CGE 8 Teacher's book CGE 8 Teacher's book 1 1.pdf

9781108921695
Altamirano,
Mabbott,
Little,
Hubbard,
Barker
&
Mitchell
Global
English
TR
8
CVR
C
M
Y
K
Cambridge
Global
English
TEACHER’S
RESOURCE
8
Registered Cambridge International Schools benefit from high-quality programmes,
assessments and a wide range of support so that teachers can effectively deliver
Cambridge Lower Secondary.
Visit www.cambridgeinternational.org/lowersecondary to find out more.
Cambridge
Global English
Annie Altamirano, with Nicola Mabbott,
Mark Little, Bob Hubbard, Chris Barker & Libby Mitchell
TEACHER’S RESOURCE 8
With everything you need to plan and run your lessons, this teacher’s resource
helps you get the most out of the series. You’ll find starter activities and additional
lesson ideas not included in the student’s books, as well as answers for all activities.
There are clearly identified assessment and differentiation ideas to help you meet
all your learners’ needs. The accompanying digital resource includes access to
photocopiable flashcards and activities for additional differentiation, as well as
further language development. Every unit includes a test to help you understand
where your learners are on their journey.
• The ‘Learning plan’ for each topic shows you how your lessons link to
the Cambridge Lower Secondary English as a Second Language curriculum
framework (0876) from 2020
• ‘Common misconceptions’ highlight areas that learners frequently find
challenging and show you how to overcome them
• Sample answers help you and your learners assess written work
• Downloadable progress and unit tests, with answers, provide ready-made
assessment opportunities
Access audio files in the digital learner’s book, teacher’s resource or
Digital Classroom. You’ll find videos in Digital Classroom.
Cambridge Global English
Digital access
Second edition
Completely Cambridge
Cambridge University Press works with Cambridge
Assessment International Education and experienced
authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge Teachers
and encourage Cambridge Learners worldwide.
To find out more visit
cambridge.org/cambridge-international
This resource is endorsed by
Cambridge Assessment International Education
✓ Provides teacher support as part of a set
of resources for the Cambridge Lower
Secondary English as a Second Language
curriculum framework (0876) from 2020
✓ Has passed Cambridge International’s
rigorous quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide
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We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

Cambridge
Global English
Annie Altamirano, with Nicola Mabbott,
Mark Little, Bob Hubbard, Chris Barker & Libby Mitchell
TEACHER’S RESOURCE 8
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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.
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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
CONTENTS
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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
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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
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About the authors
Chris Barker
Chris Barker is an author of English language teaching materials. With Libby Mitchell, he has written
Stages 7, 8 and 9 of Cambridge Global English, 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.
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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.
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8
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.
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INTRODUCTION
9
9
HOW TO USE THIS SERIES
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.
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
A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher’s Resource).
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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
Outline of
learning
content
Learning
objective
Resources
1 My
language, your
language
3 Talk about
languages
and learning
languages
8Ld.02-03
8Sc.04-05
8Sor.02
8Wca.0104
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.
The Teaching skills focus feature covers a teaching skill
and suggests how to implement it in the unit.
BACKGROUND KNOWLEDGE
In Lesson 4.2, learners read about the (possibly)
first advertisement ever published. It was during
the Song dynasty.
TEACHING SKILLS FOCUS
As they progress in their learning, learners are
expected to read increasingly complex texts;
therefore, it is essential that they improve their ability
to understand and use the information in these texts.
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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
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.
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.
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.
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?
Ask learners to think what
information the question is trying
to elicit. Are they asking about
the way in which something is
done?
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
• 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, in
terms of collaboration, communication, creativity,
etc. Build a set of four or five criteria.
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The Language background feature contains information
to help you present the grammar in the unit.
The Cross-curricular links feature provides suggestions
for linking to other subject areas.
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.
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.
CROSS-CURRICULAR LINKS
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.
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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.
