–15 minutes) •
•
•
•
If learners have done the homework exercise, ask them to read the summary of the folk tale they chose to the class. Does anybody else know the same folk tale? Do they also like it? Why? Ask learners what they remember about the story of Aladdin so far. Review the main characters and what happened. Ask: Do you think the story is exciting? Why? What is the most interesting character so far? Which aspects of the story would make it good for a play or a film? Ask learners if they have seen any of the Aladdin films, for example the animated 1992–1996 film series or the 2019 live-action one. What do they
think of these films? Do they think they are similar to the original story?
Main teaching ideas 1 You’re going to listen to the second part of the story. Put the characters in the order of their appearance in the story. (5–15 minutes) •
Ask learners to read the list of characters. Which characters appeared in the first part? In which order?
•
Ask them to listen to the second part of the story. They listen and put the characters in the order of their appearance.
•
Play the recording once. Elicit the answers.
61
286 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
CROSS-CURRICULAR LINK Geography: Ask learners to find Morocco on the map. What do they know about this country? Ask learners to work in groups and search for information on the internet or in books. They can write a short fact file about Morocco.
3 Listen to the story again and answer the questions. (10–20 minutes) •
Ask learners to read the questions. Tell them that they are going to listen to the story again and answer them.
Differentiation idea: You could ask more confident groups to try to answer the questions without listening to the recording. When they have finished, they can listen again and check.
Download the audio transcript on Cambridge GO.
•
There is one question for each section of the story, so pause the audio between sections to allow learners to write down their answers.
Answers
•
Play each section of the story.
a the sorcerer 6
•
Check the answers as a class.
b Aladdin 2
Answers
c Princess Badr al-Budur (the sultan’s daughter) 4
a By bringing food.
d the princess’s servant 7
b To ask if Aladdin could marry his daughter. At first, he laughed at the idea, but he agreed when he saw the treasure Aladdin’s mother had brought for him. Aladdin and the princess got married and went to live in a palace.
e the genie of the lamp 3 f Aladdin’s mother 1 g the sultan 5 h the genie of the ring 8
c He went around the streets calling out ‘new lamps for old’ and the princess’s servant took the lamp from Aladdin’s room to exchange for a new one.
2 Complete these sentences with the characters from the list in Exercise 1. (5–10 minutes) •
•
d He had Aladdin arrested and said that he would cut off Aladdin’s head if he didn’t bring the princess back (within forty days).
Ask learners to read the sentences and complete them with the characters from the list in Exercise 1.
e He gave the princess some poison to give to the sorcerer.
Check as a class. Ask learners to explain what helped them decide.
Answers a Aladdin’s mother b the genie of the lamp c Princess Badr al-Budur (the sultan’s daughter) d the sultan e Aladdin f the sorcerer
f To welcome Aladdin and the princess home
Use of English Reported speech: questions and statements (10–15 minutes) •
Remind the class of how to report statements and commands.
•
Revise the tense changes and other changes necessary.
•
You may wish to take a few examples from the audio script and ask learners to report them.
•
Elicit some more examples from the class.
g the princess’s servant h the genie of the ring
287 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Focus on the explanations and examples.
•
Write some more questions on the board and ask learners to report them.
•
Highlight the changes in word order in colour.
•
Ask learners to copy the examples.
Digital Classroom: Use the grammar presentation ‘Reported speech’ to review reported statements and questions. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 132–133.
4 Report the following questions and statements. Remember to change the pronouns as well as the tenses. (10–20 minutes)
Answers a His mother replied that she had never heard anything so ridiculous. b Aladdin’s mother asked the sultan if he would allow Aladdin to marry her son. c The sorcerer said he had had an idea about how to get the lamp back. d The princess’s servant wondered if she could exchange the old lamp in her master’s room for a new one. e The princess asked Aladdin how she could escape from the sorcerer.
5 Work in groups. Write a summary of the second part of the story. (20–30 minutes) •
Ask learners to work in groups to write a summary of the second part of the story.
•
Ask learners to read the questions and statements and report them beginning as shown.
Remind them of what they discussed about the characteristics of a good summary in Lesson 8.5.
•
They use their answers to Exercises 2, 3 and 4 to help them.
•
Remind them to make the tense and pronoun changes as needed.
•
They can also add any more details that the group can remember.
•
When they have finished, check as a class.
•
Tell them to try to include some expressions from the story.
•
Assessment idea: Ask the class to work in pairs or groups of three. Ask learners to talk about the story and what they think about it. They make notes of what their speakers say. After a few minutes, ask group members to report what the others have said. Differentiation idea: Less confident learners could write down the reported sentences and questions before sharing them with the class. •
Learners can complete Photocopiable 31 for further practice.
Assessment idea: When they have finished their first draft, they revise it using the criteria they wrote in Lesson 8.5. They also check for correct spelling and punctuation and use of reported speech. •
They divide the summary into sections and take turns to read it to the class.
Answers Learner’s own answers.
288 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Plenary ideas Consolidation (10–15 minutes) Critical thinking opportunity: Ask learners what they think about the story, which characters they like and which they don’t. Encourage them to explain why. Do they know other similar stories of genies in lamps or bottles? Elicit comments from the class.
Homework ideas •
Learners choose a story they like and prepare a story talk – a short presentation trying to convince
the class to read the story. They can prepare visuals to accompany their presentation. •
Home–school link: They ask their family how they think Aladdin’s story ends. Then they tell the family the ending they have read in the book. Do parents know any alternative versions of the story? Workbook For further explanation and practice, learners do Workbook page 129.
8.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.01, 8Sor.02
• Speaking: Give opinions, reasons and examples, summarise ideas.
8Rd.04, 8Ro.01
• Reading: Recognise opinions of writers, deduce meaning from context, understand implied opinion.
• Learners can read a model and understand the structure of an opinion essay.
8Wca.02, 8Wca.03, 8Wca.04, 8Wc.01, 8Wc.02
• Writing: Write an essay, express opinions with little or no support, develop coherent arguments supported by reasons, examples and evidence. • Language focus: revision of linkers and connectors, sequencers
• Learners can recognise opinions of writers. • Learners can understand implied opinion. • Learners can deduce meaning from context. • Learners can plan an opinion essay. • Learners can write an opinion essay.
21st-century skills Critical thinking: Distinguish between fact and opinion, select key points from diverse sources to create a new account and/or argument, distinguish between main and supporting arguments, identify the basic structure of an argument. Creative thinking: Communicate a personal response to creative work from art, music or literature. Communication: Write at a suitable pace, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Organise notes systematically, use notes to construct original output. Materials: Learner’s Book pages 178–179, Workbook page 134, Differentiated worksheets 16A, B and C
289 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Starter ideas
•
Body: it can have 2–3 paragraphs. Give a reason to support your opinion in each paragraph.
Story talk (10–20 minutes) •
Ask learners to present their story talks.
•
•
When they have finished, the class chooses the story they like best.
Conclusion: summarise ideas and repeat opinion using different words.
•
Use linkers, sequencers, and other phrases to link your ideas and the paragraphs, and to introduce examples and opinions.
•
If you do not have solid evidence for your ideas, use modal verbs, for example might, may or could, or other tentative phrases.
Main teaching ideas 1 An essay has a clear structure and is organised in paragraphs. Look at the essay on the opposite page. Imagine that there were no paragraphs – in other words, imagine that it was just one long piece of text. Would it be easier or more difficult to read? Why? (15–20 minutes) •
Tell the class that they are going to write an essay giving their opinion.
Critical thinking opportunity:Explain that an essay has a clear structure and is organised in paragraphs. Ask learners to look at the essay and imagine that it was just one long piece of text. Would it be easier or more difficult to read? Why? Encourage learners to give their opinion, for example when a text is divided into paragraphs, the reader is able to see how the argument progresses from one point to the next. Also, texts divided into paragraphs are more reader-friendly as they are more comfortable to read, and they allow the reader to think about and process bits of information at a time. Assessment idea: Ask learners to read the model essay again. You could also share more examples of good opinion essays with the class. Ask learners to read them in groups and ask the class what makes a good opinion essay. Brainstorm ideas with the class. Elicit some of the following and build a set of criteria:
Answers Learner’s own answers.
2 Here are some phrases that you will find useful in writing an essay. Put them with the correct headings in the table. (10–15 minutes) •
Focus on the list of useful phrases. Ask learners to put them under the correct headings.
•
Check as a class.
Assessment idea: Ask learners to think about other expressions they could add to each heading. What other expressions could they find useful? Elicit ideas, such as giving reasons, introducing facts, adding ideas, expressing contrast, introducing the conclusion. Answers Introducing your own and other people’s opinions I think (that) I believe (that) in my opinion
•
It needs to have a clear structure: introduction, body and conclusion.
•
Do not write about advantages or disadvantages. Write about personal opinion.
•
Make your opinion clear throughout, explain and justify your opinion.
first of all/firstly
•
Introduction: introduce the topic, give opinion, for example agree or disagree with the statement.
in conclusion
my view is some people think Connectors to show the sequence of your argument finally to conclude in summary
290 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
Introducing examples
5 Plan your essay. Use the model text to help you. (20–40 minutes)
like
•
Tell learners that they are now going to plan their essay using the model to help them.
•
Ask learners to brainstorm ideas and organise them using the headings in the model answer. Tell them to collect as many ideas as possible.
although
•
Have them choose the ideas they are going to use.
however
•
Learners write the first draft of their essay.
on the other hand
Assessment idea: Learners read through their essay and check spelling, grammar and punctuation. They check the organisation and use of useful phrases against the set of criteria they built as a class and the examples in the lesson. They exchange their text with a partner and give each other feedback.
a good example of this is for example/to give an example such as Showing contrast
3 What makes a good story? Organise your ideas before you start writing. Answer these questions. (15–20 minutes) Assessment idea: Discuss question a as a class. Ask the class what they think makes a good story. Remind the class what they have read and discussed in this unit. Ask learners to work individually on the rest of the questions. They read the questions and make notes of their answers. Answers Learner’s own answers.
4 Read the model text on the next page. Which of these opinions are implied? Which are not implied? (10–15 minutes) Critical thinking opportunity: Ask learners to work in pairs or small groups. They read the model again to deduce the meaning of unfamiliar words from context. Ask learners what the writer’s opinions are. Which opinions are implied? Which aren’t? Encourage learners to justify their opinions. Answers
•
When they get their copy back, they make changes and corrections as necessary.
Differentiation idea: Learners can complete Differentiated worksheet 16A, B or C.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Discuss with the class what difficulties they may have encountered when writing their essay. Encourage them to reflect on the kind of mistakes they may have made. What can they do to improve? Are there things they are still not sure about, such as how well they have organised it, their choice of vocabulary, etc.? Collect their feedback and opinions and agree on a few ideas for improvement to implement in future lessons.
Homework ideas •
Learners write an opinion essay about the story they used for the story talk in Lesson 8.6.
•
Home–school link: Learners show parents their text and explain how they wrote it.
a not implied
d implied
b implied
e implied
Workbook
c implied
f not implied
For further explanation and practice, learners do Workbook page 134.
291 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
8.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.03, 8Sc.04, 8Sc.05
• Speaking: Perform a play based on a script, use correct body language and intonation.
• Learners can write the script of a play based on the story of Aladdin.
8Wca.01, 8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wc.01
• Writing: Write the script of a play based on the story of Aladdin, use correct punctuation and spelling.
• Learners can use correct punctuation and spelling.
• Language focus: revision of punctuation of dialogue, revision of Unit 8
• Learners can perform a play based on a script. • Learners can use correct body language and expression.
