Cambridge Global English
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. Includes access to photocopiable games and activities for
additional differentiation and further language development in the accompanying
digital resource. Every unit includes a quiz to help you understand where your
learners are on their journey.
CAMBRIDGE
Global English
• The ‘Teaching skills focus’ helps you develop your own teaching style and bring
active learning, assessment for learning and differentiation into your classroom
• ‘Common misconceptions’ highlight areas that learners frequently find
challenging and show you how to overcome them
• The ‘Learning plan’ shows you how your lessons link to the Cambridge English
as a Second Language Primary curriculum framework
• Downloadable progress and unit quizzes, with answers, provide ready-made
assessment opportunities
Teacher’s Resource 2
Access audio files in the digital learner’s book, teacher’s resource or
Digital Classroom. You’ll find videos in Digital Classroom.
This resource is endorsed by
Cambridge Assessment International Education
✓ P rovides teacher support as part of a set
of resources for the Cambridge Primary
English as a Second Language curriculum
framework (0057) from 2020
✓ H
as passed Cambridge International’s
rigorous quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide
Annie Altamirano with
Helen Tiliouine & Elly Schottman
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
Registered Cambridge International Schools benefit from high-quality programmes,
assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.
Visit www.cambridgeinternational.org/primary to find out more.
Second edition
Digital access
CAMBRIDGE
Global English
for Cambridge Primary English as a Second Language
Teacher’s Resource 2
Annie Altamirano
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/978-1-10-892163-3
© 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 2014
Second edition published 2021
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/978-1-10-892163-3
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.
Cambridge International copyright material in this publication is reproduced under licence
and remains the intellectual property of Cambridge Assessment International Education.
Third-party websites and resources referred to in this publication have not been endorsed
by Cambridge Assessment International Education.
Tests and mark schemes have been written by the authors.
CONTENTS
Contents
Introduction 5
About the authors 6
How to use this series 8
How to use this Teacher’s Resource10
About the curriculum framework15
About the assessment15
Approaches to teaching and learning
16
Setting up for success
18
Acknowledgements
19
Teaching notes
0
Starter unit
21
1
A day at school
29
2
Good neighbours
55
3
Ready, steady, go!
81
4
The big sky
106
5
Let’s measure
132
6
All about bugs
156
7
The world around us
181
8
Home, sweet home
205
9
Let’s explore the city!
228
3
CAMBRIDGE GLOBAL ENGLISH 2: 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 quizzes 1 and 2 and answers
Progress report
Learner’s Book answers
Workbook answers
Word list
You can download the following resources for each unit:
Photocopiables
End-of unit quizzes and answers
4
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
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
About the authors
Elly Schottman
Elly Schottman is a former elementary teacher, reading specialist and curriculum developer. She has
worked for a range of publishers creating English language learning programmes for young learners.
She also works for the children’s division of US public television, creating early literacy, science, maths
and global awareness materials for children, families and teachers. Elly particularly enjoys creating
curriculum for young learners that encourages curiosity, creativity, collaboration and problem solving.
Cambridge Global English has provided her a wonderful opportunity to help children develop English
language skills while actively exploring science, maths and geography in the world around them.
Caroline Linse
Caroline Linse is a senior lecturer in Teaching English to Speakers of Other Languages at Queen’s
University, Belfast. Caroline has been a teacher, teacher educator, materials developer, researcher and
language advocate for many years. She began her career as a kindergarten teacher in Mexico City and
since then has been fortunate to have worked with learners and teachers in the USA (including rural
Alaska), American Samoa, the Baltic Republics, Belarus, Korea and Northern Ireland. In addition,
she has given workshops in many other countries including Bahrain, Oman, Taiwan, China, Ukraine,
Peru, Guatemala, and Tunisia. Her academic publications draw upon her experience and research
and are intended to advance the use of contextually embedded language rich instruction. She
received her doctorate in education from the Harvard Graduate School of Education.
Kathryn Harper
Kathryn Harper is a freelance writer, publisher and consultant. Early on in her career, she worked
as an English Language teacher in France and Canada. As an international publisher at Macmillan
and Oxford University Press, she published teaching materials for Europe, the Middle East, Africa,
Pakistan and Latin America. Her freelance work includes publishing reading schemes, writing
electronic materials, language courses and stories for markets around the world. Her primary French
whiteboard course for Nelson Thornes, Rigolo, won the 2008 BETT award. She also volunteers as an
English teacher for child refugees and a mentor for young African writers.
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 VicePresident of TESOL-SPAIN.
6
ABOUT THE AUTHORS
Paul Drury
Paul Drury is a freelance writer and consultant. He spent nearly 10 years teaching a wide range of
levels and ages in Spain, Venezuela and the UK. After that he entered the world of publishing where
he commissioned and worked on several best-selling preschool and primary titles. He has visited
hundreds of classrooms and spoken to hundreds of teachers. He now spends his time writing materials
and speaking on his special area of interest: Creativity. Please visit his website to find out more: www.
nurturingcreativity.org
Helen Tiliouine
Helen Tiliouine is an experienced teacher and writer of test materials. She is currently Chair for
Cambridge English Young Learners Reading and Writing exams at Cambridge Assessment. She
has been Chair for Cambridge Secondary Checkpoint tests and a writer for Cambridge Primary
Checkpoint tests.
7
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
How to use this series
o jobs and
ross the
ourse helps
nd supported
, while tip
hallenge’
on story or
o learner’s
CAMBRIDGE
Global English
r learners
of key
nit help your
Learner’s Book 2
source or
Elly Schottman & Caroline Linse
etely Cambridge
ersity Press works with Cambridge
rnational Education and experienced
uce high-quality endorsed textbooks
urces that support Cambridge Teachers
Cambridge Learners worldwide.
The Learner’s Book is designed for learners 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.
e visit
cambridge-international
Digital Access with all the material from the book in
digital form, is available via Cambridge GO.
rammes,
eliver
Second edition
Digital access
The write-in
offers
Cambridge Workbook
Global English
opportunities to help learners
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.
With varied activities – including drawing, crosswords and matching pictures with
sentences – these workbooks help your learners practise and consolidate what
they have learnt. The activities also support the reading, writing and Use of English
strands of the Cambridge English as a Second Language Primary curriculum
framework. This new edition provides more grammar practice with a short grammar
presentation, followed by activities differentiated into three tiers: Focus, Practice
and Challenge. Ideal for use in the classroom or for homework.
CAMBRIDGE
Global English
• Process writing pages consolidate your learners’ knowledge of text types
including literature
• Three-tiered grammar exercises offer practice opportunities to suit the needs
of every learner
• Varied activity types keep learners interested
• Write-in for ease of use
• Answers for all activities can be found in the accompanying teacher’s resource
Workbook 2
For more information on how to access and use your digital resource,
please see inside front cover.
This resource is endorsed by
Cambridge Assessment International Education
✓ Provides learner support as part of a set
of resources for the Cambridge Primary
English as a Second Language curriculum
framework (0057) from 2020
✓ Has passed Cambridge International’s
rigorous quality-assurance process
✓ Developed by subject experts
✓ For Cambridge schools worldwide
Elly Schottman & Caroline Linse
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
Digital Access with all the material from
the book in digital form, is available via
Cambridge GO.
Registered Cambridge International Schools benefit from high-quality programmes,
assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.
Visit www.cambridgeinternational.org/primary to find out more.
8
Second edition
Digital access
HOW TO USE
INTRODUCTION
THIS SERIES
ource
additional
l activities.
ou meet
vities for
mpanying
your
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:
CAMBRIDGE
Global English
and bring
classroom
d
e English
y-made
Teacher’s Resource 2
rce or
Annie Altamirano with
Helen Tiliouine & Elly Schottman
Cambridge
y Press works with Cambridge
onal Education and experienced
high-quality endorsed textbooks
that support Cambridge Teachers
bridge Learners worldwide.
•
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 quizzes and
communicative games.
t
bridge-international
mes,
r
Second edition
Digital access
Cambridge Global English
With onscreen versions of the learner book and workbook, plus video, grammar
presentations and interactive activities, our Digital Classroom resources bring
language to life!
CAMBRIDGE
Global English
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.
•
•
•
•
•
Zoom, highlight or annotate to emphasise important points
Help learners develop their grammar with presentations and interactive activities
Save time with readymade videos linked to each topic, with accompanying questions
Quickly and easily display answers on screen
Audio for all listening activities in the learner’s book
Digital Classroom 2 Access Card
This resource is endorsed by
Cambridge Assessment International Education
Provides teacher support for the Cambridge
International AS & A Level Literature in English
syllabus (9695) for examination from 2021
Please note, Cambridge International does not
endorse materials for Literature in English which
include coverage of their set texts
Has passed Cambridge International’s rigorous
quality-assurance process
Developed by subject experts
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
For Cambridge schools worldwide
DO NOT
DISCARD
Code inside is required to activate
your purchase of Digital Classroom
A letter to parents, explaining the course, is available to download
from Cambridge GO (as part of this Teacher's Resource).
9
CAMBRIDGE GLOBAL ENGLISH 2: 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
Outline of
learning content
Learning
objective
Resources
1 Words
around us
2.25–2.75
Talk about
classroom objects
and days of the
week.
2Ld.02
2Sc.01
2Wca.04
2Wca.05
2Rd.01
2Ug.01
Learner’s Book Lesson 1.1
Workbook Lesson 1.1
Photocopiable 9
Photocopiable 25
Digital Classroom:
Video – Our school day
Activity – How many are there?
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.
10
BACKGROUND KNOWLEDGE
In this unit, the class learn about schools from
around the world. Schools around the world can be
very different from the learners’ school.
Children in Finland start school when they are
seven years old, which is one of the oldest ages
around the world to start school.
TEACHING SKILLS FOCUS
Predicting will allow learners to become more
actively involved in the reading process.
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
2Ld.02
• Listening: Listen for main ideas and
details, listen to a song and a poem,
listen to and follow instructions.
• Learners can listen and
understand a poem and
a song.
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
How to identify
How to overcome
In most languages, learners
tend to omit the ‘s’ inflection
in the third person singular
simple present:
Circle the subject and the verb,
and ask, e.g. Do we need to write
‘s’ here? Why? Elicit the answer.
Say, for example, What word do we
use for a boy? And for a girl? If the
learners cannot remember, add, e.g.
Do we use he/she? Elicit the answer.
Ask, e.g. What do we add when we
speak about he/she or it?
She come (comes) from India.
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
a learner and say a number, for example 4.
The learner says the following number, for
example 5, and throws the ball at another
learner who says the next number (6).
Continue until someone makes a mistake.
Start again with another number, for
example 9. Keep a brisk pace.
Spelling Bee (5–10 minutes)
•
Revise the alphabet as a class by singing the
Alphabet song from the previous session.
•
Divide the class into two groups and play a
few rounds of Spelling Bee.
•
Focus on the calendar for the month of
September in the Learner’s Book. Say:
There are 30 days in September.
•
Ask learners to point to the numbers
and count.
Main teaching ideas
1 Count the days. (10–15 minutes)
•
Play a counting game to review numbers,
for example number toss. Throw the ball to
11
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
LANGUAGE BACKGROUND
The Language background feature contains information
to help you present the grammar in the unit.
For many learners with different first languages,
the present simple tense can be difficult to learn.
It is important to make sure they understand
that it is used to describe routines, habits and
daily activities.
CROSS-CURRICULAR LINK
The Cross-curricular links feature provides suggestions
for linking to other subject areas.