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CAMBRIDGE GLOBAL ENGLISH 8: PROGRESS TEST 1
ƒ„”‹†‰‡ Ž‘„ƒŽ‰Ž‹•Šͺ– ƒ”‹––Ž‡̹ƒ„”‹†‰‡‹˜‡”•‹–›”‡••ʹͲʹͳ
1
This test and mark scheme have been written by the author. These may not fully reflect the approach of Cambridge Assessment
International Education.
Name ___________________________________ Date _____________
Progress test 1
Vocabulary
Read the sentences and circle the correct letter, A, B or C.
Example
0
I speak Spanish at home – it’s my ………… language.
A pidgin
B
official
C
first
1 My best friend is ………… because she speaks English and German equally well.
A bilingual
B
native
C
extinct
2 I’d like to be able to speak …………, but I think it’s quite a difficult language to learn.
A Japan
B
Japanese
C
Japanish
3 Many people in Pakistan speak ………….
A Urdu
B
Urdese
C
Urdish
4 A ………… is a shape like a ball or a planet.
A cone
B
cube
C
sphere
5 My mum always gets a big …………. of bananas when she goes to the supermarket.
A can
B
bunch
C
carton
6 A ………… is a shape that looks like a round tube.
A triangular prism
B
cylinder
C
hemisphere
7 There’s too much traffic where I live, so there’s lots of ………… in the town centre.
A neighbourhood
B
community
C
congestion
8 I think there should be more car- ………… areas in every town and city.
A free
B
away
C
none
CAMBRIDGE GLOBAL ENGLISH 8: PHOTOCOPIABLE ACTIVITIES
Cambridge Global English 8 – Nicola Mabbott © Cambridge University Press 2021
1
Photocopiable 1: Find someone who / whose…
Aim: Speaking - learners use cards as a basis for practicing questions with Who / Whose? and
to practise the words for languages from Lesson 1.1.
Preparation time: 5 minutes
Completion time: 10–15 minutes
Language focus:
1 Who and Whose… as the subject of questions (from Lesson 1.1).
2 Vocabulary from Lesson 1.1: languages, nationalities and expressions (fluent in, speaks …as a first
language, speaks a few words and phrases in, speaks a little bit of, understands).
Materials: One set of Find someone who / whose… game cards for each group of 3–4 learners.
To make each set of cards, cut up the table on the next page along the dashed lines, as indicated.
Procedure:
 Divide learners into groups of 3–4. Tell them they are going to use the cards to ask and answer
questions in their groups.
 Before distributing the cards, demonstrate the activity. Give a confident learner one of the cards.
The learner asks the questions on the card. Make sure the learner forms the question correctly,
i.e. without do / does / did, but third person singular for present simple, (are for the verb be)
and past simple verb for the past simple.
 Distribute one set of the Find someone who / whose… game cards to each group.
 Learners place the cards face down in a pile and take turns to take a card from the top of the pile
and read out the information on it. The other group members answer the questions. Allow time
for learners to complete the activity. Circulate and give support to less-confident learners.
Wrap up:
 Give class feedback on common errors at the end of the activity.
 Give class feedback on the answers. Ask each group the questions about their group.
Suggested questions might include:
Who learned/has learned Mandarin as a first language?
Whose parents speak / (spoke) Mandarin as a first language?
Who is fluent in Hindi?
Whose best friend is fluent in Hindi?
Who speaks Hindi at home?
Whose best friend emigrated from India?
Differentiation:
 In more confident classes, before distributing the card sets to each group, introduce both the
positive and negative forms, e.g. Who speaks Mandarin…? Who doesn’t speak Mandarin?
CAMBRIDGE GLOBAL ENG
This test and mark scheme ha
___________________________________
Progress test 1
Read the sentences and circle the correct letter,
I speak Spanish at home – it’s my ………… language.
………… because she speaks English and German equally well.
B
I’d like to be able to speak …………, but I think it’s quite a difficult language to learn.
B
Japanese
Many people in Pakistan speak ………….