• Vocabulary: revision of Unit 8 21st-century skills Social responsibilities: Discuss different jobs and their importance in society. Creative thinking: Act parts in role-plays or dramas, encourage group members to make activities such as games and role-plays more original and imaginative. Collaboration: Identify necessary roles and tasks and allocate them to group members. Communication: Speak with suitable fluency, use facial expressions and eye contact appropriately to support verbal communication. Materials: Learner’s Book pages 180–181, props for the play: a Moroccan-style oil lamp, coloured beads, silver objects, silver coins, aluminium foil scrunched up for the treasure, a ring, a shiny teapot that looks like a lamp, sand on a tray (optional), if possible suitable clothes for the characters
Starter ideas
•
Assign one scene to each group. Tell them to write their scene using the script outline in the Learner’s Book.
Remind the class of the story of Aladdin so far. Elicit a summary from the class.
•
Differentiation idea: Ask less confident learners to reread the story and then summarise the most important events. They can write a few notes to help them remember.
Provide guidance if necessary, particularly when they are writing dialogue. Remind groups of the correct punctuation of dialogue.
•
Circulate, helping as necessary.
•
When they have finished, check the scripts.
Main teaching ideas
•
Project: Aladdin – the play (60–90 minutes)
Each group will then decide who takes which role and rehearse their parts.
•
Other members of the groups can take on the crucial behind-the-scenes roles. Discuss with them what these roles are – director, props manager, prompt, etc. – and what they entail.
Story discussion (10–15 minutes)
•
Tell learners they are going to write and perform a play based on the story of Aladdin.
•
Divide the class into six groups and go through the instructions for the exercise with the learners.
292 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
•
Then, the class can practise and perform the play.
•
Remind groups to practise speaking with expression and projecting their voice. Choose a few lines of dialogue from previous lessons to model for them.
Differentiation idea: More confident learners can memorise their part. Less confident learners can read their parts. In all cases, encourage the use of suitable body language and intonation.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Plenary ideas Consolidation (20–30 minutes) Publishing idea: Learners perform the play. Assessment idea: If possible, video-record learners as they perform their play. When they have finished, they can watch the video and discuss what went well and what they might have done differently. Then you can save copies in the learners’ portfolios.
Homework ideas •
Learners imagine they are the character they played. Tell them to write a journal entry of what happened in their scene.
•
Home–school link: Learners show parents the videos of their performance. Workbook For further explanation and practice, learners do Workbook page 134.
293 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
8.9 Read and respond: Fiction LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.01, 8Sc.03, 8Sc.04, 8Sc.05, 8So.01
• Speaking: Give opinions, discuss ideas, discuss and analyse the characteristics of a text, plan a task, act out a script, create a video and tell a story.
• Learners can read two traditional stories from Australia.
8Rm.02, 8Rd.01, 8Rd.04
• Reading: Read a story, understand unfamiliar language using context, analyse the characteristics of a text.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wc.01
• Writing: Write a script of a play, use correct language and spelling.
• Learners can discuss and analyse the characteristics of the stories. • Learners can tell a story with accompanying video. • Learners can write a script for a play. • Learners can act out a play.
• Vocabulary: tightly, bloated, leaps, bounds, amazement, wonder, grin, emus, tangled, trip, wobbly wombats, wobbled, kookaburra, eel, watery, slithered, all twisted, knotted up, titter, belly, drought, billabongs, lagoons, waterholes, waterways, gushing out
21st-century skills Creative thinking: Act parts in role-plays or dramas, encourage group members to make activities such as games and role-plays more original and imaginative. Collaboration: Identify necessary roles and tasks and allocates them to group members. Communication: Speak with suitable fluency, use facial expressions and eye contact appropriately to support verbal communication. Materials: Learner’s Book pages 182–184, Workbook page 135, map of the world, photos of Australian animals, internet access or books, video recording equipment (mobile phones), drawing and painting material, props or photos to make a slideshow, Photocopiable 32
Starter ideas Native peoples (10–20 minutes) •
Ask learners about the indigenous inhabitants of their country. What do they know about them? Elicit ideas.
•
Ask learners if they know any traditional stories, legends or myths of these native people. If learners
don’t know, ask them to look for information in books or on the internet. Then they share with the class. •
Focus on the introductory text. Read it with the class.
294 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
CROSS-CURRICULAR LINK Geography: Show a map of the world and ask learners to find Australia on it. What do they know about this country? Ask learners to look at the photos in the story. Do they know what these animals are? Can they name some other animals that live in Australia? Can these animals be found in other parts of the world? Why do they think this is so?
3 Read the conclusion of the story. Did you guess how it would end? •
Ask the class to read the end of the story.
•
Did they guess correctly or is the ending very different from their ideas?
•
If they guessed correctly, what helped them? Was there any information in the previous parts of the stories that gave them a hint?
Answers Learner’s own answers.
Main teaching ideas 62
1 Read and listen to the first part of this story. Where do you think the storyteller got the idea from? (5–10 minutes) •
Ask the class to read the first part of the story.
•
Ask them where they think the storyteller got the idea. Elicit opinions and encourage learners to justify them, for example the long periods without rain, which in Australia are quite common in certain areas.
Download the audio transcript on Cambridge GO. Answers Learner’s own answers.
2 Work in groups. Discuss these questions. (10–20 minutes) •
Ask learners to continue reading the second part.
•
When they have finished, go over the definitions box to clarify the meaning of the new words.
•
Then, have them work in groups and discuss both questions. ask them to make notes of their ideas.
•
When they have finished, you can ask them to discuss the answers as a class.
Answers Learner’s own answers.
4 Look back to the list of adjectives you can use to describe stories in Lesson 8.1. Which ones would you use to describe this story? •
Ask the class to revise the list of adjectives they can use to describe stories from Lesson 8.1 and decide which ones they would use to describe this story.
•
Elicit ideas and encourage learners to justify their opinions.
•
You could ask learners to work individually first and then discuss with a partner before having an open-class discussion.
Answers Learner’s own answers.
5 Work in groups. How would you turn this story into a play? (45–60 minutes) •
Ask learners to work in groups. Tell them that they are going to turn the story into a play.
•
Remind learners of what they did in Lesson 8.8 with the story of Aladdin. What did they do? Elicit answers, such as use reported speech, use speech marks, write the list of characters, etc.
•
Groups read the steps and follow them. They write their script and the dialogue.
•
They write a list of characters, then decide how many scenes the play will have.
•
They write the first draft of the dialogues. Remind them to include the stage directions.
295 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Assessment idea: Ask them to check for correct spelling, correct use of direct speech and punctuation of the dialogue. When they have finished, ask groups to exchange their draft with another group and compare it. They give each other feedback and suggest improvements if necessary.
2 Two people take part. They speak in classical Arabic.
•
Groups perform their play.
7 China and Morocco
•
If appropriate, you could video record each group and then share the video with group members.
8 He rubs the ring
Plenary ideas
3 shadow puppets 4 One 5 Trinidad and Tobago 6 Arabic
9 Captain Hook 10 happily Vocabulary
Consolidation (10–15 minutes)
1 1 b, 2 a, 3 d, 4 c
Assessment idea: When groups have performed the play, ask them to reflect on and discuss what they have found the most interesting about this lesson. If you have video recorded their performance, they can watch it before discussing. How do they feel about their script? What difficulties have they found in writing it? What would they have done differently?
2 a amusing
d disappointing
b complicated
e mysterious
c imaginative
f scary
Homework ideas
c A puppeteer is someone who uses puppets to tell a story.
•
Learners choose one of the animals that appear in the story. they look for information and write a fact file about it.
•
Learners can complete the first part of Photocopiable 32. The second part should be done as a class at the beginning of the next lesson.
•
Home–school link: Learners tell the story to their family. If you video recorded them and shared the video with them, they can show it to their family. Workbook For further explanation and practice, learners do Workbook page 135.
Check your progress
3 Possible answers: a An author is someone who writes books. b A storyteller is someone who tells stories.
d A comedian is someone who entertains people by telling jokes and funny stories to make them laugh. e A translator is someone who rewrites a text in another language. Use of English 1 Maira: Hi, Aisha. How are you? What have you been doing today? Aisha: I’m fine. I’ve been reading a story for homework. What about you? Maira: Oh, I’ve been looking after my brother and sister. Aisha: How’s it going? Maira: Well, we’ve been playing a lot of football in the garden and they’ve been making so much noise that now I’m feeling absolutely exhausted. Aisha: Oh dear.
Working individually, learners do all three parts of the test.
Maira: It’s OK now. They’ve been playing a video game quite happily for the last half an hour and they haven’t been fighting at all.
Answers
2 a The detective asked Kieran if he had seen a man on a black motorbike.
General knowledge quiz 1 A stringed instrument that is often played to accompany storytelling in West Africa.
b Kieran wondered why he was asking him.
296 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 8 STORYTELLING
c The detective said he had received a call about an incident. d Kieran asked what had happened.
Summary checklist •
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
e The detective said (that) he couldn’t tell him. f Kieran asked if he should contact him if he saw the man again. g The detective said that would be helpful.
297 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9 Music Unit plan Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
1 My kind of music
2
Talk about genres of music
8Ld.02–04 8Lo.01 8Sc.04–05 8So.01
Learner’s Book Lesson 9.1 Workbook Lesson 9.1 Photocopiable 33 Digital Classroom: video – Types of music presentation – Tenses review
2 A portrait of a musician
2.15
Read about the winner of a ‘Young Musician’ competition
8Sc.03–04 8So.01 8Rd.04 8Ro.01 8Ug.01 8Wca.01
Learner’s Book Lesson 9.2 Workbook Lesson 9.2 Photocopiable 34
3 Express yourself!
3.15
Find out about how 8Ld.01–02 music can contribute 8Lo.01 to people’s lives 8Sc.04–05 8So.01 8Rd.02&04 8Ro.01
Learner’s Book Lesson 9.3 Workbook Lesson 9.3 Photocopiable 35
4 I like it because …
2.45
Give your opinions about three pieces of music
Learner’s Book Lesson 9.4 Workbook Lesson 9.4
5 A universal language
2.30
Discuss the question 8Rd.01&03–04 of whether music is a 8Ro.01 universal language 8So.01 8Sor.01–02 8Wor.02–03 8Wc.02
8Ld.02–03 8Lo.01 8Sc.04–05 8So.01 8Us.03
Learner’s Book Lesson 9.5 Workbook Lesson 9.5 Photocopiable 36
(continued)
298 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
Lesson
Approximate number of learning hours
Outline of learning content
Learning objectives
Resources
6 You are what you listen to
2.45
Interpret some epigrams about music
8Ld.02–03 8Lo.01 8Sc.02&05 8So.01 8Ug.01
Learner’s Book Lesson 9.6 Workbook Lesson 9.6 Differentiated worksheet 17A, B and C Digital Classroom: presentation – Questions
7 Improve your writing
3
Write an account of what music means to you
8Sc.05 8So.01 8Sor.01–02 8Rd.02 8Ro.01 8Wca.02–04 8Wor.01–02 8Wc.02
Learner’s Book Lesson 9.7 Workbook Lesson 9.7 Differentiated worksheet 18A, B and C
8 Project challenge
2.30
Do a project
8Sc.02&04–05 8So.01 8Sor.01–02 8Wca.02–04 8Wor.03 8Wc.01
Learner’s Book Lesson 9.8
9 Autobiography
3
Write an autobiographical account of your first day at school
8Sc.05 8So.01 8Sor.01–02 8Rd.01&04 8Ro.01 8Wca.04 8Wor.02 8Wc.01–02
Learner’s Book Lesson 9.9 Workbook Lesson 9.8
Cross-unit resources Unit 9 Audioscripts Unit 9 End-of-unit test Progress test 3 Unit 9 Progress report Unit 9 Wordlist
299 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
BACKGROUND KNOWLEDGE Anoushka Shankar In Lesson 9.4, learners read about Anoushka Shankar, a sitar player and composer. She was born in London and spent her childhood between London and Delhi. Her father was the famous Ravi Shankar, musician and composer of Hindustani classical music, who had notable influence on 20th century musicians and composers, such as The Beatles. Anoushka was only seven years old when she started playing the sitar with her father and gave her first public sitar performance when she was 13. She released her first album, Anoushka, in 1998. She is also an actor and writer. She wrote a biography of her father and has also contributed to various books. She has written for India’s First City Magazine and India’s second largest newspaper, The Hindustan Times.