Maths: When they have finished doing the survey,
ask learners to report back to the class. Ask
volunteers to collect the results on the board and
see which subject got the most votes, for example
Science got 15 out of 20.
Differentiation idea: This feature provides suggestions for how activities can be differentiated
to suit the needs of your class.
Critical thinking opportunity: 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 and Workbook exercises can be found
integrated within the lesson plans and Learner’s Book and Workbook
answer keys are also available to download.
12
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:
•
•
•
Photocopiable resources: these can include communicative language game, templates and any
other materials that support the learning objectives of the unit.
End-of-unit quizzes: these provide quick checks of the learner’s understanding of the concepts
covered in the unit. Answers are provided. Advice on using these quizzes 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 quiz 1: a test to use at the beginning of the year to discover the level that learners are
working at. The results of this test can inform your planning.
Progress quiz 2: a test to use after learners have studied Units 1–5 in the Learner’s Book. You
can use this test to check whether there are areas that you need to go over again.
Progress report: a document to help you formatively assess your classes’ progress against the
learning objectives.
End-of-year test and answers: 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.
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
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CAMBRIDGE GLOBAL ENGLISH 2: END OF
UNIT 1 QUIZ
Vocabulary 2
Match the pictures and words.
ITS
LIST B, UN
R’S CHECK
LE 2: WRITE
OTOCOPIAB
GLISH 2 PH
GLOBAL EN
7
4–7
Nam
Example:
E
_________
CAMBRIDG
Date ____
_________
__
__
__
__
____
__________
B
Name ____
Ph
s checklist
2 – Writer’
le
b
ia
p
co
to
o
Writ
e the
ation
p.
Final punctu
th a full sto
ces end wi
Most senten
Tony.
is
me
na
y
M
n mark.
a questio
CAMBRIDGE GLOBAL ENGLISH 2: END OF UNIT 1 QUIZ
ends with
mark.
A question
exclamation
name?
ds with an7
ur
yo
t’s
Wha
citement en
ex
or
e
ris
_________ Date _____________
surp
that shows Name __________________________
A sentence
too!
ny
To
is
My name
verb form!
Check the
or thing.
o
ple
one person
Present sim
verb after
add ‘s’ to a
We usually
Write the days of the week.
Vocabulary 1
I wash my
hands.
1
es d
Amy wash
her hands.
F
i
2
3
4
seve
n
elev
gres
ary
num
bers
.
s qu
10
teen
____
en
___ _
___
eigh
t
twelv
fifte
e
en
Wednesday
CAMBRID
GE
10
a
ENG
LISH
map
gs.
The boy sin
’.
s
W
x, we adyd ‘esn
h, ch, ss or d
sh
in
d
that en
a
e
d
e
With verbs
y
calendar
5
I sing.
r
1
tablet
g.
The9birds sin
Example:
Exam
ple:
ten
book
End of Unit 1 quiz
8
LOB
AL
2: PR
OGR
e __
ESS
QUIZ
____
1
____
____
____
____
____
Voca
____
____
Pro
bul
_
clock
6
CAM
BRID
GE G
Daniel
Tomas and
hands.
wash their
GLOBAL EN
GL
ISH 2 PHOT
OCOPIAB
LE 1: WRITE
R’S
CH
Name __
backpack ECKLIST A, UNITS 1–7
________
______
_______________
________
________
_____ Dat
Photocop
e ______
iable 1 –
_______
W
riter’s che
cklist A
Words th
s
y
u
a
at begin wi __
_______________
2
..
th a capit
They are .
al letter
de is . . .,eWe areT. . .,
ntinuous
Sh
Present co
.,
.
.
Cambridge
is
Global
English – Helen TiliouineTh
. . .., He
©eCambridge
e
g.
fir
ar
st
u
vin
Yo
wordUniversity
wa
aPress
,
.,
.
mbri 2021
of a seCnt
2
We are
dge
Use I am .
ence
Th
Glo
is is a book
be
gin
bals with
n ting.a
S
.
Eng a capit
__
_______________
g.
3
lish
al letter.
You are ea
I am talkin
– He
uing.
d
y
len
Th
int
e
T
word I is
iliou
king.
ine
They are pa
always wr
You are tal
©C
itten with
Look, I ca
amb
nding.
a capital
ridg
n jump!
g. She is sta
e Un
I.
iv ers
He is sittin
ity P
y
t
u
d
ress
A na2me be __
_______________
4
202
gins with
1
a capital let
a Press 2021
a
r
S
Tanya
te
e Universit
Cambridg
hottman ©
Sc
glish – Elly
e Global En
Cambridg
5
y
M
n
d
o
a
y
r.
Mr Kim
England
The name
of a city,
co
__ untry or sc
_______________
Mecca
hool begin
Korea
s with a ca
Internatio
pital lette
nal School
r.
The days
of the we
ek begin
Monday
with a ca
pital lette
Tuesday
r.
The names
of the mon
ths begin
January
wi
th
a
capital let
February
ter.
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
Cambrid
ge Globa
l English
– Elly Sc
hottman
©
1
1
Cambrid
ge Unive
rsity Pre
ss 2021
1
14
iz 1
Date
____
____
____
_
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 focussing 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 substrand 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
CAMBRIDGE GLOBAL ENGLISH 2: 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
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
CAMBRIDGE GLOBAL ENGLISH 2: 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
18
ACKNOWLEDGEMENTS
Acknowedgements
19
0 STARTER UNIT
Starter unit
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Welcome!
2–2.5
Spell names and
introduce a friend.
2Ld.01
2Lm.01
2Sc.01
2Rm.01
2Wca.02
2Wc.01
2Ug.08
Learner’s Book Lesson 1
Photocopiable 6
Photocopiable 7
2 The calendar
2–2.5
Talk about days, dates
and birthdays.
2Sc.05
2Sor.02
2Rd.02
2Wca.01
2Uv.02
2Uv.06
Learner’s Book Lesson 2
Photocopiable 8
Cross-unit resources
Progress quiz 1
Starter unit progress report
BACKGROUND KNOWLEDGE
Calendars around the world
Session 2 of the Starter unit looks in more detail
at calendars. Sometimes we take the calendar
we use for granted, but there are many different
calendars around the world, and different calendars
have been in use since the Bronze Age. Ancient
calendars were generally based on the phases of
the moon and the solar year.
Nowadays, there are seven calendars in use around
the world: the Gregorian, the Chinese, the Hebrew,
the Islamic, the Persian, the Ethiopian and the
Balinese Pawukon. The Gregorian calendar is used
worldwide for business and legal procedures, but
even the Gregorian calendar has different versions.
For example, the United States, Canada and Japan
consider Sunday as the first day of the week, but
the week begins with Saturday in much of the
Middle East, and the ISO 8601 (the International
Organization for Standardization) standard has
Monday as the first day of the week.
21
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
TEACHING SKILLS FOCUS
The Starter unit explores talking about days, dates
and birthdays. It offers learners a chance to review
some basic skills such as spelling and greeting each
other, and refresh their familiarity with English after
a long summer break. It also provides teachers with
an opportunity to observe and informally assess
their learners’ familiarity with introducing their
partners and speaking about likes and dislikes.
Before starting this unit, you may want to use
Progress quiz 1 to check that learners are ready
to begin Stage 2. Learners who demonstrate a
lack of confidence in one or more of these areas,
as well as learners who perform the activities
with relative ease and confidence, will benefit
from additional practice through the activities
in the Starter unit, and through the additional
support and practice suggestions offered in the
differentiation ideas found in the main teaching
ideas. There are also songs in this unit, which you
may wish to use frequently throughout the course.
1 Welcome!
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Lm.01
• Listening: Listen and understand a
dialogue, listen to a chant.
• Learners can spell their names.
2Sc.01, 2Sc.06
• Speaking: Spell names, introduce a
friend, talk about what a partner likes,
chant a chant.
2Rm.01
• Reading: Read and understand
simple instructions, read and
understand a chant.
2Wca.02, 2Wca.03,
2Wc.01
• Writing: Write simple sentences
about oneself and about a partner.
2Ug.08
• Language focus: personal pronouns:
I, he, she; possessive adjectives: my,
his, her
• Learners can introduce a friend.
• Learners can talk about things
they like.
• Learners can talk about what a
partner likes.
• Learners can write simple
sentences.
• Vocabulary: the alphabet
21st-century skills
Critical thinking: Make inferences.
Collaboration: Take part in tasks by interacting with others, and stay on task.
Communication: Talk about their day, their family, their interests and other topics suitable for primary school.
Materials: Learner’s Book pages 10–11; sheets of paper; drawing materials; a small rubber ball or beach ball;
Photocopiables 6 and 7
22
0 STARTER UNIT
Starter ideas
•
Welcome back! (10–15 minutes)
•
Play a ball toss game. Ask learners to stand or sit in
a circle. If you have a large class, you could divide
learners into two groups with one ball each.
Assessment ideas: After learners have written their
partner’s names, they ask each other: Is this right?
•
Gently toss the ball to one learner and ask, for
example, What’s your name?
Audioscript: Track 01
•
The learner replies, tosses the ball to another
student and asks the same question.
Boy A: Hi, my name is Jovan. What’s your name?
Repeat until everyone has had the chance to
introduce themselves.
Boy A: How do you spell your name?
•
Boy B: Kamal.
Boy B: K-A-M-A-L.
Getting started (5–10 minutes)
Boy A: Can you say that again, please?
•
Boy B: K-A-M-A-L.
Ask the class: What can you say when you meet a
new friend? Elicit ideas.
Differentiation ideas: If less confident learners cannot
readily find the words in English, allow some use of
their first language and echo it in English. Then ask
them to repeat after you.
•
•
Boy A: Thanks!
2 What does Rani like? (5–10 minutes)
Ask learners to look at the picture in their Learner’s
Book and identify things they know how to name
in English.
Point at the children and ask: What is she/he saying?
Main teaching ideas
01
Then, learners ask their partner: How do you
spell your name? They write their partner’s
name.
•
•
Have learners point to the letters as you sing or
say the alphabet together.
•
If there are new learners in the class, you could
ask the class to teach the song to the new
learners.
•
Tell learners they are going to listen to the boy
spell his name.
•
Play the audio once. Then ask learners to listen
again and write the boy’s name on a piece of
paper.
•
Play the audio once.
•
Ask the class: Does Amara say She or He?
Why? Elicit answers.
Girl A: This is my partner. Her name is Rani. She
likes trees.
Hand out copies of Photocopiable 6 and
practise saying the alphabet. You may wish to
sing or chant the alphabet with the class.
You could also remind the class of the
alphabet song they learned in Stage 1 – the
traditional alphabet song, set to the melody of
‘Twinkle, twinkle little star’, was introduced in
the Stage 1 Starter unit.
Tell the class that they are going to listen to
Amara introduce her partner, Rani.
Audioscript: Track 02
1 Spell your name. (10–15 minutes)
•
•
Classmates: Hello, Rani!
Girl B: Hi!
Learner’s Book answers
Amara says ‘she’ because Rani is a girl.
Language tip (10–15 minutes)
•
Ask learners to look at the chart on the wall in the
image, and discuss use of His name ... versus Her
name ... and She is ... versus He is ….
•
Ask learners to give more examples of personal and
possessive adjectives.
Critical thinking opportunity: Encourage learners
to look at the examples to make a simple rule. Ask:
When do we use He/She? And his/her? Help them with
necessary language.
23
02
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Ask learners to walk around looking at the pictures
of their classmates. They point to them and say,
for example, This is …. He/she is a boy/girl. This is
his/her … (relative/pet).