Urdese
A ………… is a shape like a ball or a planet.
cube
Find someone who / whose…
learners use cards as a basis for practicing questions with Who / Whose? and
CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNIT TEST 1
Cambridge Global English 8 – Mark Little © Cambridge University Press 2021
1
Name ___________________________________ Date _____________
End-of-Unit test 1
Vocabulary 1
Rearrange the letters to make the names of languages. Add capital letters where they are needed.
Example
0 d u u r Urdu
1 d i h n i …………………….
2 i r a a i b …………………….
3 c e f h n r …………………….
4 s g i e h n l …………………….
5 p i h n a s s …………………….
6 e p n j e a a s …………………….
7 i d n n m a a r …………………….
8 k a s t i n r s …………………….
9 s c e e t n n o a …………………….
10 a a s b h a a y a a m l s i ……………………. …………………….
[Total: 10 marks]
2 i r a a i b
Nicola Mabbott © Cambridge University Press 2021
subject
Vocabulary from Lesson 1.1: languages, nationalities and expressions
speaks a few words and phrases in, speaks a little bit of, understands
To make each set of cards, cut up the table on the next page along the dashed lines, as indicated.
Divide learners into groups of 3
he cards, demonstrate the activity. Give a confident learner one of the cards.
The learner asks the questions on the card. Make sure the learner forms the question correctly,
do / does / did, but third person singular for present simple, (
and past simple verb for the past simple.
Learners place the cards face down in a pile and take turns to take a card from the top of the pile
the information on it. The other group members answer the questions. Allow time
for learners to complete the activity. Circulate and give support to less
Give class feedback on common errors at the end of the activity.
Give class feedback on the answers. Ask each group the questions about their group.
Suggested questions might include:
Who learned/has learned Mandarin as a first language?
Whose parents speak /
Who is fluent in Hind
Whose best friend is fluent in Hindi?
Who speaks Hindi at home?
Whose best friend emigrated from India?
In more confident classes, before distributing the card sets to each group, introduce both the
positive and negative forms, e.g.
CAMBRIDGE GLOBAL ENGLISH 8: END-OF-UNIT TEST 2
Cambridge Global English 8 – Mark Little © Cambridge University Press 2021
1
Name ___________________________________ Date _____________
End-of-Unit test 2
Vocabulary 1
Match each mathematical word with the correct shape.
Mathematical words Answer Shapes
0 cube A A
1 hexagonal prism B
2 hemisphere C
3 cone D
4 triangular pyramid E
5 cylinder F
Urdish
A ………… is a shape like a ball or a planet.
C
sphere
My mum always gets a big …………. of bananas when she goes to the supermarket.
C
carton
hemisphere
There’s too much traffic where I live, so there’s lots of ………… in the town centre.
congestion
………… areas in every town and city.
cube
My mum always gets a big …………. of bananas when she goes to the supermarket.
bunch
Mark Little © Cambridge University Press 2021
Answer Shapes
A A
CAMBRIDGE GLOBAL ENGLISH 8: PHOTOCOPIABLE ACTIVITIES
Cambridge Global English 8 – Nicola Mabbott © Cambridge University Press 2021
9
Photocopiable 4: Idioms snakes and ladders
Aim: 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.
Preparation time: 5 minutes
Completion time: 15–30 minutes
Language focus: Speaking, using the idioms from Lesson 1.6.
Materials: For each group of 3–4 learners, one Idioms snakes and ladders game board,
one coin with a head / tails side and one small object (e.g. a pencil sharpener) to represent
each learner on the board.
Procedure:
 Review the expressions from the Learner’s Book. The expressions below are used in the game.
Something that’s as easy as ABC.
Something that was a piece of cake.
A time you really put your foot in it.
Something that you haven’t got the faintest idea about!
A time you (or someone else) were on a knife-edge.
A time you (or someone else) were over the moon.
A time when things went from bad to worse.
Something that gets on your nerves.
Something you do every so often.
Something or someone that’s out of this world.
A time you (or someone else) got the wrong end of the stick.
Something you wouldn’t do in a million years!
Something that is a pain in the neck.
 Distribute one Idioms snakes and ladders game board, and one coin with a head / tails side
to each group of 3–4 learners. Check each learner has a small object (e.g. a pencil sharpener)
to mark their place on the board.