Hans Christian Andersen In Lesson 9.6, learners read about Hans Christian Andersen (1805–1875) a Danish writer. Although he wrote plays, travelogues, novels, and poems, Andersen is best remembered for his fairy tales such as ‘The Emperor’s New Clothes’, ‘The Little Mermaid’, ‘The Red Shoes’, ‘The Ugly Duckling’ and many others. His stories have inspired ballets, plays and films. Confucius In Lesson 9.6, learners also read about Confucius, a Chinese philosopher and politician. He was born in Zou, in modern Shandong province, in 551 bce. He aimed at creating ethical models of family and public interaction. After his death, Confucius became the official imperial philosophy of China.
TEACHING SKILLS FOCUS What are the four Cs of life skills? Life skills are the skills we need to develop in order to deal effectively with the challenges posed by everyday life. There is no definitive list of life skills. They will vary depending on each person’s context, age and circumstances but there are four that can be considered essential for learners at this stage, known as the four Cs: communication, critical thinking, creative thinking and collaboration. • Learners with strong critical-thinking skills are more likely to be motivated to achieve their academic goals. • Creativity provides a healthy emotional outlet. Learners who express themselves creatively enjoy learning, are not afraid to innovate and develop an appreciation for other perspectives. • Communication and collaboration promote confidence, foster self-esteem, enable healthy emotional development and encourage team spirit. Communication and collaboration include effective listening skills, verbal and non-verbal communication and building rapport. Quality language interactions provide learners with experiences that foster growth in language and communication.
The four Cs help build skills such as planning, organising and strategising, which help learners develop self-regulation, working memory and cognitive flexibility. As a result, they learn new ideas and develop their social-emotional capabilities more easily. Here are some tips for introducing the four Cs into your lessons: • Prompt critical and creative thinking and teach through questioning. • Plan the questions you are going to ask and ensure that they help learners develop higherorder thinking. • Encourage learners to ask higher-order questions. • Encourage learners to come up with original ideas. • Prompt communication and collaboration by means of pair and group work and projects. • Build background knowledge through debate. • Help learners to become digitally literate.
300 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
CONTINUED Your challenge In each unit of the Learner’s Book, opportunities to practise and develop these skills are highlighted. Look through Unit 9 and highlight opportunities for practising the four Cs. Invite learners to offer ideas to extend and adapt exercises. Explain the importance of developing the four Cs. As you continue with the following units, tick off the relevant points where the four Cs might be introduced.
Reflection • Have learners understood the importance of the four Cs? • How can I further extend some exercises to give learners the opportunity to become more creative and more critical thinkers?
301 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9.1 Talk about it: My kind of music LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Ld.04, 8Lo.01
• Listening: Listen for general meaning, listen for detail, listen to opinions about musical genres, listen for and identify inconsistencies.
• Learners can listen to and understand opinions about music genres.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Talk about music and music genres, give opinions, discuss inconsistencies, self-correct. • Language focus: giving opinions: I’m not so keen on, in my opinion, that’s what I like, (music) just doesn’t do it for me, that’s just plain wrong giving examples: for example, like giving additional information: By the way …, not only …; also …
• Learners can talk about music genres. • Learners can give opinions about music genres. • Learners can listen to a conversation and identify inconsistencies. • Learners can correct themselves when making a mistake.
• Vocabulary: folk music, country music, pop, hip-hop, rap, rock, dance, electronic, R&B (rhythm and blues), singer, songwriter, soundtracks, soul, jazz, drum and bass, classical, opera, keen on, symphony, composer, songwriter, lyrics, thoughtful, percussion, marimba, mellow, embarrassed, rappers, gangsters, scholarships, songwriter 21st-century skills Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning exercises in class, understand essential grammatical terms and concepts. Materials: Learner’s Book pages 188–189; Workbook pages 136 and 139–140; photographs of famous musicians, bands and singers from different times, such as Mozart, Beethoven, The Rolling Stones, Loona, GOT7, Gatsby in a Daze, Gaye Su Akyol, Ariana Grande, etc.; Photocopiable 33
302 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
LANGUAGE BACKGROUND Verbs not used in continuous forms There are some verbs in English that are normally used with continuous tenses. They are called stative verbs because they describe states, not actions. For example: • Feeling: dislike, hate, like, love, prefer, want, wish • Senses: appear, be, feel, hear, see, seem, smell, sound, taste • Communication: agree, deny, disagree, doubt, guess, mean, promise, recognise, remember, satisfy, surprise, suspect, think
Starter ideas
• Thinking: believe, imagine, know, mean, realize, recognize, remember, understand • Other states: be, belong, concern, depend, have, involve, matter, measure, need, owe, own, possess, weigh. However, some verbs can be both stative and action verbs. In these cases, the meaning of these verbs may change slightly, for example agree, be, doubt, feel, have, hear, look, measure, remember, see, smell, taste, think, weigh.
•
Ask learners to read the music genres in the illustration. They find one to describe each of the pieces of music they have listened to.
•
Play the music again and ask learners to identify each of them.
•
Can they think of artists that play each genre? Elicit examples.
•
As an extension, you could ask learners to focus on the results of the survey. Ask: Do you agree with the results? Do you think they reflect the musical preferences of young people in your country or among the people you know? Which is your favourite genre?
Getting started (10–15 minutes) •
Start a conversation about music. Show pictures of different musicians, bands and singers, contemporary and classical, local and international.
•
Ask learners to identify them. What do they know about these artists? Do they like their music? Why?
•
Ask learners what sort of music they and their friends listen to. Do they all agree on their favourite songs and pieces of music? Elicit opinions.
•
Ask the class: Do you like listening to music? How much time do you spend listening to music? How often do you listen to music? Why do we listen to music? Elicit ideas.
Digital Classroom: Use the video ‘Types of music’ to introduce the unit theme. The i button will explain how to use the video.
Main teaching ideas 64
1 Listen to these pieces of music. First rank them: 5 stars for the one you like best, 1 star for the one you like least. Then say which of the following genres they belong to. (10–15 minutes)
Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
2 Listen to these teenagers talking about music. How many genres of music do they mention? (5–10 minutes) •
•
Tell learners that they are going to listen to a few pieces of music.
Tell the class that they are going to listen to people talking about musical preferences.
•
•
Ask them to rank the music 5 to 1, starting with the one they like best.
They listen and identify the music genres that are mentioned.
•
Play the recording and elicit the answers.
•
Play the music and elicit opinions.
•
Ask learners to compare the different pieces. How do they make them feel?
65
Download the audio transcript on Cambridge GO.
303 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Ten genres: classical, pop, folk-pop, hip-hop, singer-songwriter, jazz, rock (classic rock), dance music, rap, drum and bass.
Name
Sangita Learning to play the drums and other percussion instruments. Loves the sound of the marimba because it’s so soft and gentle
3 Complete these notes and answer the questions. (10–15 minutes) •
Tell learners that they are going to listen to the recording again. They listen and complete the notes and answer the questions.
•
Ask learners to read the notes.
•
Play the recording at least twice.
•
Check as a class.
Alfie
Differentiation idea: You could ask more confident learners to try to complete the notes and answer the questions with the information they remember. Then play the recording for them to check and fill in any missing details. Less confident learners can listen to the recording again and complete the notes first. Then they listen again and answer the questions.
Name
Notes
Question
Bella
Listens to pop music
a What example does she give to support what she says about the music she’s not keen on?
Not so keen on classical music.
She gives the example of a symphony by a 19th-century composer that went on too long. Bruno
Likes Ed Sheeran, b What does Bruno who plays and sings like about Ed folk- pop music, but Sheeran’s lyrics? also hip-hop. He says they are The melodies are like poetry. really simple and easy to remember.
He and his brother Joel listen to a lot of music together. They’ve been listening to some of his parents’ old CDs of classic rock music and dance music.
James
Answers
Notes
Likes rap music. He gives the example of Stormzy, who is a singer and songwriter.
Question c What does Sangita mean when she says, ‘Maybe my parents knew something when they named me!’? She means that perhaps her parents knew she would become a musician. d Why do you think Joel would be embarrassed if his friends caught him listening to his parents’ CDs? Possible answer: Because it would make him seem odd. e Why does James give the example of Stormzy as a rapper he admires? Because he has given money for scholarships at Cambridge University.
4 Listen again to the last two speakers. There’s an inconsistency in what each of them says. What are the inconsistencies? Complete these sentences. (10–15 minutes) •
Tell learners that they are going to listen again to the last two speakers. There’s an inconsistency in what each of them says. They listen, find the inconsistencies and complete the sentences.
•
Discuss as a class.
66
304 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
Differentiation idea: With less confident learners or groups, have them listen to the first speaker twice, complete the sentences and discuss the answers. Then proceed in the same way with the second speaker.
Plenary ideas Consolidation (10–15 minutes) •
Learners complete Photocopiable 33 to practice what they have done in the lesson.
•
Ask the class to imagine that they could interview their favourite musician or band. What questions would they like to ask them? Elicit ideas.
•
Have an open-class discussion. Ask: Do you think music is important? Why is music so important to people and culture?
Download the audio transcript on Cambridge GO.
Answers a First, Alfie says that he and his brother Joel like the same sort of things, but then he says that Joel thinks that classic rock music is great, whereas he doesn’t like it at all. b First, James says that he only listens to rap music, but then he says that he often listens to drum and bass when he’s doing his homework.
Speaking tip (5–10 minutes) •
Focus on the tip. Give an example. Pretend to make a mistake and correct yourself.
•
Ask learners to practise in pairs. Have them talk to each other about the answers to the questions in Exercises 3 and 4. They pretend to make mistakes and correct themselves.
Homework ideas •
Learners look for more information about one of the music genres mentioned in this lesson, such as how it started, origins, instruments used to play it, most famous performers, etc.
•
Home–school link: Learners ask parents what music they listened to when they were teenagers. Who were the most popular performers? Workbook For further explanation and practice, learners do Workbook page 136.
Workbook For further explanation and practice, learners do Workbook pages 139–140.
5 Discuss these questions. Use the correct verb tense. If you make a mistake, correct it. (5–10 minutes) •
Ask learners to work in pairs or small groups. They read and discuss the questions.
•
Remind them to use the correct tense and to correct themselves when they make a mistake. Focus on the phrases in the box and ask learners to include at least some of them in their discussion.
Differentiation idea: Less confident learners could write a few notes to help them in the discussion.
305 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9.2 Music: A portrait of a musician LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.03, 8Sc.04, 8So.01
• Speaking: Pronounce words and phrases clearly; use intonation and place stress appropriately, give opinions, talk about what it means to be a professional musician.
• Learners can read and understand a text about a young musician.
8Rd.04, 8Ro.01
8Wca.01 8Ug.01
• Reading: Deduce meaning from context, understand some implied meaning, read about the winner of a ‘Young Musician’ competition. • Writing: Spell familiar words accurately. • Language focus: revision of tenses, verbs not used in continuous forms
• Learners can deduce the meaning or unfamiliar words from the context. • Learners can understand implied meaning. • Learners can discuss a young musician. • Learners can use correct intonation and stress. • Learners can spell words correctly.