3 Talk with your class about things
you like. (15–20 minutes)
•
Focus on the drawing that Rani is holding. Ask
the class: What does Rani like? Look! Elicit
answers.
•
Ask learners: What do you like? Ask learners to
talk about things they like as a class. Then ask
them to make a list of things they like.
Ask each learner to choose three things they
like and draw a picture of each. Then ask
them to write a sentence below each one. Their
sentences should start with: I like, for example
I like ice cream. Display the pictures around
the classroom.
CROSS-CURRICULAR LINK
Maths: When learners have finished talking
about what they like, ask them to make a show
of hands and count how many of them like the
same things. Ask volunteers to keep a tally on the
board. Then they count and see which are the
most popular things.
Assessment ideas: You may wish to start a portfolio for
each learner where you can keep samples of their work.
You can write the date on the pictures and keep them as
the starting point of their portfolio.
4 Introduce your partner. (10–15 minutes)
•
•
24
Tell learners to listen to how Amara introduces
her friend. Play the audio at least twice.
Make enough copies of Photocopiable 7. Give
each learner a copy and ask them to draw a
picture of their partner.
•
Remind learners of the grammar chart
pictured on the wall in the illustration.
•
Focus on the picture. Ask: What are the
children doing? What are they eating? (They are
eating bread and butter with jam.) Do learners
like to eat those things too?
•
Tell the class that they are going to learn
a chant.
•
You may wish to watch a YouTube video
for the clapping pattern and gestures that
accompany this song, and the expressive way
the hello or goodbye in each verse is said.
•
Play the audio once. Chant and clap along to
model for the class.
•
Play it a few more times. Encourage learners to
clap and chant along.
Audioscript: Track 03
See Learner’s Book page 11.
Plenary ideas
Consolidation (10–15 minutes)
•
Perform the hello and goodbye chant as a class.
•
Play a round of Spelling Bee to practise spelling.
Ask the class to stand up. Then say a word and
point to a learner, who spells the word. If they spell
it correctly, they stay standing up, and you point to
another learner and say a different word for them
to spell. If the original learner spells it incorrectly,
they sit down and you point to a new learner to
spell this word. The winner is the last learner
standing.
Learner’s Book answers
Learner’s own answer.
02
When they have finished, learners fill in the
missing words to complete the sentence: This is
my partner. ____ name is __________. Remind
learners of how Amara introduced her friend.
5 Learn a hello and goodbye chant.
(10–15 minutes)
Differentiation ideas: Less confident learners could
make a list in a mixture of English and their first
language if they do not remember the words. You can
then supply the English words they do not know.
•
•
Homework ideas
•
Learners draw a picture of a family member and
write a sentence of the things they like.
•
Home–school link: Learners teach the chant to
their family.
03
0 STARTER UNIT
2 The calendar
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01, 2Ld.01
• Listening: Listen for detail, listen to songs.
2Sc.04, 2Sc.05,
2Sor.02
• Speaking: Speak about days and dates,
sing a song, speak about birthdays,
answer questions.
• Learners can listen and
understand conversations.
2Rm.01, 2Rd.02
• Reading: Read and understand a song,
read and understand questions.
2Wca.01
• Writing: Use correct spelling.
2Uv.02, 2Uv.06
• Language focus: ordinal numbers, dates
• Vocabulary: days of the week, months of
the year
• Learners can ask and
answer questions about
birthdays.
• Learners can talk about
birthdays.
• Learners can sing a song.
• Learners can count the days
in a month.
21st-century skills
Critical thinking: Transfer information.
Creative thinking: Create new content based on a model.
Collaboration: Ask others questions about a topic.
Communication: Talk about their day, their family, their interests and other topics suitable for
primary school.
Materials: Learner’s Book pages 12–13; small rubber
or plastic ball; a large calendar or calendar poster;
slips of paper; writing materials; sticky tack; sheets of
paper or index cards; drawing materials; sheets of card;
glue; Photocopiable 8
a learner and say a number, for example 4.
The learner says the following number, for
example 5, and throws the ball at another
learner who says the next number (6). Continue
until someone makes a mistake. Start again
with another number, for example 9. Keep a
brisk pace.
Starter ideas
Spelling Bee (5–10 minutes)
•
Revise the alphabet as a class by singing the
Alphabet song from the previous session.
•
Divide the class into two groups and play a few
rounds of Spelling Bee.
Main teaching ideas
1 Count the days. (10–15 minutes)
•
Play a counting game to review numbers,
for example number toss. Throw the ball to
•
Focus on the calendar for the month of
September in the Learner’s Book. Say: There
are 30 days in September.
•
Ask learners to point to the numbers and
count.
Critical thinking opportunity: Ask learners to
look at other months of the year in a calendar.
Ask: Do all of the months have the same number of
days? Which months have the most days? Which has
the fewest?
25
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
04
2 Find the date. (15–20 minutes)
•
Remind the class of the days of the week.
Days of the week were introduced in Stage 1
Unit 2.6 with the following song, set to the
tune of ‘Frere Jacques’:
Monday, Tuesday, Wednesday, Thursday
Friday, too. Friday, too.
After that comes Saturday.
After that comes Sunday.
The week is through. The week is through.
•
Focus on the picture of the calendar and
the dates.
30th September. There is a window on 30th
September. I help my mum wash the windows on
30th September.
3 Twelve months in a year. (5–10 minutes)
•
Ask the class to look at the calendar.
Ask: How many months are there in a year?
Elicit the answer.
•
Can learners read the names of each month?
Which months are the longest? Which is the
shortest?
•
Ask learners to listen, repeat and point to each
of the dates on the calendar as they hear them.
•
Play the audio once and ask learners to listen
and look. Play it again. Learners listen, point
to the dates on the calendar and repeat.
•
Tell the class that they are going to listen to a
song. They listen and point to the names of the
months as they sing.
Critical thinking opportunity: Ask learners to
read the dates aloud, and ask them what they think
st/nd/rd/th mean. Elicit answers.
•
Play the song at least twice. Encourage the
class to sing along.
•
You may wish to establish a daily calendar
routine: What’s the date today? It’s (12th
September). You can also incorporate days
of the week.
Audioscript: Track 04
This is the month of September. Look at the
calendar. You can see what my family is doing in
September.
1st September. Today is 1st September. Do you see
it? There is a red circle around 1st September.
2nd September. There is a balloon on 2nd
September. Do you see it? My family goes to a
party on 2nd September.
3rd September. There is a book on 3rd September.
My mum and I go to the library on 3rd September.
5th September. There is a toothbrush on 5th
September. I go to the dentist on 5th September.
The dentist cleans my teeth.
9th September. There is a cake with 2 candles on
9th September. It’s my little sister’s birthday!
16th September. There’s a football on 16th
September. My family goes to a football game on
16th September.
26
23rd September. There is an apple on 23rd
September. We go to a farm and pick apples on
23rd September.
Audioscript: Track 05
Take a look at the months in a calendar –
12 months in a year.
Take a look at the months in a calendar –
12 months in a year.
Oh, January. (January) February. (February.)
March!
And then there’s April, May and June.
There’s July, August, September.
October, then there’s November.
Well, the very last month is December – the
12 months of the year!
Learner’s Book answers
There are 12 months in a year.
The longest months are January, March, May, July,
August, October and December.
The shortest month is February.
05
0 STARTER UNIT
4 Look at the birthday chart.
(10–15 minutes)
•
Ask learners to look at the birthday chart.
Then they answer the questions in the
Learner’s Book.
•
When they have finished, ask learners to share
the answers as a class.
Audioscript: Track 06
•
Ask the class to think of their own questions.
In pairs, they write one more question and
challenge the class to answer it.
Child B: What does dictionary mean?
Learner’s Book answers
a Two children have birthdays in April. Kira’s
birthday is 21st April.
b Sami’s birthday is 11th October.
c The month that has the most birthdays is July.
5 When is your birthday? (10–15 minutes)
•
Tell the class that they are going to make a
birthday chart.
•
Learners write their names on slips of paper and
stick them on their birthday date and month.
•
Child A: I looked up a word in the dictionary.
Child A: A dictionary is a book that tells you what
different words mean.
Child B: Thanks!
Child A: I’ve got a new mobile phone!
Child B: What’s a mobile phone?
Child A: It’s a telephone that you can carry around
with you.
Child B: OK! I know what that is.
7 How do you say it in English?
(15–20 minutes)
•
Ask the class: Where can you find the meaning
of a word? What can you use? Focus on the
pictures. Encourage learners to read and say
where they can find the meaning of words.
•
Direct them to the Picture Dictionary at the
back of the Learner’s Book.
•
Ask learners to think of a word that they
would like to say in English. They draw a
picture and write the word in their home
language and in English.
•
They teach the new word to their partner or to
the class.
When the chart is ready, they ask and answer
questions about the chart, using the questions
in Activity 4 as a model.
Learner’s Book answers
Learner’s own answers.
06
Learner’s Book answers
Learners point to the dictionary and then to the
mobile phone.
6 Listen and match. (10–15 minutes)
•
Ask the class: What can you say when you don’t
understand a word in English? Elicit answers.
Learners may not know or remember the
questions in English. Allow them to use their
first language and ask: How do you say that in
English?
•
Ask them to listen to the audio. Can they
repeat each of the questions? Play the audio
once and elicit the answer.
•
Play it again. Ask learners to listen to the
dialogue and point to the correct picture in
Activity 7.
•
You could also teach other useful questions.
Ask learners to say something in English or
in their first language quickly. Pretend not to
understand and introduce: Can you say that
again, please? Can you say it slowly, please?
Differentiation ideas: ‘Word of the day’ routine:
Every day, selected learners can teach a new word to
the class. These words can be added to the Picture
Dictionary. Integrate these new words in your
conversations as far as possible, and encourage
learners to use the words in their responses.
27
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
•
Consolidation (15–20 minutes)
•
Make a class Picture Dictionary.
•
Learners choose a word, and look for pictures of
the word or draw their own picture.
•
28
Fold sheets of card to make an accordion-style
picture dictionary. Learners label pages with letters
of the alphabet. They put xyz together.
They glue their labelled word pictures to the correct
letter page. An accordion book can be read like a
book or displayed along a wall or ledge.
Homework ideas
•
Learners make a birthday chart for their family.
•
Home–school link: Learners teach the songs
to their family. Give parents/carers a copy of
Photocopiable 8.
1 A DAY AT SCHOOL
1 A day at school
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Words
around us
2.25–2.75
Talk about
classroom objects
and days of the
week.
2Ld.02
2Sc.01
2Wca.04
2Wca.05
2Rd.01
2Ug.01
Learner’s Book Lesson 1.1
Workbook Lesson 1.1
Photocopiable 9
Photocopiable 25
Digital Classroom:
Video – Our school day
Activity – How many are there?
2 Our busy
classroom
2.15–2.75
Talk about time,
days of the
week and school
activities.
2Lm.01
2Sc.02
2Rm.02
2Wc.01
2Ug.02
Learner’s Book Lesson 1.2
Workbook Lesson 1.2
Photocopiable 10
Digital Classroom:
Activity − What time is it?
Activity − What does Ena do?
3 Inside a book 1–1.75
Talk about parts
of a book.
Learn about
schools around
the world.
2Wca.04
2Wc.01
2Rm.01
2Uv.05
2Uv.11
Learner’s Book Lesson 1.3
Workbook Lesson 1.3
Digital Classroom:
Slideshow with activity sheet − Book
covers
4 Talking about 1–1.25
possessions
Talk about who
things belong to.