 Make sure learners understand that if they land on the head of a snake, they go down
to the bottom and if they land on the foot of the ladder, they go up to the top of it.
 Choose a group and demonstrate the game. Player 1 tosses the coin. If it lands on the ‘heads’ side,
move forward one space. If it lands on tails, move forwards four spaces. The player uses the
prompt on the board to speak about a situation e.g. Something that’s as easy as ABC.
 Check learners understand by pointing to random squares and asking more-confident learners
to talk about a situation. Encourage the learners to say as much as possible.
 While learners play the game, circulate and offer support. Note common errors with form and
pronunciation and give class feedback on common errors at the end.
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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.
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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.
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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
to learn.
Reflective as learners themselves, developing
their practice.
Innovative and equipped for new and future
challenges.
Innovative and equipped for new and future
challenges.
Engaged intellectually and socially, ready to
make a difference.
Engaged intellectually, professionally and
socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from
Cambridge Assessment International Education.
More information about these approaches to teaching and learning is available to download from
Cambridge GO (as part of this Teacher’s Resource).
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Series-specific
approaches
TK
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SERIES-SPECIFIC APPROACHES
TK
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Setting up for success
Our aim is to support better learning in the classroom with resources that allow for increased learner
autonomy while supporting teachers to facilitate student learning. Through an active learning
approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking
in a variety of ways, learners will develop analysis, evaluation and problem-solving skills.
Some ideas to consider to encourage an active learning environment are as follows:
• Set up seating to make group work easy.
• Create classroom routines to help learners to transition between different types of activity
efficiently, e.g. move from pair work to listening to the teacher to independent work.
• Source mini-whiteboards, which allow you to get feedback from all learners rapidly.
• Start a portfolio for each learner, keeping key pieces of work to show progress at
parent–teacher days.
• Have a display area with learner work and vocab flashcards.
Planning for active learning
We recommend the following approach to planning. A blank Lesson Plan Template is available
to download to help with this approach.
1 Plan learning intentions and success criteria: these are the most important feature of the lesson.
Teachers and learners need to know where they are going in order to plan a route to get there.
2 Plan language support: think about strategies to help learners overcome the language demands
of the lesson so that language doesn't present a barrier to learning.
3 Plan starter activities: include a ‘hook’ or starter to engage learners using imaginative strategies.
This should be an activity where all learners are active from the start of the lesson.
4 Plan main activities: during the lesson, try to: give clear instructions, with modelling and written
support; coordinate logical and orderly transitions between activities; make sure that learning is
active and all learners are engaged; create opportunities for discussion around key concepts.
5 Plan assessment for learning and differentiation: use a wide range of Assessment for Learning
techniques and adapt activities to a wide range of abilities. Address misconceptions at
appropriate points and give meaningful oral and written feedback which learners can act on.
6 Plan reflection and plenary: at the end of each activity and at the end of each lesson, try to: ask
learners to reflect on what they have 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
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ACKNOWLEDGEMENTS
Acknowedgements
TK
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1 LANGUAGES OF THE WORLD
23
1 Languages of
the world
Unit plan
Lesson Approximate
number of
learning hours
Outline of learning
content
Learning
objectives
Resources
1 My
language, your
language
3 Talk about
languages and
learning languages
8Ld.02–03
8Sc.04–05
8Sor.02
8Wca.0104
8Ug.01
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.0104
8Sc.03
8So.01
8Sor.01
8Wor.02
8Us.02
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
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
Workbook Lesson 1.4
Differentiated worksheets 2A,
B and C
Digital Classroom:
presentation – Present continuous
(continued)
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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.0104
8Wca.04
8Uv.05
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
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
Workbook Lesson 1.7
8 Project
challenge
1.30 Do a project 8Sc.02
8So.01
8Sor.02
8Wca.0204
8Wor.03
9 Literature 3.45 Read three poems 8Rm.02
8Rd.01
8Sc.0305
8So.01
8Wca.01–02
8Wor.03
Workbook Lesson 1.8
Cross-unit resources
Unit 1 Audioscripts
Unit 1 End-of unit test
Unit 1 Progress report
Unit 1 Wordlist
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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?