• Vocabulary: striking, siblings, gifted, debut, pole position, boardroom, knock off, intimate, ensembles, solo playing, intense, repertoire 21st-century skills Critical thinking: Understand implied meaning in sentences. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Use simple techniques to start, maintain and close conversations of various lengths. Learning to learn: Participate sensibly and positively in learning exercises in class. Materials: Learner’s Book pages 190–191, Workbook page 137, photo of Sheku Kanneh-Mason, Photocopiable 34
Starter ideas 67
Music genres (10–20 minutes) •
If learners have done the homework exercise in Lesson 9.1, ask them to share the information they have found about the different music genres.
•
Publishing idea: You may wish to have learners upload the information to the class blog or school website together with selected pieces of music.
•
Ask the class: Who is the best musician you can think of? Elicit answers and encourage learners to justify
their opinion. Invite them to say which music genre they think is the best, e.g. classical, pop, rock, etc. Critical thinking opportunity: Ask the class if they have ever heard of Sheku Kanneh-Mason. You may wish to show a photo or a close-up in which learners can just see him without his cello. What kind of music do they think he plays? Why do they think so? Elicit ideas. •
Tell the class that they are going to listen to him playing. Play the recording of Sheku-KannehMason’s performance of Elgar’s Cello Concerto in E minor.
306 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
•
Then ask learners: What music does he actually play? Are they surprised? What do they think of it? How does this music make them feel?
3 Read the second extract. What impression do you get of Sheku? (10–15 minutes) •
Ask learners to read the second extract. They read and discuss their impression of Sheku as a class.
•
Encourage them to justify their opinions.
Download the audio transcript on Cambridge GO.
Main teaching ideas 1 Read the extract from the Gramophone magazine. What is the writer’s opinion of Sheku Kanneh-Mason? (10–20 minutes) Ask learners to read the text from the Gramophone magazine. What is the writer’s opinion of Sheku Kanneh-Mason? Answers Learner’s own answers.
2 Use the information in the text in Exercise 1 to complete this fact file. Then, with a partner, use the information to ask and answer questions about Sheku. (5–10 minutes) •
Ask learners to reread the article and complete the fact file using the information.
•
Have them use dictionaries to look up unfamiliar vocabulary.
•
Check as a class.
•
Ask learners to work in pairs. They take it in turn to ask each other the questions about the information in the fact file.
Differentiation idea: Less confident learners could write the questions down before attempting the exercise. This will give them more confidence at the moment of having to ask. •
Ask learners if there is any information they find surprising in the article. Why are they surprised?
CROSS-CURRICULAR LINK Music: You could direct learners to Sheku Kanneh-Mason’s official webpage to learn more about him and listen to him playing some music. You may also look for the YouTube video where he plays Elgar’s Cello Concerto in E Minor, Op. 85 – 3. Adagio.
Answers Learner’s own answers.
4 Read the second extract again. Which phrase or sentence implies the following? (10–15 minutes) •
Ask learners to reread the extract. They read and answer the questions.
•
When they have finished, they pair up with a partner and discuss their ideas before having an open-class discussion.
Answers a We had a piano in the house and Isata started having lessons and I guess we all saw her doing that and followed after. b It was never like we had to. c … being spontaneous and responding to what someone else says in an intimate way. d And you learn from each other’s playing as well. It’s always special playing with people you know really, really well.
Answers a Nottingham b Britain’s Got Talent c BBC Young Musician d the wedding of the Duke and Duchess of Sussex e siblings/brothers and sisters
307 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Key words (5–10 minutes)
Plenary ideas
Italian musical words
Consolidation (10–15 minutes)
trio: a group of three players, or a piece written for three players solo: an individual player, or a piece written for one player
French musical words repertoire: all the pieces of music that a player or group of players knows and performs ensemble: a group of musicians who perform together •
Ask learners to find words in both texts that are related to music.
•
Then focus on the words in the box.
•
Ask learners why they think English uses words (mostly) from Italian and French when speaking about music. (Because Italian composers, mainly between the European Renaissance and the Baroque period, were the first to use these words. Then, they were adapted to music from Europe to formalise the practice in one language and all musicians could understand them regardless the language they spoke.)
•
Elicit ideas.
•
Do learners know other words in Italian and French commonly used to speak about music?
•
You may wish to direct learners to an appropriate website, such as Discover music or Classic FM, and explore the vocabulary.
•
As an extension, learners can complete Photocopiable 34.
•
Learners discuss their opinions in an open-class discussion.
•
Encourage them to think what life may be like for very young people who become so famous.
Assessment idea: As a class, learners discuss what they have found the most interesting in this lesson. What would they like to learn more about?
Homework ideas •
Learners could write the paragraph about their answers to the questions in Exercise 5.
•
Home–school link: Learners tell their family about Sheku and, if possible, share the video they may have watched in class with them. Alternatively, they may look for some videos together. Workbook For further explanation and practice, learners do Workbook page 137.
308 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
9.3 Think about it: Express yourself! LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.01, 8Ld.02, 8Lo.01
• Listening: Listen for detail, listen to and understand the opinions of speakers, listen to and understand implied meaning.
• Learners can listen to and understand the detail of a conversation.
8Sc.04, 8Sc.05, 8So.01
• Speaking: Give opinions about music projects, discuss opinions of speakers, discuss implied meaning, talk about the value of music in education.
8Rd.02, 8Rd.04, 8Ro.01
• Reading: Recognise the opinions of the writer(s) in short and extended texts, find out about how music can contribute to people’s lives.
• Learners can listen to and understand the opinions of speakers. • Learners can discuss music projects. • Learners can discuss opinions of speakers. • Learners can read and recognise the opinions of the writer.
• Language focus: What (noun + relative pronoun) • Vocabulary: disability, multi-sensory, detect, harp, colourful, reactive 21st-century skills Critical thinking: Identify implied meaning, justify opinions. Collaboration: Use head nods and eye contact when other learners are speaking to show that they are listening, use verbal cues such as ‘yeah’ and ‘uh-huh’ when other learners are speaking to show that they are listening. Communication: Present points clearly and persuasively, use appropriate strategies to develop a conversation, start and manage conversations with confidence. Learning to learn: Participate sensibly and positively in learning exercises in class, understand essential grammatical terms and concepts. Materials: Learner’s Book pages 192–193; Workbook pages 138 and 141–142; recordings of three or four short pieces of different music genres; photos of musical instruments, e.g. harp, oboe, cello; videos with sounds of musical instruments or a harp concert; dictionaries; Photocopiable 35
LANGUAGE BACKGROUND What What acts as noun + relative pronoun together, and it means ‘the thing(s) which/that’. Clauses
that begin with what can be subject, object, or complement after be. What you did made me angry. (subject of made)
309 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED I hope they are going to tell me what I need to know. (object of give) This is just what I wanted. (complement) What cannot be used in the same way as the other relative pronouns, such as after a noun or pronoun. We haven’t got everything that you need. (NOT ... everything what) The only thing that keeps me awake is coffee. (NOT The only thing what)
What can also be used for exclamations. We use What a/an + (adjective) countable noun What a wonderful day! What an unusual film! We use What + plural/uncountable noun What bad luck! What beautiful weather! What lovely flowers!
Starter ideas
•
The sound of music (15–20 minutes)
Ask learners to read and say how she feels about her job.
•
Tell them to ignore unfamiliar vocabulary at this stage.
•
Elicit the answers.
•
Tell learners that you are going to play different music genres. Ask them to listen with eyes closed. What images/words/feelings does the music evoke?
•
Play three or four different types. After each piece, elicit answers from the class.
•
When they have finished, open a discussion by asking How does each piece make you feel? What effect does music have on people’s brains? Do you think music can help people with health problems? How can playing a musical instrument or singing help people in their everyday lives? Elicit ideas.
•
•
Ask the class what instruments they can identify in the music they have just heard. Elicit names of musical instruments. You may wish to show them photos of musical instruments, especially those that may not be so common, such as a harp, oboe, cello, etc. You may also show videos from the internet where they can see and listen to different musical instruments. Ask learners which instrument they would like to play and why. If there are learners who play an instrument, you could ask them to bring it, if possible, and play some music to the class.
Main teaching ideas 1 Read what this music teacher says about her work. How does she feel about it? (15–20 minutes) •
Tell learners that they are going to read a text about a music teacher who works with special learners.
Critical thinking opportunity:Ask learners to justify their opinion. In this exercise, they need to make inferences and draw conclusions based on the information they read, because the answer is not explicit. Assessment idea: Learners may have already come across the use of prefixes. Remind them of how prefixes modify the meaning of words. Focus on the words disabilities and multisensory. Underline abilities and sensory. Ask them what they mean. (Things we can do and related to the senses.) Circle the prefixes dis- and multi-. Ask learners what they mean. (Reverse of and many.) How do they modify the meaning of the words? Elicit answers. Differentiation idea: Ask learners to circle the unfamiliar words. More confident learners may explain what they think the words mean. Less confident learners may need to look them up in a dictionary. Have them write the meanings in their notebooks. Answers Possible answer: She enjoys it and feels it is valuable.
2 Answer these questions. (15–30 minutes) •
Ask learners to read the questions. Give them a few minutes to think of the answers and make notes if necessary.
•
Discuss the answers as a class.
310 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
CROSS-CURRICULAR LINK Music and music therapy: Ask learners find out more about iMUSE. You could also direct them to the NYMAZ website, where they can listen to and watch young people talking about it and how it has helped them. Ask learners to work in groups to find out how music can help the brain. You could direct them to the Johns Hopkins or the Positive Psychology websites or similar ones.
4 Answer these questions about what you have just heard. (10–20 minutes)
Differentiation idea: More confident groups can make a presentation about their findings. Less confident learners can write a short text. Answers a Hearing and sight. Movement and vocal communication (speaking and singing) are also involved. b The teacher helps the learner to focus on the sounds, music and visuals they like. c Learner’s own answers. 68
Focus on the picture. What is Youth Music? Elicit ideas.
•
Tell the class that they are going to listen to another teacher talking about their work. What do they expect to hear him say? Elicit ideas.
•
Then, they listen and find out how he feels about his job.
•
Play the recording at least twice.
•
Discuss as a class.
Download the audio transcript on Cambridge GO. Answers Possible answer: Like the first teacher, he feels it is valuable.
Ask learners to read the questions.
•
They can do this exercise as Think-Pair-Share. First, they reflect on the questions individually and make notes of their answers. Then, they pair up with a partner and discuss the answers. Finally, they get together with another pair and compare and discuss the answers.
•
When they have finished, you can ask groups to appoint a spokesperson and share the group’s conclusions with the class.
•
As an extension, you could direct learners to the World Economic Forum webpage and read the article ‘Learning a musical instrument helps children to achieve higher grades. Here’s why’.
Differentiation idea: Less confident learners or groups may need to listen to the recording again before doing the exercise. They may even benefit from having a copy of the audio transcript to read as they listen. Answers Possible answers: a It might help them to express something that is troubling or painful. b Learning an instrument can help you to concentrate, to give you confidence, to improve your memory. c Similarities: Both music and sport can be social activities, learning to work and play with other people; they are both physical activities. Differences: Sport is competitive, whereas music usually isn’t.
3 Listen to another music teacher. How does he feel about his work? (10–15 minutes) •
•
Speaking and writing tip (5–10 minutes) •
Focus on the explanation and the examples.
•
Ask learners to make a note of some and remind them to use them in conversation.
Use of English what (= ‘the thing(s) which’) (15–20 minutes) •
Remind learners of relative pronouns who, which, that and whose. Elicit some examples from the class.
•
Focus on the explanation of the use of what and on the examples.
311 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Give some examples and elicit a few from the class. Ask learners to write them on the board.
•
Ask learners to copy them in their notebooks.
•
Remind learners that What can also be used for exclamations.
•
Ask them to give some examples of their own.