2Ld.02
2Sor.02
2Us.02
2Us.03
2Ug.07
2Ug.08
Learner’s Book Lesson 1.4
Workbook Lesson 1.4
Digital Classroom:
Grammar presentation − Whose
lunchbox is it?
5 Review of
short vowels
2–2.5
Read and write
words with short
vowel sounds.
2Lm.01
2Sc.04
2Uv.12
Learner’s Book Lesson 1.5
Workbook Lesson 1.5
Digital Classroom:
Activity − Is it a vowel or a consonant?
6 My school
2–2.5
Read and write
about schools.
2Lm.01
2Sc.02
2Wca.04
2Wca.05
2Rm.02
Learner’s Book Lesson 1.6
Workbook Lesson 1.6
Photocopiable 1
Photocopiable 5
Photocopiable 11
Digital Classroom:
Activity − Fernando’s book
29
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
7 Project
challenge
1–1.5
Work together to
make a project.
2Ld.02
2Sc.03
2Wca.02
2Wca.04
2Rd.03
Learner’s Book Lesson 1.7
Workbook Lesson 1.7
Photocopiable 12
Unit 1 quiz
Cross-unit resources
Unit 1 Audioscripts
Unit 1 End-of-unit quiz
Unit 1 Progress report
Unit 1 Wordlist
BACKGROUND KNOWLEDGE
Schools around the world
In this unit, the class learns about schools from
around the world. Schools around the world can be
very different from the learners’ school.
Children in Finland start school when they are
7 years old, which is one of the oldest ages around
the world to start school.
In Russia, children start school on 1st September, which
is called ‘Knowledge Day’, even if it is a weekend
or a holiday. On that day, there is a school assembly
and Grade 11 learners, who are the oldest children
in the school, take the new learners by the hand and
lead them into school, ringing a ceremonial bell.
In Bangladesh, floods can disrupt school for
hundreds of thousands of children. In some areas,
roads are impassable during the rainy season from
July to October, so boat schools are essential.
There are more than 100 boat schools, which are
solar-powered and have internet and a library.
In Chile and Argentina, summer holidays start at the
beginning of December and finish in early March.
In Japan, there are no canteens in schools and no
janitors. Children clean their own classrooms and
carry their own lunches. Children in South Korea
also help clean and tidy the classroom after lessons
have finished.
In France, children go to school for four days
a week, but they have the longest school day.
Classes begin around 8:30 in the morning and end
at 4:30 in the afternoon.
TEACHING SKILLS FOCUS
Reading strategies: Making predictions
Predicting is when learners use text clues such as
titles, headings, pictures, diagrams and personal
experiences to work out what a text is about, or to
anticipate what is going to happen next in a story.
Predicting will allow learners to become more
actively involved in the reading process. It is
common that readers constantly refine, revise and
check the validity of their predictions; therefore,
it is important that learners understand that their
predictions are likely to change as they read.
30
Your challenge
Use the strategies below to encourage learners to
make predictions.
• Picture walks: Learners preview the images or
graphic features in a text to make predictions about
content, activate their prior knowledge and connect
the images to their own personal experiences.
• Graphic organisers: These are mind maps,
tables or pictograms where learners visually
display information. They can help learners to
1 A DAY AT SCHOOL
CONTINUED
analyse information and see the connection and/
or contrasts between certain elements. These
organisers can assist learners in comparing
information, seeing the big picture in their
learning as well as predicting future elements.
•Text features: Learners predict the content of a
non-fiction text using text features such as title,
headings, graphics or photos, main idea boxes
and words in italics or bold type.
Look through Unit 1 and highlight opportunities for
practising the strategies above. Discuss with the class
what other strategies they might use. What other
elements in a text can help them predict its content?
Do they have a preferred strategy for predicting?
Reflection
• Which strategy was the most successful?
•Which did learners find the most difficult to apply?
1.1 Think about it: Words around us
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02
• Listening: Listen for main ideas and
details, listen to a song and a poem,
listen to and follow instructions.
• Learners can listen and
understand a poem and a song.
2Sc.01, 2Sc.06
• Speaking: Ask and answer questions,
discuss likes and dislikes, sing songs,
recite a poem.
2Rd.01
• Reading: Read a song and a poem,
read and identify key vocabulary.
2Wca.04, 2Wca.05
• Writing: Write a poem, write about
yourself.
2Ug.01
• Language focus: singular and plural
nouns, there is/there are
2Uv.11
• Learners can listen to and follow
instructions.
• Learners can ask and answer
questions about themselves.
• Learners can read and
understand key vocabulary.
• Learners can write about
themselves.
• Learners can write a poem.
• Vocabulary: book, map, calendar,
clock, tablet, colours, numbers,
weather, days of the week
21st-century skills
Critical thinking: Compare and contrast languages, compare and classify different types of information.
Creative thinking: Use own ideas for doing creative activities, respond to songs and poems in a variety of ways.
Communication: Talk about own interests and other topics suitable for primary school.
Materials: Learner’s Book pages 14–15;
Workbook page 11; a calendar; cards (around
A5–A4 size); colour pencils and drawing materials;
seven blank index cards per group; enough rulers to give
one to each group; Photocopiables 9 and 25
31
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
Beginning the day (15–20 minutes)
•
•
•
Establish a warm-up routine for learners to do at
the beginning of each lesson. Each day, learners
identify the day of the week using Photocopiable 9,
and describe the weather using Photocopiable 25.
Divide the class into seven groups and assign
a day to each group. Give each group drawing
materials and a card large enough to write: Today
is [Monday]. Ask groups to write the sentence and,
based on the activities they do on that day, they
decorate their day card.
Bring a calendar to the class, such as a large wall
calendar. Point at the day on the calendar and ask
learners to say what day it is, for example Today is
Monday.
•
Learners choose the correct day card and put it up
on the noticeboard.
•
Give each group drawing materials and a card large
enough to write, for example It is (sunny). Assign a
different weather icon to each group and ask them
to draw it.
•
•
Collect the weather cards and ask learners to
choose the ones that describe that day’s weather, for
example It is sunny. It is cold. Ask them to say what
the weather is like, for example Today the weather is
sunny and cold.
Ask learners to put the cards up on the
noticeboard.
Getting started (10 minutes)
•
Focus on the big picture on page 14 in the Learner’s
Book and ask the class: Where can you see words?
•
Ask learners to look around their classroom and
point to any words they can see, for example, in
their books, on the noticeboard, on posters.
•
Learners work in pairs to find words in the picture.
•
Ask learners if they read at home, and what they
like reading. Which is their favourite story?
•
Ask them what they can find in a book. Elicit
answers and write them on the board, for example
stories, poems, maps, pictures, etc.
•
Ask learners to point to and name objects they see
in the big picture – encourage them to name the
objects in English.
32
Digital Classroom: Use the video ‘Our school day’ to
introduce school subjects and vocabulary. The
i button will explain how to use the video.
Main teaching ideas
1 Listen and point. (10–15 minutes)
•
Ask learners to look at the books the children
are reading in the big picture and read out the
titles. What are the books about? How do they
know? Introduce the idea of a ‘book cover’.
•
Ask learners to predict what the books may be
about, for example ‘The Snowy Day’ is about a
rabbit and a duck that are playing in the snow.
Help learners with any additional vocabulary
they may need.
•
In pairs, learners ask each other which book
they would like to read. Encourage them to
give reasons for their answer, for example
‘Which one do you want to read?’ ‘I want to read
The Snowy Day. I like stories with animals.’
•
Tell learners they are going to listen to the
children talking about what they are reading.
•
Play the audio at least twice. Elicit the answers,
asking learners to point to each answer in the
picture in turn.
Critical thinking opportunity: Focus on the child
reading from a tablet (bottom right of image). Ask
the class if they prefer to read from an electronic
device or a real book. Invite them to explain why.
Audioscript: Track 07
Child 1: I am reading a book called How to Tie
Knots. It is very interesting! You can use string or
yarn to tie the knots. Can you see the knot that I tied?
Child 2: I like reading things on a tablet. I’m
looking at a weather report. It’s a rainy day today!
Child 3: My teacher made this sign. It says, ‘Good
morning! Today is Tuesday. We have music class at
two o’clock.’ I like music class.
Child 4: I am reading a story about two friends, a
duck and a rabbit. They are playing outside on a
cold snowy day. Look what the duck and rabbit are
making with the snow!
Child 5: There are lots of songs in my book. I can
play them on my guitar. And I can sing the words,
too. Old Macdonald had a farm. E-I-E-I-O!
07
1 A DAY AT SCHOOL
Learner’s Book answers
Child 1: a book, child 2: a tablet, child 3: a sign,
Child 4: a story, child 5: a song
08
2 Sing a calendar song. (15–20 minutes)
CROSS-CURRICULAR LINK
Maths: Ask learners what sort of information
they can find in a calendar, such as days, months,
festivals, etc. Ask learners to count the number
of days each month has. Which months have the
most days? And the fewest? Do months and days
have the same name in English and the local
language?
•
Remind the class of the opening activity they
did with the calendar. Ask them to look at the
calendar and point at different important days,
for example Christmas, New Year, Holi. Elicit
the words for the days.
•
Learners can also point out their birthdays.
Ask what day their birthdays are on this year.
Audioscript: Track 08
•
Ask the class when they go to school, a club
(for example, science club, gym club, etc.), have
English class, etc.
Friday, too. Friday, too.
•
Focus on the activity on page 14 of the
Learner’s Book and ask learners to read each
day aloud. Check for correct pronunciation,
especially the sound of ‘th’ in Thursday.
•
Tell the class that they are going to listen to
a song. Play the song a couple of times. Ask
them: What day comes after Saturday? And
after Sunday/Tuesday/Thursday? And before
Saturday/Monday?
•
Play the song again a few times and encourage
the class to sing along.
Critical thinking opportunity: You could ask
learners to write and say the equivalent names
for the days in their local language. Are they very
different from English? In what ways are they
different, for example writing or pronunciation?
Differentiation ideas: To help learners remember the
days more easily, you could ask them to write each day
of the week in a different colour. For more confident
learners, divide them into groups and give each group
a set of seven blank cards. Ask group members to
write one day of the week on each card. Then, they
shuffle the cards, put them face up and order them.
Monday, Tuesday, Wednesday, Thursday,
After that comes Saturday.
After that comes Sunday.
The week is through. The week is through.
Learner’s Book answers
Learners sing along with the song.
3 Listen, point and say. (10–15 minutes)
•
Focus on the activity. Play the audio once up
to the pause.
•
Play the first part of the audio again. Pause
after each sentence for learners to repeat and
point to the object.
•
Write the words on the board. Read the words
together.
•
The last question before the pause, ‘What is
the weather like today?’, is an opportunity to
review weather words with the learners. Have
them turn to the Picture Dictionary weather
section on page 164 to review these words.
•
Play the last part of the audio once, and tell
learners to listen and answer the questions.
Critical thinking opportunity: Ask learners to think
what other things they can read in a book, what else
they can use a tablet for, what else they can find on
a map, etc.
33
09
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Audioscript: Track 09
Book. This book has a yellow cover.
•
Review numbers up to 12. Say, for example,
Show me five pens, six rulers, etc.
•
Ask learners to look around their classroom
and ask questions about colours and numbers.
Learners could do this activity in pairs, groups
or as a whole class.
Map. This is a map of the world.
Calendar. This calendar shows the month of
September.
Clock. What time is it? Look at the clock. It’s nine
o’clock.
Tablet. You can use a tablet to learn about the
weather. What’s the weather like today?