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Common misconceptions
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.
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1.1 Think about it: My language, your language
LEARNING PLAN
Learning objectives Learning intentions Success criteria
8Ld.02, 8Ld.03
8Sc.04, 8Sc.05,
8Sor.02
8Wca.01, 8Wca.04
8Ug.01
• Listening: Listen for general
information, listen for detail.
• Speaking: Talk about languages and
learning languages, ask questions
using question words.
• Writing: Use complete sentences.
• Learners can listen to and
understand people talking
about languages.
• Learners can talk about
languages and learning
languages.
• Learners can ask and answer
a variety of questions.
• Learners can ask questions
with who/whose.
• Language focus: questions: who/whose
• Vocabulary: first language, second
language, nationalities, 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.
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?
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Materials: Learner’s Book pages 12–13, Workbook pages 8 and 11–12, index cards or sticky notes, sticky tack or
adhesive tape, map of the world, internet access
Starter ideas
Getting started (10–15 minutes)
• Ask learners how many languages they can name.
Do they know where they are spoken?
• Display a map of the world and ask them to find
the countries where these languages are spoken.
• Ask learners if they know how to say hello and
goodbye in other languages. Do they know where
those languages are spoken? Ask them to find the
countries on the map.
• 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.
Main teaching ideas
1 Work in pairs. Talk about the languages
you know and would like to learn.
(10–15 minutes)
• Ask learners to work in pairs. They read the
sentence openers and talk about the languages
they know and would like to learn.
• Encourage learners to explain why they would
like to learn certain languages.
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.
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)
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Answers
Nationalities: Australian, English, French, Indian,
Canadian, Japanese, Spanish
Languages: Cantonese, English, Mandarin, Bahasa
Malaysia, Arabic, French, Hindi, Urdu, Sanskrit,
Japanese, Spanish
3 Copy the chart into your notebook.
Then listen and complete the
information for each person.
(15–20 minutes)
• Tell the class that they are going to listen to
some teenagers talking about languages. Ask
them to copy the chart in their notebooks.
They listen and complete the chart with the
information they hear.
• 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.
Differentiation idea: Less confident learners may
benefit from some scaffolding as they have to deal
02
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.
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.
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.
Answers
Nationality First
language(s)
Second
language
Languages at
school
Additional information
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
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Use of English
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.
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)
• 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
they answers.
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 Kelly
b Kelly’s grandparents
c Kelly’s
d Azlan
e Azlan
f Kelly and Azlan
g Sophie’s
h Dev
Use of English
Question words 2 (10–15 minutes)
• Focus on the example. Ask learners what they
notice about the question. What is the structure of
the question? (Who + auxiliary + subject + verb.)
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.
• Ask learners to pair up with a partner,
compare their answers and discuss any
differences.
• When they have finished, check the answers as
a class.
Answers
a Which languages does Kelly’s father speak?
b Which language does Azlan learn at school?
c How many languages does Sophie speak fluently?
d What does Dev like watching?
e What does Dev want to learn in the future?
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7 Listen again and answer the questions.
(10–15 minutes)
• Tell the class that they are going to listen to
the recording again. They listen and answer
the questions.
• Play the recording again. Learners write down
their answers.
Differentiation ideas: Before listening, remind less
confident learners of the questions you asked in
Exercise 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.
• 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.
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
Workbook page 8.
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1.2 Geography and languages: Teach yourself Tok Pisin
LEARNING PLAN
8Ld.02
8Rd.01, 8Rd.04
8Sc.03, 8So.01,
8Sor.01
8Wor.02
8Us.02
• Listening: Listen and practise
expressions in an unknown
language.
• Reading: Read and understand
a text about Papua New
Guinea and its language; read
for detail.
• Speaking: Discuss one’s
abilities to speak languages.
• Writing: Complete a summary;
answer questions; join
sentences.