•
Learners can complete Photocopiable 35 for further practice. Workbook For further explanation and practice, learners do Workbook pages 141–142.
Download the audio transcript on Cambridge GO.
Plenary ideas Consolidation (15–20 minutes) Groups share their opinions about the value of music in education with the class. Assessment idea: Then they could comment on the things they have found the most difficult to do or understand in this unit. What can they do to improve? What would they have done differently if they could do some of the exercises again?
Homework ideas 69
5 Values. Work in groups. Discuss what the two teachers say about the value of music in education. To help you, you can listen to a group of students having this discussion. (15–20 minutes) Ask learners to work in groups and discuss what the teachers say about the value of music in education. Ask them to make notes of their ideas. Differentiation idea: Less confident learners can listen to the group of students having the discussion and use it as a model. More confident learners can listen to it afterwards and compare it with their own discussion.
•
Learners use the notes they made in Exercise 5 to write a short text about their opinion of the value of music.
•
Home–school link: Learners tell their parents about iMUSE and the Youth Music project. Workbook For further explanation and practice, learners do Workbook page 138.
Assessment idea: You could ask learners to video or audio record they discussion. When they have finished, they can watch or listen to the recording again and discuss how well they have conducted the discussion.
312 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
9.4 Think about it: I like it because … LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to and understand the general meaning and details of a conversation about music, listen to and understand the opinions of speakers in a conversation about music.
• Learners can listen to and understand the general meaning and details of a conversation about music.
8Sc.04, 8Sc.05, 8So.01
8Us.03
• Speaking: Discuss different types of music, talk about the effect of music on self, give and justify opinions about three pieces of music, use words for musical instruments and performers. • Language focus: use so to express agreement, participle clauses • Vocabulary: musical instruments, nouns for performers: percussion(ist), buzzing, overlapping, melody, relating, orchestral, tempo, stringed instrument, smooth, gentle, soundtrack
• Learners can listen to and understand the opinions of speakers. • Learners can talk about the effect of music. • Learners can discuss different types of music. • Learners can give and justify opinions about different types of music.
21st-century skills Critical thinking: Identify evidence and its reliability, identify assumptions and inferences in an argument, give reasons for an argument’s plausibility. Collaboration: Acknowledge weaknesses in their own and others’ suggestions when these are pointed out, listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Invite contributions from others in a conversation, use appropriate strategies to develop a conversation. Materials: Learner’s Book pages 194–195, Workbook pages 143 and 146–147, internet access, recordings or videos of performers mentioned in the lesson
LANGUAGE BACKGROUND Participle clauses Present or perfect participles can combine with other words to form participle clauses. There’s a young man sitting on the floor.
Most of the people invited to the reception were colleagues from work. Participle clauses are often very similar to relative clauses, except that they have participles instead of complete verbs.
313 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CONTINUED There’s a young man sitting on the floor. (… who is sitting on the floor.)
Starter ideas Musical instruments (10–15 minutes) •
Remind the class of the musical instruments they listened to and talked about in Lesson 9.3.
•
Ask: What is your favourite instrument? Elicit answers and encourage learners to justify them.
•
Ask learners who their favourite performer is. What makes them special? Elicit answers.
•
Invite learners to look for appropriate videos of these performers and show them to the class.
Main teaching ideas Look at the words in the box. Can you add any names of instruments or performers? (10–15 minutes) •
Focus on the vocabulary box and read the words with the class.
•
Ask them to add more words for instruments and performers.
•
Copy the table onto the board and have learners add to it.
•
Then, they can copy it in their notebooks.
Critical thinking opportunity:Ask learners to look at how they have formed the nouns for the performers. What do they notice? Can they write a simple rule for it? For example: ‘The nouns for people who play an instrument often end: -er, -or, -ist, or -ian.’ Assessment idea: Ask the class: Can you use the same endings for other occupations? Which ones? Elicit examples. Answers Learner’s own answers.
Most of the people invited to the reception were colleagues from work. (… who were invited to the reception …)
2 Listen to these students in a music class. What has their teacher asked them to do? (10–20 minutes) •
Focus on the photograph. Do they know the woman in the photo? What instrument is she playing? Elicit answers but don’t reveal the information yet.
•
Tell the class that they are going to listen to students in a music class. Learners listen and find out what the teachers asked them to do.
•
Play the recording at least twice and elicit the answers.
70
Critical thinking opportunity: The answer is not explicit in the conversation. Learners will have to listen and infer from what the teacher and the students say, for example at the beginning of the conversation. Encourage learners to justify their answers.
CROSS-CURRICULAR LINK Music: Ask learners if they now know who the woman in the photo is. Had they heard about her before? What’s the instrument? Have they ever seen or played a sitar? Where is this instrument from? Ask learners to look for information about the sitar either on the Internet or in books. you can also direct them to appropriate You Tube videos where they can see Anoushka Shankar and other professional sitar players performing.
Download the audio transcript on Cambridge GO. Answers Their teacher has asked them to bring in a piece of music to play to the class.
314 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
3 Listen again. As you listen, note down one or two opinions that you agree with about each piece of music. (10–20 minutes) •
•
•
Revise the use of relative clauses with the class. Elicit examples from learners.
•
Focus on the explanations and examples in the Use of English box.
•
Explain how participle clauses are a kind of ‘reduced’ relative clause.
•
Give some more examples and elicit examples from the class.
Ask learners to work in groups. They compare and contrast their answers and discuss the opinions. Did they all agree? If they haven’t, ask them to justify why not. When they have finished, ask groups to appoint a spokesperson and share the opinions with the class.
Answers Learner’s own answers.
Speaking tip (15–20 minutes) Focus on the explanations and the examples.
Assessment idea: Ask learners what they notice about the examples, such as the use of auxiliaries. Encourage the class to explain in their own words how to use the auxiliaries in these sentences, for example the verb in the sentence needs to be in the same tense as the auxiliary in the reply. •
Ask learners to have mini conversations in pairs or small groups using So.
Play the recording again.
4 Work in groups. Compare what you have written down. Did you agree? (10–15 minutes)
•
•
Use of English
Answers Learner’s own answers.
•
Provide some more examples through mini dialogues with learners.
Ask learners to listen again. They listen and note down one or two opinions that they agree with about each piece of music they hear.
Differentiation idea: With less confident learners or groups, play the first part – the discussion of Shankar’s music – then stop to give learners time to write down their notes. Then play the second part. After doing the exercise, you could share copies of the audio transcript with learners and ask them to circle unfamiliar vocabulary. You can then ask them to guess the meaning from the context or use dictionaries.
•
•
Then focus on the word order. How would they explain this to another learner? Elicit ideas.
Participle clauses (15–20 minutes)
Workbook For further explanation and practice, learners do Workbook pages 146–147.
5 Now listen to these three pieces of music and discuss them. (20–30 minutes) •
Tell the class that they are going to listen to three pieces of music.
•
They listen and then discuss them.
•
Play the music one extract at a time. Have an open-class discussion about what learners think about each piece.
•
Remind them of the discussion in Exercise 2 and encourage learners to use expressions from that conversation.
•
Tell them to use the questions and phrases in the box to help them.
•
Ask learners to try to include participle clauses like the ones in the Use of English box.
71
Differentiation idea: With less confident groups, you could share the audio transcript and have learners listen to the conversation again while they read along. They can then underline useful language. More confident groups can just listen to the conversation again. Critical thinking opportunity: Does the music evoke any images or words? Have them describe the images. If they could associate the music with
315 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
a place, what place would this be? Can they see themselves in this place? Doing what? Can they smell something in this place? What is it they smell? Encourage learners to make multisensory associations with the music.
CROSS-CURRICULAR LINK Music: The first piece is ‘Morgenstimmung’ (‘Morning’ or ‘Morning Mood’) from Peer Gynt Suite No. 1 by Edvard Grieg; the second piece is ‘Sevilla’ from the Suite Española by Isaac Albéniz; the third piece is by Sona Jobarteh and Band, and features the kora, mentioned in Unit 7. Ask learners to try to identify some of the musical instruments used to play these pieces. Remind them of the kora, which is played in the third piece. Ask them what sort of instrument it is. You may wish to show them videos from the internet of Sona Jobarteh playing the kora with her band.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Emoji exit ticket: ask learners to create an emoji to reflect how they feel they did in today’s lesson. Then they write a sentence or two explaining why.
Homework ideas •
Learners look for information about their country’s traditional musical instruments. They write a short text and can include photos or video references.
•
Home–school link: Learners tell their family about the music they have listened to in class and the performers they have learned about. They can play the music for them too. Workbook For further explanation and practice, learners do Workbook page 143.
Download the audio transcript on Cambridge GO.
316 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
9.5 Statistics: A universal language LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss an article about music, give own views on music as a universal language, plan a letter.
• Learners can read and understand an article about music.
8Rd.01, 8Rd.03, 8Rd.04, 8Ro.01
• Reading: Read and understand an article about research into music as a universal language, understand the meaning of words from context, read and understand implied meaning.
• Learners can understand implied meaning.
• Writing: Write a response to a newspaper article, use the correct layout for a letter, organise a letter.
• Learners can give opinions about music.
8Wor.02, 8Wor.03, 8Wc.02
• Vocabulary: soothe, heal, mourn, accurate, patterns, transcend, profound, behavioural, diverging, underlie, roar, screech, hostile, staggering, shape
• Learners can discuss an article about music.
• Learners can write a response to a newspaper article.
21st-century skills Critical thinking: Distinguish between main and supporting arguments, identify the basic structure of an argument. Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Speak with suitable fluency, write at a suitable pace, start and manage conversations with confidence. Learning to learn: Make use of sentence-level and discourse-level clues to approach the meanings of unfamiliar lexical items, use metacognitive strategies. Materials: Learner’s Book pages 196–197, Workbook page 144, a set of red, yellow and green cards for each learner, Photocopiable 36
Starter ideas World music (10–15 minutes) •
Ask learners if they ever listen to music from their country. Do they listen to traditional music? Why? Why not? Do they prefer music played by modern performers? What local musicians or groups do they like? Is it important to know about traditional
music of one’s country? Why? Encourage them to give opinions and justify them. •
Ask: Apart from music from your country, what other music do you listen to? Elicit answers.
•
Ask learners: Do you listen to songs in other languages even if you don’t understand what they say? Why?
317 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Main teaching ideas 1 Read the newspaper article. What is the ‘message’ of the article? Is it positive or negative? (10–15 minutes) •
Tell learners that they are going to read an article about music and decide if the ‘message’ is positive or negative.
CROSS-CURRICULAR LINK Media literacy: Critical thinking opportunity: Focus on the headline. Can learners anticipate the answer? Why? What in the headline helps them predict the answer to the question? (The fact that the word ‘is’ is in capital letters and the use of ‘really’ emphasises the positive idea.) Learners read and answer. What else in the text reinforces the positive ideas? Answers Possible answer: The message is a positive one – that music really is a universal language.
2 Match the meanings to the words in the statistics key words box. (5–10 minutes) •
Ask learners to reread the article and find the words in the box.
•
Then they read the meanings and match the words to their meaning.
•
Check as a class.
Answers a a participant b a study c a researcher
d to analyse e data
3 With a partner, find these words in the newspaper article and work out their meaning from the context. (10–15 minutes) •
Learners now work with a partner. They find the words in the text and try to work out their meaning from the context.
•
Ask learners to write a simple definition for each.
•
Then they share their answers with the class.
Answers Possible answers: a function: purpose b to soothe: to make someone feel calm (or to try to take away their pain) c to mourn: to express sorrow (for the dead) d to transcend: to go beyond the usual limits e diverging: differing, going in different directions
4 Answer these questions. (10–15 minutes) •
Ask learners to read the questions and take a few minutes to answer them individually.