[Pause]
We can get information from a book, a map, a
calendar, a clock or a tablet.
Listen and answer the questions.
I want to know what time it is. What do I need?
I want to read a story. What do I need?
I want to know where China is. What do I need?
I want to know the date today. What do I need?
I want to learn about the weather today. What do
I need?
Learner’s Book answers
a clock, a book, a map, a calendar, a tablet
Workbook
Learners do Activity 1 on page 11.
Workbook answers
Activity 1
Learners colour two books blue. They colour
the maps green, and colour the calendar yellow.
They colour three clocks orange and colour the
tablet red.
4 Colours and numbers. (20 minutes)
•
34
Ask learners to open their Learner’s Books
at the page 166 and look at the colour names
in the Picture Dictionary. Then ask them to
look back at the big picture on page 14 of the
Learner’s Book. Ask: Which colours do you see
in the big picture? Elicit the answers.
Differentiation ideas: You could play a few rounds
of ‘I spy’ before doing this activity, to give less
confident learners more practice identifying colours.
Say: I spy with my little eye something [blue]. You
could ask more confident learners to think of more
examples for colour outside the classroom, for
example animals, plants, vehicles, etc.
Assessment ideas: Play a game of Ruler. Divide the
class into groups and give each group a ruler. Call
one learner from each group to the board. Write
a number word for each and ask them to hit the
board with the ruler as many times as the number
word represents. The learner who makes the correct
number of hits gets a point. Take a note of the
names of learners who are struggling.
CROSS-CURRICULAR LINK
Maths: Write a few additions and subtractions on
the board. Ask learners to write the answer for
the sums. Check as a class. Then ask individual
learners to read each sum and the answer.
Language tip (5–10 minutes)
Focus on the questions and the answers learners give
about colours and numbers. Draw their attention to the
language tip and encourage them to find the difference
between the two answers. Ask them why they think
jackets has an ‘s’ and ruler doesn’t. (One is plural and
the other is singular.) Ask: When do we use ‘There is’
and when do we use ‘There are’? Encourage them to give
more examples with objects around the classroom.
5 Read and listen to the poem.
(10–15 minutes)
•
Tell the class that they are going to listen to
a poem.
•
Play the audio a few times. Pause for learners
to repeat each line.
•
Practise reciting the poem together.
10
1 A DAY AT SCHOOL
CROSS-CURRICULAR LINK
Workbook
Language arts: Ask learners to read the poem
again, and ask what makes a poem: rhyming words,
text divided into verses. Ask: Which word rhymes
with ‘book’? Which word rhymes with ‘kings’?
Learners do Activity 2 and the Challenge on page 11.
Audioscript: Track 10
Challenge
Learner’s own answer.
See Learner’s Book page 15.
6 Write a new version of the poem.
(15 minutes)
•
•
Tell the class that they are going to write their
own version of the poem.
Ask them to think and write about what they
like to read about. Point to the red words in
the poem on Learner’s Book page 15. Learners
will create their own version of the poem by
writing new words to replace the red words.
•
Learners write their poem and draw a picture
to go with it.
•
When finished, learners could read their poems
to the class.
Learner’s Book answers
Learner’s own answer.
Workbook answers
Activity 2
Learner’s own answer.
Plenary ideas
Consolidation (20–25 minutes)
•
Learners organise a book fair display. They
choose a book they like, either in English or in
the local language, to add to the display.
•
Help them prepare a very short description of
what the book is about.
•
You may wish to invite learners’ families
or other classes to see the fair. Each learner
describes their book.
Digital Classroom: Use the activity ‘How many are
there?’ to revise classroom vocabulary and there is
(there’s) and there are. The i button will explain how
to use the activity.
Homework ideas
•
Learners show and read their poem to their
family and explain what they did in class.
•
Home–school link: They ask their parents or
carers and elder siblings what they like to read
about, and write a poem about it.
35
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
1.2 Let’s explore: Our busy classroom
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen for main ideas and
details, listen and follow instructions.
2Sc.02
• Speaking: Discuss likes and dislikes, ask
and answer questions.
• Learners can listen and
understand main ideas and
details.
2Rm.02
• Reading: Distinguish between fiction and
informational text.
2Wc.01
• Writing: Write a book.
2Ug.02
• Language focus: present simple,
prepositions of time: at
• Learners can listen to and
follow instructions.
• Learners can discuss books
they like.
• Learners can talk about
different kinds of books.
• Vocabulary: write, sing, play, draw, read,
character, days of the week, school
activities, telling time (on the hour)
• Learners can write a book
cover of a book they like.
21st-century skills
Critical thinking: Sort and classify books according to certain features.
Creative thinking: Explain reasons in a simple way.
Materials: Learner’s Book pages 16–17; Workbook
pages 12–13; paper clips; sharpened pencils; printed
version of analogue clock on Learner’s Book page 16
(optional); a collection of fiction and non-fiction
books; A4 sheets of paper and colour pencils;
Photocopiable 10; Stickers for Unit 1
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine from the previous lesson.
•
Ask learners to sing the calendar song and recite
the poem in Lesson 1, ‘When I open up a book’.
Main teaching ideas
1 What time is it? (20–25 minutes)
•
36
Review numbers 1–12 using Photocopiable 10.
Learners cut out the words on the
photocopiable and sort them into the correct
order. Then ask volunteers to come to the
board and write a number from dictation.
•
Draw a clock face on the board. Draw the
hands to show times such as three o’clock and
ten o’clock.
•
Say, for example, The big hand shows the
minutes and the short hand shows the hours.
When the big hand is pointing to 12, we say
‘It’s (three) o’clock’.
•
Write some different o’clock times on the
board, each next to its respective clock face.
Check that learners understand that the short
hand indicates the hour, and should be said
and written first.
•
Have learners repeat the example times after you.
•
Ask volunteers to come to the board to write
and draw times you dictate.
•
Focus on the analogue clock face in the
Learner’s Book on page 16. Sort the learners
into pairs and give each pair a paper clip and a
sharpened pencil.
1 A DAY AT SCHOOL
•
One learner uses the paper clip as an hour hand
and sets the time to a specific hour, using the
pencil to hold the paper clip in place. They then
ask their partner: What time is it? The partner
replies.
•
You may wish to turn this into a simple
dialogue. Model with a volunteer: Learner A:
Excuse me. What time is it? Learner B: It’s
nine o’clock. Learner A: Thank you. Learner B:
You’re welcome.
Critical thinking opportunity: Ask learners to read
the chart and compare what Marco and his friends
do at school with the activities they do at school.
How similar or different are they?
Differentiation ideas: For less confident learners,
you can pause the audio after each day to give
them some extra time to write the answers. In the
meantime, more confident learners can write the
words as well.
Differentiation ideas: Telling the time can be
challenging for some learners as they may not
have learned to do it in their language, so teaching
references such as ‘in the morning’, ‘in the
afternoon’ and ‘at night’ may help. Ask learners to
work in pairs. They draw clock faces and different
times. Less confident learners say the time while
more confident learners provide the written version.
Digital Classroom: Use the activity ‘What time is
it?’ to reinforce listening skills and telling the time.
The i button will explain how to use the activity.
CROSS-CURRICULAR LINK
Maths: Organising information on a chart. Ask
learners to work in small groups and create a
similar chart with the activities they do at school
on each day of the week at different times.
Learner’s Book answers
Learners place the stickers in the following order from
left to right: write, sing, play, draw, read.
CROSS-CURRICULAR LINK
Audioscript: Track 11
Maths: Ask learners how many hours there
are in a day. How do they tell the time in their
language? Do they use a.m./p.m.?
Hi! My name is Marco. Our class does something
different every day of the week.
On Monday, we write in our notebooks. We write the
date. We write if we feel happy or sad or tired. We
write about what we want to learn in school this week.
Learner’s Book answers
Learner’s own answer.
11
On Tuesday, we have music class. We sing with our
music teacher. We learn new songs.
On Wednesday we have PE. Sometimes we play
football. Sometimes we play new games. I like
PE class!
2 Sticker activity. (20–25 minutes)
•
Revise the days of the week. Ask, for example
Which is the first day of the week?, Which is the
third?, Which comes after Friday?, etc.
•
Tell the class that they are now going to listen
to Marco talking about the activities he does
on different days of the week.
•
Play the audio recording once so that learners
familiarise themselves with the content.
•
Tell learners to get their stickers for Unit 1.
They now listen to Marco again and put
stickers on the chart.
•
When they have finished, they work with a
partner to ask and answer questions about
their charts.
On Thursday we have art class. We draw pictures
with crayons or markers.
On Friday we have Quiet Reading Time. We all
read our favourite books. Our teacher reads her
favourite book, too.
Language detective (15–20 minutes)
•
Focus on the sentences in the Language detective
box on page 16 of the Learner’s Book and ask
learners to compare them. What difference do they
find? Why are they different? Elicit ideas.
•
Remind learners how the present simple is used.
Provide more practice.
37
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Ask learners to write what they do during the week on
a chart. In pairs or small groups, they tell each other
what they do, for example I play football on Sunday.
•
They find and comment on similarities, for example
We have English classes on Tuesday.
•
They take turns to find differences, for example I
watch TV on Saturday. Jaime plays tennis on Saturday.
Assessment ideas: Less confident learners may write some
of the examples in their notebooks for extra practice.
Digital Classroom: Use the activity ‘What does Ena
do?’ to revise present simple affirmative statements. The
i button will explain how to use the activity.
Workbook
Learners do Activities 1, 2 and the Challenge on
page 12.
Workbook answers
Activity 1
Learners draw second hands to show the time.
Activity 2
Learner’s own answer.
Challenge
Learner’s own answer.
3 Real or make-believe? (15–20 minutes)
•
•
•
38
Draw learners’ attention to the book covers on
page 17 of their Learner’s Books. Explain that
some of the books tell stories. Ask: Are stories
real or are they make-believe? Elicit the answer.
Ask learners to look at the books and decide
which are about real things and which are
make-believe.
Focus on the pictures of books. Look at the
book The Snowy Day and point at the cover.
Ask: Who are those animals? Introduce the
concept of characters. Explain that the people
or animals in a story are called characters.
Ask: Who are the characters in The Snowy
Day? Elicit the answer.
•
Look at the book Animals in Winter and
ask learners if it is a story or if it gives real
information. Ask them to explain their
answers.
Critical thinking opportunity: Provide plenty of
opportunities for learners to examine and discuss
the contents of different books to decide if they
are make-believe or real. Bring some fiction and
non-fiction books to the class and share them with
learners. Ask them to look at the covers and say
what they may be about and classify them into
real or make-believe. You could also show learners
books that you can find in online sites devoted to
books.
Learner’s Book answers
The characters in A Snowy Day are a rabbit and a
duck. Animals in Winter gives real information.
4 Choose some books. (15 minutes)
•
Ask learners to read what the two children say.
What sort of books do they like?
•
Ask them to look at the selection of books
on page 17 of their Learner’s Book and
choose a book the children would like to read.
Encourage them to justify their choice.
Critical thinking opportunity: Ask learners which
of these books they would like to read themselves,
and why.
Learner’s Book answers
Learner’s own answer.
5 Draw and write: A book for me!
(15–20 minutes)
•
Give learners A4 sheets of paper and colour
pencils. Tell them to draw the cover of a book
they would like to read, and write the name of
the book on the cover.
•
Ask learners if their book tells a story or gives
real information.
Learner’s Book answers
Learner’s own answer.
1 A DAY AT SCHOOL
Plenary ideas
Workbook
Learners do Activities 3, 4 and 5 on page 13.