• Learners can read and understand a
text about the history of English.
• Learners can use prepositions in time
phrases.
• Learners can talk about languages in
the world.
• Learners can read a text and look for
specific information.
• Learners can write a timeline.
• 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:
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• 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.
• 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.
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.
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.
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.
CONTINUED
While/Whereas some languages have more
than ten different vowel sounds, others have five
or fewer.
Mai gets a lot of homework, while/whereas her
sisters get very little.
Although school was very hard for me, I have
passed all my exams.
I can eat anything, although I’m not really keen
on fish.
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• 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.
• Then tell them to listen to the audio recording.
• Play the audio once for learners to familiarise
themselves with the content. Play it a second
time, pausing after each exchange.
• They practise the expressions in Tok Pisin and
judge how good their pronunciation is.
• Tell the class to work in pairs. They take
30 seconds to try to memorise the phrases.
Then they test each other to find how much
they can remember.
03
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.
Use of English
although, while and whereas (10–15 minutes)
• Learners do Differentiated worksheet 1A, B or C.
• Read and discuss the Use of English box with the
class. Give more examples. Write them on the board
and ask the class to copy them into their notebooks.
• Ask learners to supply more examples of their own
and write them in their notebooks.
4 Join these sentences using the
conjunctions. (10–15 minutes)
• Tell learners to read and join the sentences.
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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.
• 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
Workbook page 9.
Answers
Plenary ideas
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.
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
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1.3 Write about it: It’s good to learn languages
LEARNING PLAN
8Ld.02, 8Lo.01
8Sc.04, 8So.01
8Rd.01
8Wca.04
• Listening: Listen to short
interviews about learning
languages.
• Speaking: Give opinions about
learning languages.
• Reading: Read and answer
questions; choose correct
words to complete sentences.
• Writing: Write notes; write
answers to questions.
• Learners can listen to and understand
opinions in interviews.
• Learners can give opinions about
learning languages.
• Learners can discuss advantages and
disadvantages of learning languages.
• Learners can use -ing forms correctly.
• 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.
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2 Match the words from the interviews
with the correct definitions.
(5–10 minutes)
• Focus on the words and the definitions. Tell
learners that the words on the left appear in
the audio. Ask them to match the words to
their definitions.
• 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
Use of English
-ing forms as subjects and objects (10–15 minutes)
• Focus on the Use of English box and read the
examples with the class.
• Remind learners of verbs followed by -ing, for
example love, hate, enjoy, etc.
• 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
Workbook pages 13–14.
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.
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.
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?
Main teaching ideas
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)
• 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.
Answers
1 d; 2 c; 3 e; 4 b; 5 f; 6 a
04
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Differentiation idea: Encourage more confident
learners to repeat the sentence where the words
and phrases occur and write it on the board. Less
confident learners may copy the sentences in their
notebooks. Then they can listen to the recording
again and identify them.
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
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.
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• 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
Workbook page 10.
Plenary ideas
• 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?
Homework ideas
• Learners use the information they obtained from
family and friends to prepare a short report of the
answers and present it to their class.
1.4: Think about it: Do you speak emoji?
LEARNING PLAN
8Ld.01, 8Lo.01
8So.01, 8Sc.05,
8Sor.02
8Rd.01
8Wca.04
8Ug.04
• Listening: Listen for detail, listen
and identify opinions.
• Speaking: Talk about emojis, discuss
advantages and disadvantages.
• Reading: Read and understand
definitions.
• Writing: Write notes, complete
sentences.
• Learners can discuss the
advantages of using emojis.
• Learners can listen to a
conversation and understand
opinions of speakers.
• Learners can give opinions.
• Learners can use the present
continuous.
• Language focus: present continuous
with a variety of verbs
• Vocabulary: emoji
21st-century skills
Critical thinking: Discuss and give reasons for opinions.
Collaboration: Use head nods and eye contact when other learners are speaking to show that they are
listening, provide justification for their ideas or suggestions.
Communication: Present points clearly and persuasively.
Learning to learn: Write notes to help learning.
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