•
When they have finished, ask them to get together in small groups and discuss their answers.
•
Finally, have an open-class discussion.
Answers a Harvard b No. The study was done using the internet. c 14 seconds d Possible answer: ‘People from different cultures have very similar responses to a song.’ e Possible answer: ‘Although there is a wide variety of music in the world, the way we respond to it is very similar.’ f Possible answer: It emphasises that it is true, although you may not think it is.
5 Work in groups. Discuss the question ‘Is music a universal language?’ (15–20 minutes) •
Ask learners to work in groups.
•
They read and discuss the question.
•
Focus on the three options and ask them to use those expressions to introduce their opinions.
•
Ask learners to take a few minutes to reflect on their opinions and reasons.
•
When they have finished, ask groups to share their conclusions with the class.
Differentiation idea: Less confident learners can also make notes of their answers to help them remember.
318 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
6 Write a response to the newspaper article for the comments section of the newspaper’s website. (30–45 minutes) •
Tell the class that they are going to use their notes and the ideas discussed to write a response to the newspaper article for the comments section of the newspaper’s website.
Assessment idea: Elicit the key features of a formal or semi-formal letter from the class, for example layout, use of language, opening the letter suitably, salutation, stating briefly and clearly the purpose of the letter, referencing where they have read the article (such as what issue, date or section of the newspaper), divide the body of the letter into paragraphs (for example, introduction, body and conclusion), closing the letter. •
Ask learners to plan what they are going to include in each paragraph of their letter, what ideas are they going to include and examples to support their opinions.
•
Explain that this is a plan and that it can be modified as they write.
•
Have learners write a first draft and revise it.
Assessment idea: Ask learners to exchange their letter with another learner. They give each other feedback on the organisation of the letter, clarity of ideas, correct use of language, etc. When learners receive their letter, they act upon the feedback, making as many changes as they think are necessary. Then they write the final version of the letter.
Plenary ideas Consolidation (10–15 minutes) Assessment idea: Learners rate how much they understand the content using a green card, a red card and a yellow card (red is misunderstanding the work, yellow is still unsure and green is excellent). They also reflect on their behaviour (red is distracted from learning, yellow is in need of some improvement and green is outstanding attitude to learning). Finally, they can also evaluate how interesting they found the material (red is uninteresting, yellow is OK and green is very interesting). •
Learners have their set of three cards. You ask them a question, such as How well have you understood what we have done today? And they show their card.
•
This will also give you the opportunity to set new or additional tasks and to move them towards the next stages of their learning.
Homework ideas •
Learners can write a short text about their family’s opinions of music.
•
Learners can complete the puzzle in Photocopiable 36.
•
Home–school link: Learners tell their family about what they have learned in the lesson. They discuss with them if they also think that music is a universal language. Workbook For further explanation and practice, learners do Workbook page 144.
319 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9.6 Talk about it: You are what you listen to LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Ld.02, 8Ld.03, 8Lo.01
• Listening: Listen to and understand the main points and details of a conversation, listen to and understand the opinions of the speakers.
• Learners can listen to and understand a conversation about music quotes.
8Sc.02, 8Sc.05, 8So.01
• Speaking: Give opinions, interpret some epigrams about music, justify opinions, talk about the importance of music in people’s lives, discuss quotes about music, ask polite questions.
8Ug.01
• Language focus: polite (embedded) questions
• Learners can identify the opinions of the speakers. • Learners can discuss quotes about music. • Learners can give opinions about music quotes. • Learners can ask polite questions.
• Vocabulary: quote, fail, do without 21st-century skills Collaboration: Listen attentively while other learners are contributing, respectfully wait for their turn to speak. Communication: Can use simple techniques to start, maintain and close conversations of various lengths, use appropriate strategies to develop a conversation. Learning to learn: Participate sensibly and positively in learning exercises in class. Materials: Learner’s Book pages 198–199, Workbook pages 145 and 148–149, drawing materials, sheets of paper or word cloud creator, such as Wordle, Differentiated worksheets 17A, B and C
LANGUAGE BACKGROUND Indirect questions Indirect questions are somewhat more formal and politer than a normal question. Compare: Where’s the post office? with Could you tell me where the post office is? These are used when we are addressing a person we don’t know or is in a position of authority, such as a teacher, the head of the school, etc. or in professional situations. Indirect questions can be introduced with another question or with verbs such as wonder, for example: Could you tell me … Do you (happen) know if/where/when etc …
I was wondering … Do you have any idea … I’d like to know … Would it be possible to know … Is there any chance you can tell me … Could you possibly tell me … I wonder if/what/where etc. … Do you mind if I ask … Would you mind telling me … Word order in indirect questions is the same as that of a normal affirmative sentence. Do you have any idea when the last bus leaves?
320 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
CONTINUED With wh- questions, we use the question word and the word order of a normal positive sentence. Could you tell me where the library is?
Starter ideas
To make an indirect yes/no question, we use if and the word order of a normal positive sentence. Is there any chance you could tell me if the 53 bus stops here?
•
Ask learners: Name one thing you wouldn’t be able to live without. Elicit answers. Encourage learners to justify their choices.
Tell the class that they are going to listen to a conversation between Raina and Tom. Learners listen and find out what they say about the meanings of the first two quotes.
•
Ask: And music – could you live without music? How important is music for you? Can you tell what someone is like from the music they like? Elicit answers.
Play the recording at least twice. You may wish to ask learners to take down notes as they listen.
•
Elicit the answers.
•
Ask learners what they think about the quotes. Allow a few minutes for them to think about their answer and then have an open-class discussion.
My music (15–30 minutes) •
•
•
Ask the class to work in small groups and write down as many words as possible related to music, how music makes them feel, sounds, instruments etc. but no names of performers. Give them a few minutes to do this.
•
When they have finished, ask them to make a word cloud with them, either using an online word cloud generator tool or playing with the size and shape of words to make a music-related word cloud.
•
In case learners don’t know what a word cloud is, show some examples and explain that a word cloud is an image made up words used in a particular text or subject, and in which the size of each word indicates how important it is or how frequently it occurs. So, the more often certain words appear in a text, the bigger and bolder they appear in the word cloud.
•
When groups have finished making their word clouds, print them if they were made online, and display them around the class.
Main teaching ideas 72
1 Listen to this conversation between Raina and Tom. What do they say about the meanings of the first two epigrams? (10–15 minutes) •
Download the audio transcript on Cambridge GO.
Answers Possible answer: Raina says that the first epigram means there are some things that you can’t express in words. Tom and Raina agree that the second epigram means that we all need music in our lives if we want to be happy.
2 Answer these questions. (15–40 minutes) •
Ask learners to read and answer the questions.
•
When they have finished, ask them to get together in groups and discuss their answers.
•
Finally, ask them to share their answers as a class.
Focus on the epigrams. Ask learners to read them.
321 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK Literature: Some learners are unlikely to know who Hans Christian Andersen was. You may wish to show pictures of the covers of or illustrations from some of his tales, such as The Little Mermaid, The Ugly Duckling, The Emperor’s New Clothes. Ask learners if they know who wrote these. You may wish to have learners visit suitable websites, for example the one for The Hans Christian Andersen Storytelling Center, and find out more about his life and work. Have some learners work in groups to write a fact file about him. Then they can share the information with the rest of the class. Philosophy: Ask learners if they know who Confucius was and why he is so important. Elicit ideas. Some learners are unlikely to know who he was. Have another group of learners look for information about him on suitable websites such as the Stanford Encyclopedia of Philosophy or Britannica. Ask them to find information about his life, his philosophy and the basic principles of Confucianism. They write a fact file and present the information to the class.
Answers Possible answers: a Because he’s doing a project at school. b A writer of fairy tales. c He means that it’s strange that a writer should say that sometimes words are not enough to express what you feel. d A Chinese philosopher. e Yes, they do.
Remember (5–10 minutes) Focus on the explanation and examples. Elicit a few more examples from the class, for example You are what you eat. Tell me what you are doing, etc.
Use of English Questions (10–20 minutes) •
Focus on the explanations and examples.
•
Provide some more examples and elicit a few from the class.
•
Ask questions and have learners turn them into more polite ones.
Digital Classroom: Use the grammar presentation ‘Questions’ to review how to make questions sound more polite. The i button will explain how to use the grammar presentation. Workbook For further explanation and practice, learners do Workbook pages 148–149.
3 Rewrite questions a to d to make them sound more polite. Rewrite question e to show that you are asking for an opinion. (5–10 minutes) •
Ask learners to read the questions and then rewrite them to make them sound more polite.
•
When they have finished, ask them to share them with the class.
Answers a Do you know when we get the results of our music exam? b Do you know what time the concert starts? c I wonder how long the concert lasts. d I wonder why the musicians all wear black. e What do you think we need for our music project?
4 Work in pairs or groups. Have a conversation like the one between Raina and Tom about the other epigrams. (15–20 minutes) •
Ask learners to work in pairs or groups. They have a conversation like the one between Raina and Tom about the other epigrams.
•
Ask them to make notes of their ideas.
•
Ask them to use the sentence openings listed in the exercise in their conversation.
Differentiation idea: Less confident learners may need to listen to the recording again before attempting the exercise. •
Learners can complete Differentiated worksheet 17 A, B or C.
322 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
•
When groups have finished, ask them to report their ideas back to the class. Do all groups agree? Encourage them to discuss any differences.
Plenary ideas Consolidation (15–30 minutes) •
When groups have finished, ask them to write a quote that reflects what they think and feel about music. They can use the quotes in the lesson as examples.
•
When they have finished, ask them to write their quote on a large sheet of paper in the style of the quotes in the lesson.
•
They present their quote to the class and explain what it means to them.
Homework ideas •
Learners use the ideas developed in the lesson to write a summary of the ideas discussed in their group.
•
Home–school link: Learners show their family the quotes and ask them what music means for them. They can write a family quote about music. Workbook For further explanation and practice, learners do Workbook page 145.
323 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9.7 Write about it: Improve your writing LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss the importance of music in own life, justify opinions, discuss the structure of a text, identify strengths and weaknesses in a text, create an assessment checklist.
• Learners can read and understand a personal response essay.
• Reading: Read and understand a personal response essay, read and notice the organisation of a text.
• Learners can justify opinions.
• Writing: Write a personal account, plan a text, use correct punctuation, use suitable register, use linking words and connectors.
• Learners can use correct punctuation
8Rd.02,8Ro.01
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.01, 8Wor.02, 8Wc.02
• Learners can discuss the importance of music in own life.
• Learners can write a personal account.
• Language focus: punctuation 21st-century skills Critical thinking: Analyse causes and effects of problems, examine possible solutions to a given problem and state how effective they are. Collaboration: Identify strengths and weaknesses and provides possible ways to improve on a future task, identify what went well in completing the task. Communication: Can develop a clear description or narrative with a logical sequence of points, use a number of cohesive devices to link sentences into clear, coherent discourse. Learning to learn: Use metacognitive strategies, recognise areas of strength or weakness in learning the subject, plan for improving subject skills and/or knowledge by thinking about what could have been done better. Materials: Learner’s Book pages 200–201, Workbook page 150, a few good samples of opinion essays – if possible written by learners, dictionaries, Differentiated worksheets 18A, B and C
Starter ideas My opinion (10–25 minutes) Assessment idea: Remind learners of what they have discussed in Lessons 9.1–9.6. Ask them what they have found the most and least interesting. What have they learned? •
Encourage the class to mention one or two concepts, ideas, sentences they remember from the content they have covered so far in this unit.
•
Tell the class that they are going to write a personal account about what music means to them.
Critical thinking opportunity: Ask learners to work in groups and share a few samples of good opinion essays with them. Ask learners to read them and discuss what makes these essays good examples of personal accounts. Ask them to focus on how they are organised, the kind of language used, etc. •
When groups have finished, ask them to share their impressions with the rest of the class.