Consolidation (20 minutes)
•
Activity 3
Learner’s own answer.
Once learners have finished drawing their book
covers, invite them to share in groups and explain
what they have done.
•
Reflection: Ask learners what they have enjoyed
most about the lesson.
Activity 4
Learner’s own answer.
Homework ideas
Workbook answers
Activity 5
Learner’s own answer.
•
If possible, find books in English suitable for the
age and level. Ask learners to choose one and read
it. When they have finished, they tell the class about
the book they have read.
•
Home–school link: Learners take their book home,
show it to their family and explain what it is about.
1.3 Language arts: Inside a book
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen and understand
instructions.
• Learners can listen and
follow instructions.
2Sc.02, 2Sc.05
• Speaking: Discuss the contents of a book,
compare and contrast schools.
• Learners can talk about the
contents of a book.
2Rm.02
• Reading: Read about different types of
books, learn about parts of a book, text
features, chapters and titles.
• Learners can compare and
contrast schools.
2Wca.04, 2Wc.01
• Writing: Write notes about own school.
2Uv.05, 2Uv.11
• Language focus: review of present simple
tense, there is/are
• Learners can discuss and
write notes.
• Vocabulary: author, title, inside, contents
21st-century skills
Critical thinking: Compare and contrast different information.
Creative thinking: Participate in exploratory, open-ended tasks.
Learning to learn: Use notes to help learning.
Materials: Learner’s Book pages: 18–19; Workbook
pages: 14–15; index cards (enough for eight per learner);
map of the world; A4 sheets of paper; drawing and
colouring materials
39
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine from previous lessons.
Vocabulary game (10 minutes)
•
Give each learner eight index cards for a vocabulary
concentration activity. They write and illustrate
eight vocabulary words, for example colours,
numbers, days of the week, new vocabulary.
•
In pairs, learners lay cards face down in four rows
of four cards. Learners take turns turning over two
cards, one at a time, saying the words aloud.
•
If they say them correctly, the player keeps the
pair of cards. If get either card wrong, the player
turns them face down again and it is the next
player’s turn.
Main teaching ideas
1 Look at the cover of a book.
(15–20 minutes)
•
Choose a book from the classroom and show
it to the class. Write the title and author of the
book on the board. Ask: What is the title of a
book? Explain the meaning of ‘title’.
•
Ask learners if they know who the author is.
Explain the meaning of ‘author’. Say: The
author is the person who … then point at a
book and mime ‘write’ to encourage learners
to complete the sentence for you.
•
You could mention popular authors of
children’s books that learners may know, both
in English and in their own language.
•
Tell learners to look at the book cover on
page 18. Ask them who the author is and to
identify the title.
Critical thinking opportunity: Ask learners to
predict what the book is about. Write the following
phrases on the board and encourage learners to use
them: I agree/I don’t agree/I think …
•
•
40
Ask learners to look at the cover of their own
Learner’s Book and answer the same questions.
Ask them to look for more books in the
classroom or in their Learner’s Book, and choose
one. Ask them to answer the questions again.
Digital Classroom: Use the slideshow ‘Book covers’
and accompanying activity sheet to introduce
learners to book covers. The i button will explain
how to use the slideshow.
Learner’s Book answers
The title is Schools Around the World. The author is
Mateo Diaz.
2 Look inside a book. (15 minutes)
•
Focus on the illustration of the contents page
and ask learners what information this page
gives about a book. Elicit the words page,
chapter number and chapter title.
•
Read the sentences together, and ask learners to
work in pairs to look at the contents and work
out which chapter each picture has come from.
Critical thinking opportunity: Ask learners to
choose one of the books available to them in the
class and look for the contents page. Ask them to
find out how many chapters there are and whether
they have titles or numbers. Ask learners to decide if
these books are stories or information books.
Learner’s Book answers
a Art class: 3
b Lunchtime: 4
c School uniforms: 1
d First day of school: 2
Workbook
Learners do Activities 1, 2 and 3 on page 14.
Workbook answers
Activity 1
Learners circle the titles and underline the author
names.
Activity 2
Learner’s own answer.
Activity 3
Snakes by Henry Wong; there are four chapters in
this book; Learner’s own answer.
1 A DAY AT SCHOOL
3 Compare and contrast. (20–25 minutes)
Ask the class to think about their school.
They compare and contrast it with the schools
described in Schools Around the World.
Workbook
•
In pairs or groups of three, learners read the
guiding questions and talk about them.
Workbook answers
•
Ask learners to make notes of their ideas.
Activity 4
Learner’s own answer.
•
When learners have finished, ask pairs or
groups to tell the class about their findings.
Challenge
Learner’s own answer.
•
Critical thinking opportunity: This is a good
opportunity to encourage learners to develop
observation skills and compare and contrast their
school with the schools around the world.
CROSS-CURRICULAR LINK
Geography: Bring a map of the world to the
class, and ask learners to find the countries
mentioned in Activity 2 and circle them. How far
are they from their own country? Do they know
anyone from those countries? What do they know
about them?
You may wish to show learners online
photographs and videos of schools around the
world, which you can find in websites such as
those of The Guardian or Reuters.
Learner’s Book answers
Learner’s own answer.
Learners do Activity 4 and the Challenge on page 15.
Plenary ideas
Consolidation (15–20 minutes)
•
Tell learners to use the notes they made in
Activity 3 to write a short text about their school
and the school they have chosen to compare it with.
•
They can write their text on an A4 sheet and draw a
picture of their school to decorate it.
•
Display the texts around the class.
Homework ideas
•
Home–school link: Learners ask parents and
grandparents what their school was like. They take
notes and prepare a short text to read in class.
•
Learners make a little ‘book’ using the notes they
made when they asked parents and grandparents
what their school was like.
41
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
1.4 Use of English: Talking about possessions
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02
• Listening: Listen and identify, listen and
answer.
• Learners can listen to a
dialogue and identify objects.
2Sc.02, 2Sor.02
• Speaking: Say what you remember,
describe a picture, speak about your
possessions.
• Learners can speak about
what they remember.
2Rd.02, 2Rd.03
• Reading: Read and follow instructions.
2Us.02, 2Us.03
• Language focus: possessive pronouns
yours/mine, have, Whose? Which one/
ones?
• Vocabulary: backpack, sunglasses,
jumper, pencil, phone, notebook, key,
hat, lunchbox, skipping rope
• Learners can describe
a picture.
• Learners can speak about
their possessions.
• Learners can use possessive
pronouns.
• Learners can ask and
answer questions about
possessions.
21st-century skills
Critical thinking: Observe and make inferences.
Communication: Know how to take turns appropriately in a conversation.
Materials: Learner’s Book pages 20–21; Workbook
pages 16–17; a selection of objects or pictures of objects
you might take on a field trip (optional); colour pencils;
index cards for learners to make word/picture cards;
other materials such as glue, paper, etc.
LANGUAGE BACKGROUND
For many learners with different first languages,
the present simple tense can be difficult to learn.
It is important to make sure they understand that
it is used to describe routines, habits and daily
activities.
Introduce the first person singular and provide
plenty of examples, for example I come to school
by bus. I read books with my sister, etc., and
ensure learners understand that you do this on a
daily or weekly basis. Have learners tell you what
42
they do every day. Then give an example in the
negative with don’t.
Introduce the third person. Make an affirmative
statement about a learner, then make one in the
negative using doesn’t, for example Larissa uses
computers at school. Marga doesn’t walk to school.
Write examples on the board and encourage
learners to highlight in colour the difference
between the first and third person singular.
1 A DAY AT SCHOOL
Common misconceptions
Misconception
How to identify
How to overcome
In most languages, learners
tend to omit the ‘s’ inflection
in the third person singular
simple present:
Circle the subject and the verb,
and ask, e.g. Do we need to write
‘s’ here? Why? Elicit the answer.
Say, for example, What word do we
use for a boy? And for a girl? If the
learners cannot remember, add, e.g.
Do we use he/she? Elicit the answer.
Ask, e.g. What do we add when we
speak about he/she or it?
She come (comes) from India.
Starter ideas
Audioscript: Track 12
Beginning the day (10 minutes)
12
•
Do the warm-up routine.
•
Play a few rounds of ‘I spy’ to revise the vocabulary
that learners have learned so far.
Woman: Jill, is this backpack yours?
Jill: Yes, it’s mine.
Woman: OK, here you are … Nick, is this red one
yours?
Main teaching ideas
Nick: No, mine is the blue one with the stars.
1 Whose backpack is it? (15 minutes)
Woman: This one? OK … Jack, which backpack is
yours?
•
•
•
•
Ask learners if they like going on field trips or
school trips. Ask them what they need to put
in their backpack when they go on a field trip.
If you have them, display the objects or the
pictures and elicit some vocabulary.
Focus on the picture on page 20 of the
Learner’s Book. Encourage learners to
describe it in as much detail as possible.
Tell learners that they are going to listen to the
audio and find out which backpack belongs to
which child.
Play the audio at least twice. Learners identify
the backpack owners.
Focus on the sentences. Ask learners to
complete them with the correct name. You may
wish to ask them to write ’s in colour to help
them remember the possessive form.
Jack: The black one is mine.
Woman: So which one is Lucy’s?
Learner’s Book answers
Lucy’s backpack is red.
Nick’s backpack is blue with white stars.
Jill’s backpack is yellow with orange stripes.
Jack’s backpack is black.
Language detective (10–15 minutes)
•
Focus on the examples of possessive pronouns and
say: We don’t repeat ‘your backpack’ so we use ‘yours’.
Give some more example of the use of ‘yours’.
•
Differentiation ideas: For the benefit of less
confident learners, play the audio again and ask the
class to help you write the dialogue on the board by
filling in the words. Practise the dialogue with the
class. You can ask more confident learners to act the
dialogue out.
Ask learners to read the second question
(Which backpack?). How would they complete it?
Remind them of the dialogue and elicit the answer.
(The red one.)
•
Assessment ideas: In groups, learners collect their
own backpacks or school bags and put them in a
corner of the room. They try to match them up with
their owners by using the target language. Circulate,
checking how well they have understood the correct
language use and pronunciation.
Write on the board: your backpack – yours/my
backpack – mine. Ask learners to copy this in their
notebooks for future reference. You may ask them to
give additional examples and copy them on the board.
Digital Classroom: Use the grammar presentation
‘Whose lunchbox is it?’ to practise possessive pronouns:
mine, yours, his, hers, its, ours, theirs and possessive
nouns, and to revise possessive adjectives. The i button
will explain how to use the grammar presentation.
•
43
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
2 What do they have in their backpacks?
(15 minutes)
•
Divide the class into pairs and ask them to
look at the picture of Jill’s backpack.
•
Read the sentence and the question.
•
Remind them of the use of personal pronouns.
Draw a girl on the board and write she next to
it. Draw a boy and elicit the correct pronoun
from the class (he). Write it next to the picture.
•
In pairs, learners take it in turns to describe the
contents of each backpack using He has/She has.
•
Circulate, checking for correct pronunciation
and use of the target structure.
Differentiation ideas: You could ask less confident
learners to write their sentences before saying them
aloud. Divide the class into pairs – pair up less
confident learners with more confident learners.
They look at the contents of each other’s backpacks
and tell the class about them using the target
structures. More confident learners can go first and
can prompt their less confident peers.
Learner’s Book answers
She has … a skipping rope, a pink mobile phone, a
yellow jumper, three red pencils, two red notebooks,
orange sunglasses.
He has … a black and white ball, a brown jumper,
a purple and brown hat, five green pencils, a white
lunchbox, two keys on a keyring.
Workbook
Learners do Activities 1, 2 and 3 on page 16.
Workbook answers
Activity 1
mine / yours
The one with the stars.
Activity 2
a It’s Jill’s box.
b It’s Nick’s box.
c The one with stripes.
Activity 3
Learner’s own answer.
44
3 Can you remember? (15–20 minutes)
•
Divide the class into pairs. Learners choose
one of the backpacks from Activity 2 and
decide if it is Jill’s or Nick’s. They look at the
things inside, close their eyes and tell their
partner what is in the backpack.
•
They win a point for each thing they
remember.
Differentiation ideas: Less confident learners could
do a variation of Activity 3. Instead of a learner
saying what they remember, the partner asks them
questions, for example Is there a yellow jacket?
Are there two white socks? How many pencils are
there? More confident learners exchange their own
backpacks. They look at the contents for a minute,
and then close them and say what they have seen
in them.
Critical thinking opportunity: Write the word
lunchbox on the board and ask learners what a
lunchbox is, for example it is a box with lunch
inside. Ask them how many smaller words make up
the word ‘lunchbox’, for example two – lunch + box.
Explain that this is a compound noun. Draw a line
between lunch and box to make the concept clear to
learners.
•
Ask learners to look for other examples in the
lesson, for example backpack, sunglasses.
•
Ask the class to come up with more compound
vocabulary words: hairbrush, toothbrush,
classroom, bedroom, bookshop, etc.
Workbook
Learners do Activities 4 and 5 on page 17.
Workbook answers
Activity 4
a Oscar’s skipping rope
b Elsie’s lunchbox
c Leo’s camera
d Ivy’s pencil and notebook
e Jack’s jumper
Activity 5
Learner’s own answer.
1 A DAY AT SCHOOL
Plenary ideas
Homework ideas
Consolidation (15 minutes)
•
Learners draw the imaginary backpack of a
fictional character they like and write about the
contents. They draw a picture to go with their
description.
•
Home–school link: Learners can play the matching
game with parents and siblings.
•
Play a matching game in pairs or small groups. Ask
learners to make word cards and picture cards.
•
They put them face down on the table and take it in
turns to turn over two cards. If they have a match
of picture and words, they say, for example, I have a
(toothbrush)./This toothbrush is mine.
•
Reflection: Ask learners what they have found the
most difficult to do or remember in this lesson. How
can they overcome this difficulty? Discuss as a class.
1.5 Words and sounds: Review of short vowels
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen to a song and identify
the letters of the alphabet, identify words
with short vowel sounds, review sh, ch, th.
• Learners can listen and
understand a song.
2Sc.04
• Speaking: Sing a spelling song, spelling
words, blend words with short vowel
sounds.
• Learners can sing a song.
• Learners can spell words.
2Rd.01
• Reading: Recognise letters of the alphabet.
• Learners can identify
vowels.
2Uv.12
• Language focus: spelling words, ask: How
do you spell …?
• Learners can identify
consonants.
• Vocabulary: insect, umbrella, egg,
octopus, apple, letters of the alphabet
21st-century skills
Critical thinking: Put the letters of the alphabet in the correct order, memorise a song.
Collaboration: Participate in shared projects.
Materials: Learner’s Book pages 22–23; Workbook
pages: 18–19; enough alphabet cards to give one set to
each group; index cards and markers; old magazines;
scissors; glue; access to the internet to find pictures
(optional); stickers for Unit 1
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity from
the previous lesson, they show their work to the
class and say what their fictional character has in
their backpack.
45
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Main teaching ideas
13
1 Sing an ABC song. (10–15 minutes)
•
Ask learners if they can remember the
alphabet. Tell them to say it as a class.
•
Explain that they are going to listen to and
sing an alphabet song. Point to the alphabet
letters and play the audio, pausing after the
song. Learners point to the letters as they
listen and sing along.
Critical thinking opportunity: Divide the class into
groups. Give each group a set of alphabet cards.
They shuffle the cards and put them face up on their
table. Then they order the letter cards correctly.
Assessment ideas: Play a spelling game with names.
Ask a learner: What’s your name? Learner answers,
for example Carlos. Pretend to write and ask: Can
you spell it, please? Learner spells their name.
Audioscript: Track 13
ABCDEFG
HIJKLM
NOPQ
RSTU
VWXYZ
Learner’s Book answers
Learners point to the letters as they sing.
2 Clap the vowels. (10–15 minutes)
•
With the class, read about vowels and
consonants. Ask learners to look at the
alphabet and identify and say the vowels.
•
Play the ABC song again. Ask learners to clap
when they sing each vowel.
•
Practise the song until learners have
memorised it. Then ask pairs or groups to
sing it.
Critical thinking opportunity: Ask learners to look
around the class and identify words for objects that
begin with vowels.
Digital Classroom: Use the activity ‘Is it a vowel or
a consonant?’ to practise recognition of vowels and
consonants. The i button will explain how to use
the activity.
Learner’s Book answers
Learners clap as they sing each vowel.
3 Sticker activity (15–20 minutes)
•
Ask learners to get the stickers for Unit 1 and
read the words on them.
•
Ask: Do these words begin with a vowel or a
consonant? Elicit the answer. (They all begin
with a vowel.)
•
Then ask learners to listen and say which vowel
they hear at the beginning of each word.
•
Play the audio and elicit the answers.
•
Learners listen again and repeat the words.
Then they put the stickers on the Alphabet
chart on page 165 of the Learner’s Book.
Differentiation ideas: Tell learners that you are
going to say a few words. They listen and identify
the vowel at the beginning. More confident learners
look for more words beginning with vowels. They
say the words aloud and identify the vowel at the
beginning. Provide less confident learners with a list
of vowels and encourage them to chant the sounds.
Audioscript: Track 14
1Insect. Insect begins with the letter i. It makes
the sound /i/. Say the word with me: insect
2Umbrella. Umbrella begins with the letter u.
It makes the sound /u/. Say the word with me:
umbrella.
3Egg. Egg begins with the letter e. It makes the
sound /e/. Say the word with me: egg.
4Octopus. Octopus begins with the letter o. It
makes the sound /o/. Say the word with me:
octopus.
5Apple. Apple begins with the letter a. It makes
the sound /a/. Say the words with me: apple.
Learner’s Book answers
Learners stick their stickers into the correct place.
46
14
1 A DAY AT SCHOOL
Workbook
Learners do Activity 1 on page 18.
5 Look and say the sounds of sh, ch, th,
and tch. (10–15 minutes)
•
Ask learners to look at the pictures and find
the letter combinations ‘sh’, ‘ch’, ‘th’ and ‘tch’
in them.
•
Then they say the words.
•
Ask: What special sound does each letter
combination make? Ask learners to say them
aloud. Check for correct pronunciation.
Workbook answers
Activity 1
Learners circle a, I, O, A, E, e, U.
15
4 Find the vowels in the middle.
(10–15 minutes)
•
Tell learners they are going to listen to another
set of words. They listen, look at the pictures
and repeat the words.
•
Give each learner five cards and markers,
and ask them to write a different vowel on
each card.
•
Ask them to listen again and decide which
vowel sound they hear in the middle of
each word.
•
They hold up the card to show each vowel in
turn, and say it.
Assessment ideas: Tell learners that you are going
to say a few words. Say some CVC words (a CVC
word is made up of a consonant, vowel and
consonant sound) and ask learners to hold up the
correct card for the vowel sound in the middle of
each word. Ask learners to spell the words as a class.
Audioscript: Track 15
1 Hen
2 Cat
3 Dog
4 Fish
5 Ducks
Differentiation ideas: Ask less confident learners
to spell the words for extra spelling practice. More
confident learners may think of more examples or
try to find more examples in the Picture Dictionary.
They can then spell the words.
Learner’s Book answers
sh: ship, shop; ch: catch, chips; th: maths, fifth;
tch: catch
6 Play a partner game: How do you
spell it? (10–15 minutes)
•
Focus on the pictures. Learner A chooses
one picture. Learner B asks for the spelling.
Learner A spells the word and Learner B
writes it down in their notebook and finds the
correct matching picture.
•
Model the activity with one learner first.
•
Circulate, checking for correct spelling and
pronunciation.
Differentiation ideas: Ask more confident
learners to add more words of their choice
and continue playing. Less confident learners
practise spelling the words in turn before starting
the game.
Learner’s Book answers
Learner’s own answer.
Learner’s Book answers
1 hen – e, 2 cat – a, 3 dog – o, 4 fish – i, 5 ducks – u
47
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Workbook
Workbook
Learners do Activities 2 and 3 on page 18.
Learners do Activities 4 and 5 on page 19.
Workbook answers
Workbook answers
Activity 2
fish, thirty, children
Activity 4
1 It’s an octopus.
2 It’s a fish.
3 It’s an ant.
Activity 3
ship shop, pen pan, bag bug
Activity 5
Learners draw a big black bug in the box and a red
hen next to the box.
7 Make a bilingual word poster.
(15–20 minutes)
•
Ask learners to work with a partner or in a
small group. They think of a category, for
example toys, clothes, animals or food.
Plenary ideas
•
Give learners access to the internet to find
photos (optional) or ask them to draw pictures
of things in their chosen category. You may
wish to direct learners to websites suitable for
primary classes, such as Pics4Learning.
•
Ask learners to look for more words beginning with
vowels in the Picture Dictionary on page 173 of the
Learner’s Book.
•
Can they spell them? How do they pronounce
them?
•
•
They make a small poster using their images,
and write the words in a language they speak
at home and in English.
Display the posters around the class.
Learner’s Book answers
Learners make their own posters, and write words in
a language they speak at home as well as in English.
48
Consolidation (15 minutes)
Homework ideas
•
Learners make a poster with words beginning with
each vowel, and as many consonants as possible.
They draw a picture to go with each letter.
•
Home–school link: Learners teach the alphabet song
to their family.
1 A DAY AT SCHOOL
1.6 Read and respond: My school
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen for main ideas and details.
2Sc.02, 2Sor.02
• Speaking: Ask and answer questions,
discuss how to do a task, describe
the school, compare and contrast
information.
• Learners can listen and
understand a text about a
school.
2Rm.02
• Reading: Read about a school.
2Wca.04, 2Wca.05
• Writing: Write about your school, use a
writer’s checklist.
• Language focus: possessive ‘s’, there
is …, there are …, present simple,
possessive adjectives
• Vocabulary: classroom objects, school
subjects, days of the week, school
activities
• Learners can compare and
contrast their school with
another one.
• Learners can discuss and plan
a task.
• Learners can read and
understand a text about a
school.
• Learners can write about their
school.
• Learners can use a checklist
to assess their work.
21st-century skills
Critical thinking: Activate prior knowledge, compare and contrast information, engage in reflection and
self-assessment.
Collaboration: Collaborate with others when making choices and decisions.
Social responsibilities: Describe roles and responsibilities learners have as members of their group.
Values: Be responsible.
Spelling dictation: In pairs, learners take it
in turns to choose two or three words they
have learned in this lesson and spell them for their
partner. Their partner writes them down in their
notebooks.
Materials: Learner’s Book pages 24–27; Workbook
pages 20–21; a selection of children’s books; A4
sheets of paper; staples; glue; scissors; photos of the
school and the classroom (optional); colour pencils;
markers; sheet of A3 paper for class reflection poster;
Photocopiables 1, 5 and 11
•
Starter ideas
•
Ask learners what stories they have read lately.