324 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
•
As a class, build a set of criteria that learners can then use to assess their own and others’ writing. It could include some or all of the following items: •
Introduce each paragraph with a topic sentence. The topic sentence will outline the main ideas.
•
Write in a semi-formal style.
•
Organise the text into clear paragraphs.
•
Use connectors to start each paragraph, for example first, secondly, then, however, moreover, etc.
•
Use expressions like: I think believe, in my opinion, in my view, etc. to give your opinion.
•
Support your opinion with facts, evidence and examples.
• Use some people think/believe, it is thought/ believed/said that, to introduce other people’s opinions. •
Use correct spelling and punctuation.
•
Use the present tense.
Main teaching ideas 1 Work with a partner. Read the account on the opposite page. How does Tom answer each of the following questions? (15–25 minutes) •
Ask learners to work in small groups.
•
Ask them to read the sample account and the questions.
•
Then they discuss how the writer answers each one. Ask them to make notes of their ideas.
•
When all groups have finished, ask them to share their conclusions with the class.
e At a school assembly and at the end of term. f To make people feel special and to help them share an experience. g The song by Ed Sheeran, ‘I See Fire’. h Music is universal because it is a language without words. i He plays the piano. j He wants to be able to play well enough to make people feel happy.
2 How well do you know your punctuation? Match each of the following with a number in the text. (15–25 minutes) •
As a class, read the punctuation guide.
•
In pairs, learners match each of the items with a number in the text.
•
Check as a class.
Assessment idea: Ask learners to reread the checklist they created at the beginning of the class. In pairs or groups, they reread the text and assess if it has some or all of the features of a good personal account. Encourage them to make comments about the text. Answers 1 c, 2 b, 3 e, 4 f, 5 d, 6 a, 7 h, 8 g
3 Values. Write an account of what music means to you. Adapt the model text by giving your own answers to the questions in Exercise 1. (45–60 minutes) •
Tell the class that they are now going to write their own personal response about what music means to them.
Critical thinking opportunity: Ask learners to discuss if they would have answered each question in the same way. Are their opinions and experiences similar or different?
Critical thinking opportunity: As a class, encourage learners to plan how to go about the task. This will help them organise themselves. They may come up with all or some of these steps:
Answers Possible answers: a All kinds. b He listens to music when he’s in his room at home. c Music helps him to relax. He listens to R&B when he’s reading for example, but he prefers silence when he’s doing his homework. d You hear background music in shops, in lifts, on TV and in the supermarket.
1
Read the questions carefully.
2
Respond to all and note down as many ideas as possible.
3
Choose the best ones.
4
Introduce the response by reformulating the question in own words.
5
Use linking words to connect ideas and paragraphs.
325 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
6
Write the first draft.
7
Revise and rewrite.
8
Write final draft.
If learners are keeping a learning log, ask them to write their stars and wish in it. They can revisit their reflections periodically and check how much they have progressed or if they have achieved their objectives.
•
Learners work individually and write their first draft.
Homework ideas
•
Have dictionaries on hand or make online dictionaries available.
•
Learners make a ‘music talk’. It’s similar to the story talk they did in Unit 8 but trying to ‘sell’ their favourite music to the class. They can either audio or video record the ‘music talk’.
•
Home–school link: Learners show the family the piece they have written. They may choose a family member and ask them the questions in Exercise 1. They can make notes and write a short text about this relative’s perception of music.
Differentiation idea: Learners can complete Differentiated worksheet 18A, B or C.
4 Check your writing (5–10 minutes) •
Ask learners to review their work, checking that they have answered all the questions in Exercise 1. Ask them to check their punctuation, using Exercise 2 as a guide.
•
Learners can exchange work with a partner and give feedback.
Plenary ideas
Workbook For further explanation and practice, learners do Workbook page 150.
Consolidation (15–25 minutes) When the learners have finished their work, ask them to comment on the strong points of the texts they have read and given feedback on. Assessment idea: Two stars and a wish: Ask learners to think back on the lesson and write down two things that went well. Did they get good feedback? Did they write the text in good time? etc. Then they write a wish about what they want to achieve in the next lesson or they would have done differently in this one.
326 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
9.8 Project challenge LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.02, 8Sc.04, 8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss a project, discuss ideas, express opinions, give examples, plan stages, role-play a script, give a presentation of music from around the world.
• Learners can discuss a project.
• Writing: Brainstorm ideas, organise ideas, plan a presentation, write notes, write a script for a film with music and sound effects.
• Learners can prepare a presentation.
• Language focus: revision of Unit 9
• Learners can write a script for a play.
• Vocabulary: revision of Unit 9
• Learners can act out a script.
8Wca.02, 8Wca.03, 8Wca.04, 8Wor.03, 8Wc.01
• Learners can plan the stages of a project. • Learners can research information.
• Learners can plan a script for a play.
21st-century skills Creative thinking: Act parts in role-plays or dramas, actively participate in exercises that require creative thinking with others, write or tell an original story, given prompts or without prompts. Collaboration: Be aware of how the group can work together to achieve the task, stay on task. Communication: Use facial expressions and eye contact appropriately to support verbal communication, develop a clear description or narrative with a logical sequence of points. Learning to learn: Plan ahead to solve possible problems, look for suitable resources to carry out a task. Materials: Learner’s Book pages 200–201
Starter ideas A quiz (20–25 minutes) •
Divide the class into small groups. Ask groups to write ten quiz questions about the unit.
•
When they have finished, they exchange their quiz with other groups and solve the exchanged quiz.
Main teaching ideas •
Tell the class that they are going to work in groups or pairs to do a project.
•
Ask learners to read the descriptions of the projects. Clarify any aspects that might not be clear to them.
•
Have learners choose and get together in small groups with other learners who have chosen the same project.
•
You may wish to video-record groups as they are working as well as record their presentations and performances.
Assessment idea: Create a set of success criteria with the class. Discuss with learners what success criteria they believe they should try to meet in their work, for example in terms of collaboration, communication, creativity, etc. Build a set of four or five criteria.
Project 1: A presentation about music (60–90 minutes) 1 Work in groups. Decide on the kind of music you are going to present. It can be one of the following or your own choice. •
Tell learners they are going to create a presentation about music from around the world.
327 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
•
Ask learners to read the options. For each genre, ask: Where is this music played?
•
Have learners find out.
CROSS-CURRICULAR LINK Geography: Bring a map of the world to the class and ask them to locate the countries/areas where the music is played. •
Each group chooses one genre.
2 Find out about the music you have chosen. Write notes about each point. •
Groups look for information and organise it under the following headings: where it comes from, its history, the instruments used, what it sounds like.
•
Encourage them to look for more information if possible, for example performers, some songs or recordings, etc.
•
They can use the text about Andean music as an example.
5 Ask the class for comments and respond to any questions. When they have finished, they ask the class for feedback and questions.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
Project 2: Write a script (90–120 minutes) 1 Work in groups. Start by discussing the kind of story you will use: science fiction, horror stories, real-life experiences, folk tales, fairy stories … •
Tell learners that they are going to write a script for a scene from a film, with music and sound effects.
3 Write one or two key sentences on each presentation slide to summarise your notes. •
Groups choose photos or illustrations. They can make a slideshow if they find a few interesting ones.
•
Focus on the example script. Ask learners to read it and discuss how it helps actors perform their roles. (Stage directions.)
•
They find a video or sound recording to use.
•
•
They write a draft of their presentation.
•
They write one or two key sentences on each presentation slide to summarise their notes.
Remind them of the conventions of script writing, such as dialogue form, punctuation, stage directions, etc.
•
•
They assign the roles in the presentation and ensure everyone has a fair share of speaking time.
Learners work in groups and discuss the kind of story they will use.
•
Remind them of the different genres: science fiction, horror stories, real-life experiences, folk tales, fairy stories, etc.
4 Give your presentation to the class. Finish with the video or sound recording. •
Group members rehearse their presentation and give each other feedback.
•
When they are happy with their presentation, they give it to the class.
•
They finish the presentation with the video or sound recording.
2 Write an outline of the story, divide it into scenes and decide who will write each scene. •
Once they have decided, they write an outline of the story and of the characters – their names, personalities, personal history if necessary, etc.
•
They plan what will happen in the scene. They do not need to write the full dialogue, just notes outlining the action.
328 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
3 Write the script for your scene. Once they are happy with their plan, they begin to write the script for the scene.
8 Present your scene to the class with music and sound effects. Finally, each group reads their scene to the class with music and sound effects.
4 Decide on the sound effects and music. •
Once groups have finished writing the script, they decide on the sound effects and how they will create them.
•
Tell learners to look for information on the internet about how to make simple sound effects or to try to find the sound effects they need.
•
Then groups decide what kind of music they will use and when.
•
If appropriate, they can also use props and costumes and set a stage.
Differentiation idea: More confident learners may try to play their part from memory.
Reflection •
Using the checklists downloaded from Cambridge GO, ask learners to self-evaluate their projects. Direct learners to the reflection questions in the Learner’s Book and give them time to reflect on their answers.
•
You may wish to have an open-class discussion.
•
Group members reflect on their performance using www? (What went well?) and ebi (Even better if…).
•
You may wish to have learners devote a section in their notebooks for reflection. They can write their reflections on their work and progress in this section.
5 Decide on the following. Group members assign roles. They decide on the following: •
who will be the narrator
•
who will read what the characters in the scene say
•
who will make the sound effects
•
who will play the music.
Assessment idea: Less confident or shyer learners may be assigned less public yet important roles, such as being in charge of the sound effects or the music. Some of them can also be the narrator while the more confident could be the actors.
6 Check your script for grammar, spelling and punctuation. Groups check the script for grammar, spelling and punctuation.
7 Rehearse your script. •
Then, they rehearse the script.
•
If they have decided to wear special costumes and use props, you may ask them to rehearse in another room so that their performance comes as a surprise.
Plenary ideas Consolidation (10–15 minutes) Publishing idea: Grand premiere: You could invite another class to attend the presentations and the premiere of the film. Then, they can write a review and you can upload both the projects and the reviews to the school webpage or the class blog.
Homework ideas •
Learners can write a review of the plays other groups have presented.
•
Home–school link: Learners can show the recording of their work to the family and explain what they have done.
329 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
9.9 Read and respond: An autobiography LEARNING PLAN Learning objectives
Learning intentions
Success criteria
8Sc.05, 8So.01, 8Sor.01, 8Sor.02
• Speaking: Discuss an autobiography, talk about the characteristics of an autobiography, give opinions, justify opinions, answer questions.
• Learners can read and understand an autobiography.
8Rd.01, 8Rd.04, 8Ro.01
• Reading: Read an autobiography, answer questions, guess the meaning of words from context.
8Wca.04, 8Wor.02, 8Wc.01, 8Wc.02
• Writing: Make notes, answer questions, write an autobiography, use correct spelling and punctuation, use correct grammar.
• Learners can guess the meaning of words from context. • Learners can discuss an autobiography. • Learners can talk about the characteristics of an autobiography. • Learners can write an autobiography.
• Vocabulary: clutched, wracked, nightmares, challenging, gifted, insisted, eager, prodigy, dissuade, accomplished, scholarship, anticipated, pull up, dab, breadwinner, wipe away, disciplinarian, anchor, live up to expectations 21st-century skills Critical thinking: Make inferences, give and justify opinions. Collaboration: Make relevant suggestions based on the current topic of conversation, provide justification for their ideas or suggestions. Communication: Speak with suitable fluency, write at a suitable pace, start and manages conversations with confidence Learning to learn: Plan for improving subject skills and/or knowledge by thinking about what could have been done better, uses metacognitive strategies. Materials: Learner’s Book pages 204–206, Workbook page 151, photos of people in different everyday situations (some can be celebrities), internet access, dictionaries
Starter ideas
•
Ask: What do you think these people’s daily lives are like? What do they do every day? What things make them happy or upset? What influence can these people have on other people’s lives?
•
Encourage learners to choose one person and, in groups or pairs, create a brief life history. Then they share it with the class.
It’s my life (10–15 minutes) •
Show photos of people in different everyday situations, if possible showing how they are feeling.
•
Ask the class to describe what the people are doing and to imagine why they feel the way they do.
330 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
Main teaching ideas 73
1 Read and listen to the text. Who is Lang Lang? What is an autobiography? Why do people write autobiographies? (15–20 minutes) •
Play some music by Lang Lang. You can find plenty of video clips of his concerts on YouTube or on his official website. Cover the screen so that learners can only hear the music, and do not reveal who the musician is.
•
Ask learners to listen. How does the music make them feel? What images or words does it evoke? Elicit ideas from the class.
•
Focus on the photo in the book. Ask the class who they think this young man is. Ask them to predict where he is from, what he does every day, the things he likes/dislikes doing, etc.
•
Ask them to read and listen to the text to find out. Tell the class to ignore unfamiliar vocabulary at this stage.
•
When they have finished reading, ask the class what they have learned about Lang Lang.
Critical thinking opportunity: Ask learners what sort of text this is. Elicit ideas, such as a biography, an autobiography, a novel. Encourage them to justify their answers, for example it is an autobiography because it’s Lang Lang writing and the title says the author is Lang Lang, so it must be about his life. Ask the class why they think he chose the title Playing with Flying Keys. The reason could be because of the keys of the piano, because he his hands move very fast on the keyboard, etc. Assessment idea: Explain that this is part of Lang Lang’s autobiography. Remind them of the characteristics of a biography (see Lesson 7.7). What is the difference between a biography and an autobiography? Elicit ideas. •
includes factual information and a personal touch
•
included humour when relevant
•
includes personal anecdotes or experiences
includes views and ideas
•
written in the first person
•
important events are organised in chronological order
•
includes places where the author has lived, important people in the author’s life, and important events that the author experienced.
•
Ask learners why they think people write autobiographies. Elicit ideas.
•
Have they ever read an autobiography? Of whom? What can make an autobiography interesting to read? Encourage learners to give and justify opinions.
•
Ask the class if they know of any famous people who have written their autobiographies, for example I Am Malala by Malala Yousafzai, The Long Walk to Freedom by Nelson Mandela, Boy: Tales of Childhood by Roald Dahl or My Life with the Chimpanzees by Jane Goodall.
Download the audio transcript on Cambridge GO.
Answers Learner’s own answers.
2 Work with a partner. Find these words in the text and try to understand their meaning from the context. Use a dictionary to check if you need to. (10–15 minutes) •
Ask learners to work in pairs. They reread the text and find the words.
•
They try to understand their meaning from the context. Encourage them to write a simple explanation. They can then use a dictionary to check.
•
Check as a class.
With the class, write a checklist of characteristics of a good autobiographical account. Ensure that some of these points are included: •
•
Differentiation idea: Less confident learners can look the words up in a dictionary and write the meanings in their notebooks.
331 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Answers Possible answers: a clutched: held firmly b wracked: made to suffer a lot of pain c nightmares: very frightening dreams d challenging: difficult in a way that tests your ability or determination e insisted: said very strongly f eager: very keen, wanting to do something very much g prodigy: a young person who has great natural ability h dissuade: persuade someone not to do something; here, make him think differently i accomplished: good at doing something that needs a lot of skill j anticipated: thought about in advance
3 Read the text and answer the questions. (15–20 minutes) •
Tell the class to read the text again and answer the questions.
•
They work individually. Then they get together in small groups or pairs and compare their answers. They discuss any differences before sharing with the rest of the class.
CROSS-CURRICULAR LINK Literature: Focus on the first question and elicit ideas, such as a prologue is an introductory section that comes before the main text and gives the reader an idea of what follows but without giving away everything. It should make the reader want to know more. It is written in the same style as the rest of the text, but it is clearly separated from it. •
Ask the class if they know about other famous child prodigies in music or other fields, for example Mozart, Picasso, Wei Yi (chess), etc.
Answers Possible answers: a To introduce a book b At Shenyang station c His mother d He’s about to go to Beijing. e He feels excited, sad and nervous. f He’s a very gifted pianist g His family is poor but they want the best for their son, so they are prepared to do whatever is necessary for him to become successful. h He is about to go enter a music competition to study music at the conservatory in Beijing.
4 Work with a partner. Find these sentences in the text. Say what they mean. (10–15 minutes) •
Ask learners to work in pairs. They look for the sentences in the text and work out what they mean.
•
When they have finished, discuss as a class.
Critical thinking opportunity: Finding the sentences in the text will help learners contextualise them and thus make it easier to work out what they mean. Answers Possible answers: a She always knew what I was thinking. b You will never be lonely if you have music. c My father was sure that I would be very successful. d I was more likely to fail than to succeed. e I only had my ability to play the piano, nothing more.
5 Read and listen to the next section of the Prologue. What does the last sentence mean? (15–20 minutes)
74
Tell the class that they are going to read and listen to more of the prologue. They read and explain what the last sentence means. Assessment idea: Choose a few other words and expressions from the text, such as the moment of truth, breadwinner, disciplinarian, I know it in my
332 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. 9 MUSIC
heart, reached over with her handkerchief, her mind was made up, my emotional anchor, the moment of truth. Ask learners to find them and explain what they understand by them, Download the audio transcript on Cambridge GO.
Answers Possible answer: His parents hoped he would achieve great things, and he had to make sure they were not disappointed.
•
They can then share their ideas with another pair before having an open-class discussion. Encourage learners to give reasons for their opinions.
Answers a His mother b He’ll live in Beijing with his father. c Because she has to earn money for the family. d She tells him that she knows in her heart that he will be very successful. e Possible answer: His mother and father are very strong characters. His father has given up his job to be with Lang Lang, and his mother has to go back to work in Shenyang while he and his father are in Beijing. f Learner’s own answers.
7 Write an autobiographical account of your first day at school. First, work in groups and discuss these questions. (30–40 minutes) •
Tell the class that they are going to write an autobiographical account of their first day at school.
•
Allow for a few minutes so learners can think of the experience. They make notes of their ideas.
•
Then, they work in groups and discuss the questions.
•
After that, they work individually and write the first draft.
•
Ask learners to work in pairs. They read and answer the questions.
Differentiation idea: Less confident learners can reread the text before answering the questions. They can also write their answers before discussing them with another pair or with the rest of the class.
With the class, review the checklist of features of a good autobiography they discussed at the beginning of the lesson.
Assessment idea: When they have finished, they revise their text using the checklist as a guide. They may also exchange their text with a partner and offer each other feedback.
6 With a partner, ask and answer these questions. (15–20 minutes) •
•
When they get their text back, they make changes, if necessary, using the feedback they have received and write their final version.
Answers Learner’s own answers.
Plenary ideas Consolidation (10–15 minutes) •
When everyone has finished, ask volunteers to read their text to the class.
•
Publishing idea: They can upload their texts to the class blog and make a collection called, for example, ‘School memories’.
Assessment idea: As a class, learners discuss what the most interesting thing about this lesson was. What did they find difficult to do? What do they still find the most difficult to do? •
Ask learners to write their reflections in their learning journal.
Homework ideas •
Learners imagine they are going to write their autobiography. They think about what they would include, and what anecdotes they would tell. They write a short prologue to it.
•
Home–school link: Learners tell their family about Lang Lang. Do they know of other children prodigies?
333 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE GLOBAL ENGLISH 8: TEACHER’S RESOURCE
Use of English Workbook
1 a have been practising
f think
For further explanation and practice, learners do Workbook page 151.
b forgot
g are playing
c Are you practising
h ’d like
d had
i ’ll ask
Check your progress Working individually, learners do all three parts of the test.
e haven’t had 2 a Do you remember what you were wearing? b I’m pleased with what you’ve done c What you said is very interesting. d This is what I meant to show you.
Answers
e What you see is what you get.
General knowledge quiz
3 a I can hear someone playing a flute in the room below.
1 An opera
b I can see someone practising the guitar in the apartment opposite.
2 b 3 French 4 Trio 5 An experience in which more than one of the senses is active (hearing, touch, sight, taste, smell). 6 A stringed instrument, popular in India 7 A bumblebee (the piece is called The Flight of the Bumble Bee) 8 c 9 He was a writer. 10 He is a pianist. Playing with Flying Keys is his autobiography.
c Can you see me standing next to my cousin in the photo? d I can smell something burning in the kitchen! e There’s a bird tapping at the window!
Summary checklist •
Learners read through the checklist and tick the things they can do. Encourage them to reflect on how well they can do these things.
•
Invite them to think of ways they can improve their performance, for example what strategies they would need to use more or learn to use.
•
You may invite them to record their ideas and reflections in their notebooks.
Vocabulary 1 a dance
d jazz
b hip-hop
e rhythm & blues
c electronic 2 a performing
d melody
b composed
e gifted
c lyrics
334 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Index of photocopiables The following photocopiables can be downloaded from Cambridge GO.
Unit 1
Unit 6
1 2 3 4
21 Comparative and superlative quiz (Lesson 6.1) 22 Pronoun dialogues (Lesson 6.3) 23 Find out who got up the earliest. (Lesson 6.4) 24 Multi-word verbs memory game (Lesson 6.6)
Find someone who / whose… cards (Lesson 1.1) Language learning questionnaire (Lesson 1.3) Word family games (Lessons 1.1 and 1.5) Idioms snakes and ladders game board (Lesson 1.6)
Unit 2
Unit 7
5 Partitive dominoes cards (Lesson 2.1) 6 Twenty conditional questions cards (Lessons 2.2 and 2.3) 7 The buildings in my city questionnaire (Lesson 2.4) 8 Vocabulary crossword (Lessons 2.1, 2.3, 2.4 and 2.6)
25 This time last week … cards (Lesson 7.1) 26 Reorder the biography: Jacinda Ardern cards (Lesson 7.3) 27 Vocabulary revision (Lesson 7.4) 28 Had you heard (of) that before? quiz (Lesson 7.5)
Unit 3
Unit 8
9 My neighbourhood (Lesson 3.1) 10 Conditional sentences in a hat cards (Lesson 3.3) 11 What have we got in common? quiz (Lesson 3.4) 12 Speak for a minute (Revision) game board (Unit 3)
29 Have you ever / just / already…yet? cards (Lesson 8.1) 30 I’ve been running vs I’ve just run a mile cards (Lessons 8.1, 8.3) 31 Reorder the reported speech (Lesson 8.6) 32 Guess my favourite story cards (Lessons 8.1–8.7)
Unit 4 13 Marketing noun phrases cards (Lesson 4.1) 14 Shopping crossword halves (Lesson 4.4) 15 Advertising opinions (Lesson 4.3) 16 Create a new clothing brand (Lesson 4.5)
Unit 5 17 Energy source dominoes (Lesson 5.1) 18 How will energy be generated in the future? (Lesson 5.2) 19 How eco-aware are they? cards (Lesson 5.3) 20 Who said I should have? cards (Lesson 5.6)
Unit 9 33 This is my kind of music! (Lesson 9.1) 34 Meet three siblings from the Kanneh-Mason family cards (Lesson 9.2) 35 Expressions with what (Lesson 9.3) 36 Musical definitions puzzle (Versions A and B) (Lesson 9.5)
335 Original material © Cambridge University Press 2021. This material is not final and is subject to further changes prior to publication. ISBN_9781108921695.