•
Encourage them to tell the class about them, and
describe what they liked about the story.
Beginning the day (10 minutes)
•
Do the warm-up routine.
•
Remind learners of the poems and songs they have
learned in this unit. Ask them to choose one and
sing/recite it.
Stories we like (10 minutes)
49
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Main teaching ideas
1 Before you read (10 minutes)
16
•
Remind learners of the parts of a book. Elicit
the words, for example chapter, characters,
cover, etc.
•
Tell them that they are going to read a book
that is divided into chapters.
•
Ask them to look at the chapter names in blue
and at the pictures, and predict what the book
is about. Elicit ideas.
•
Explain to the class that they have just done an
important reading strategy – it is called ‘predicting’,
which means using information from the text,
such as titles, headings, pictures and diagrams
to anticipate what will happen in the story. This
strategy helps them understand the story better.
My school (15–20 minutes)
•
Tell the class that they are going to listen to and
read the story.
•
Play the audio and have learners follow in their
books.
Critical thinking opportunity: Ask learners to reread
the story and briefly say what each chapter is about,
for example Chapter 1 introduces Fernando, the main
character, Chapter 2 describes the classroom, Chapter 3
describes the Science class, etc. Help with vocabulary if
necessary.
Differentiation ideas: You could ask less confident
learners to circle the words they do not know and try to
guess what they mean. In small groups, you may wish
to discuss this unfamiliar vocabulary and ask more
confident learners to explain the meaning.
Audioscript: Track 16
See Learner’s Book pages 24–25.
Digital Classroom: Use the activity ‘Fernando’s book’
to reinforce reading comprehension of the main text.
The i button will explain how to use the activity.
•
Critical thinking opportunity: Finding differences
and similarities helps learners to organise new
and known information. It is an important skill to
develop.
Differentiation ideas: You could ask more confident
learners to draw a table to compare the main
similarities and differences between both schools.
You may provide less confident learners with
sentence ‘skeletons’ for them to fill in, for example In
Fernando’s school, there are ….; In my school, …. In
Science class, Fernando …. In Science class, I …
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activity 1 on page 20.
Workbook answers
Activity 1
Learner’s own answer.
3 Values: What does being responsible
mean? (15–20 minutes)
•
Ask learners what they think being responsible is.
Elicit ideas and help with additional vocabulary.
Record the learners’ responses in the graphic
organiser web chart (Photocopiable 5), with
Being responsible written in the cental hub and
learners’ ideas written as spokes around the hub.
•
Ask the class to read the sentences in the
Learner’s Book on page 26. Can they add some
more examples of responsible behaviour?
•
Ask them to think what Fernando does that
shows he is responsible.
•
Ask learners what they do that shows they
are responsible – both at home and at school.
Add their ideas to the web chart.
•
Help learners to write a short reflection in their
notebooks. Are they responsible enough? Do
they need to improve a little? How can they be
a little more responsible? Tell them that they
2 Compare and contrast. (15–20 minutes)
50
•
Ask learners to look at the sentences and the
picture in each chapter.
•
In pairs or small groups, they compare and
contrast their school and Fernando’s, using the
notes they made in Activity 1.
They use the questions to guide the discussion,
and take notes of their conclusions.
1 A DAY AT SCHOOL
will look back at this reflection in two weeks’
time and they will reflect how much they have
improved.
Learner’s Book answers
Learner’s own answer.
Learner’s Book answers
Learner’s own answer.
Writing tip (5 minutes)
Focus on the writing tip box and explain why they will
be using We/our in their chapters.
4 Write a class book. (25–30 minutes)
•
Tell learners they are going to write a book
about their school using the text about
Fernando’s school as a model. Their book
will be called This is our school. They can also
use the chapter titles from Fernando’s text in
Lesson 1.6.
•
Ask learners to work in groups. Focus on the
table and explain that they are going to use it
to organise their work.
•
First, they discuss the overall plan as a class.
They then divide the work among the groups
so that each group will work on a different
chapter.
•
As a class, write a list of the things learners
should include in their writing, for example
correct spelling, answers to all the questions,
nice pictures, correct grammar.
•
Possible chapters and ideas for writing are
given on Photocopiable 11. You could ask
learners to contribute with more ideas.
•
If the school has a website, tell the class to
visit it to find photos or facts they can use in
their book.
•
When all groups have finished, they read their
chapter to the class.
•
Collect all the chapters and make the class book.
Workbook
Learners do Activity 2 on page 21.
Workbook answers
Activity 2
marker, read, play, paint, science, maths, pool
A DAY AT SCHOOL
Plenary ideas
Consolidation (10–15 minutes)
•
Ask learners where they like reading books. Collect
the ideas on the board and see which place is the
most popular to read in.
•
Take advantage of this conversation to emphasise
the importance of taking care of books and school
supplies, showing responsibility and respect for the
property of others and their own.
•
Reflection: Ask the class to say something they
remember or that they especially liked about the
lesson. Make a reflection poster. On a large sheet
of paper (A3 or larger depending on the number of
learners), ask learners to write their sentence. They
can also draw a picture. Display the poster for a
few days.
Assessment ideas: Give learners a copy of
Photocopiable 1 and ask them to use this checklist
to assess their work.
Homework ideas
•
•
Learners write a short text about where they like
reading and what books they like best.
•
Home–school link: Learners take it in turns to take
their class book home and show it to parents.
When they have finished checking their first
draft, they can exchange their chapter with
another group. Ask them to use the checklist
to check that everything is correct. They also
point out two things they like about each
other’s work and one thing they would like to
see included or improved.
51
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
1.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02, 2Ld.03
• Listening: Listen to and follow
instructions, listen and understand.
• Learners can listen and follow
instructions.
2Sc.01, 2Sc.03
• Speaking: Ask and answer questions, give
personal information, present project to
the class.
• Learners can do a survey.
2Rd.03
• Reading: Read and understand
instructions.
2Wca.02, 2Wca.03,
2Wca.04
• Writing: Spell words correctly, use correct
punctuation and capital letters, plan and
write short sentences and questions.
• Learners can record results
on a table.
• Learners can ask and answer
questions about themselves.
• Learners can spell words
correctly.
• Learners can write simple
sentences using correct
punctuation.
• Language focus: Unit 1 review
• Vocabulary: Unit 1 review
21st-century skills
Critical thinking: Compare different types of information, record information in different ways.
Communication: Share thoughts with others to help develop ideas and solve problems.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages 28–29; Workbook
pages 22–23; a backpack filled with classroom objects;
Photocopiable 12; index cards; writing supplies; sheets
of paper
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine.
What’s in the backpack? (10 minutes)
•
Play a guessing game: What’s in the backpack? Put
a backpack on your table and fill it with different
classroom objects. Put your hand in the back and
hold one object – without showing it to the class.
•
Learners ask up to five questions to find out what
object you have in your hand. Encourage them to
ask a variety of questions, for example Is it big/
small/blue? How many are there? Have you got a …?
52
Main teaching ideas
•
Learners choose an end-of-unit project to work
on. Look at the examples in the pictures and help
learners to choose. Provide materials. Remember
that all the projects are pair or group projects.
A: Make a survey (35–40 minutes)
•
Read and explain the instructions.
•
Give learners a copy of the survey chart –
Photocopiable 12.
•
They read the subjects in the row on the left
and ask classmates the question: What’s your
favourite school subject?. They write their
names in the row next to that subject.
•
Learners present the results of their survey to
the class.
1 A DAY AT SCHOOL
Differentiation ideas: Before writing the names in
the correct slot, interviewers may ask: What’s your
name? Can you spell it, please?
Plenary ideas
Project reflection (10 minutes)
CROSS-CURRICULAR LINK
Maths: When they have finished doing the
survey, ask learners to report back to the class.
Ask volunteers to collect the results on the board
and see which subject got the most votes, for
example Science got 15 out of 20.
Ask learners what other surveys they could do in
class, for example favourite books or stories.
B: Make word cards for your classroom
(35–40 minutes)
•
Read and explain the instructions.
•
Learners write the names of classroom objects
on the word cards. Encourage learners to find
out words for more things, or things they don’t
know yet, by looking them up in the Picture
Dictionary on page 169.
•
When they have finished, they stick the word
cards on or near the corresponding objects in
the classroom.
•
Ask learners to teach the words to the class.
Then they practise them by playing ‘Please say
please’ – a learner chooses a card and reads
the word or words to the class, for example
‘Point to the clock, please.’ If the learner says
please, the class must do the action or point
at the object. If they don’t say please, the class
must stay still.
C: Introduce your partner. (35–40 minutes)
•
Learners present their projects to the class.
•
Ask learners to read the question and reflect:
How did you help your group do the project?
•
They can discuss their ideas with a partner,
and then as a class.
•
You may ask learners to keep a learning log in
their portfolio. They write one or two sentences
about how they perceive their performance and
what they have learned.
•
Help learners, especially the less confident,
with vocabulary as necessary.
Workbook
Learners do the Check your progress quiz on
pages 22–23.
Workbook answers
Check your progress
1 c, 2 b, 3 b, 4 c, 5 a, 6 b
7 book is coloured red, hat is coloured black
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1Hello. My name is Shu Ling. Do you see the
pencil case with lots of stars? That’s mine!
2I hear a bell. It’s two o’clock. It’s time to go
home.
•
Read the instructions. Learners ask their
partner the questions and write down the
answers.
•
When they have finished, they introduce their
partner to the class.
4These are John’s pencils. This is his apple. John
doesn’t have a clock.
•
Learners may write the questions and answers
as a mini poster and draw a picture of their
friend or add a photo.
5
P-E-N. Listen again: P-E-N.
6
D-U-C-K. Listen again: D-U-C-K.
3Tom is reading a story. He’s reading the story
on his tablet. Tom likes reading on his tablet.
Differentiation ideas: More confident learners may
add more questions or expand their answers, for
example I like red and blue but I don’t like green.
53
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Look what I can do! (15 minutes)
Homework ideas
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Learners do the survey with family members and
write a short text about the results.
•
Remind learners of the question at the beginning of
the unit: Where can you see words? What did they
say about this? Do they remember anything special
about words they see around them in class, at home
and in their neighbourhoods that they want to
share with the class?
•
Home–school link: Learners show their projects to
their family and explain what they have done.
Workbook
Learners do the Reflection on page 23.
Workbook answers
Reflection
Learner’s own answer.
54
2 GOOD NEIGHBOURS
2 Good neighbours
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 People
in your
neighbourhood
1.5–1.75
Talk about
workers in our
neighbourhood.
2Sc.01
2Sc.02
2Rd.02
2Ug.01
2Ug.04
2 Jobs
2–2.25
Learn about
different jobs.
2Rm.01
2Ld.02
2Sc.03
2Sor.02
2Wca.05
2Ug.02
2Uv.09
2Ld.04
2Sor.01
2Rd.02
2Uv.02
Learner’s Book Lesson 2.1
Workbook Lesson 2.1
Photocopiable 13
Photocopiable 25
Digital Classroom:
Slideshow – People with
Activity sheet − My neighbourhood
Learner’s Book Lesson 2.2
Workbook Lesson 2.2
Digital Classroom:
Activity − Interview with a teacher
3 Where do you 1.5–1.75
live?
Talk about where
we live.
4 Saying where
things are
2–2.5
Ask for and give
directions.
2Ld.04
2Sc.06
2Sor.02
2Rd.02
2Wca.05
2Uv.04
5 Vowels
followed by r
1.5–2.25
Read and write
words with -ar,
-er, -ir, -or, -ur.
2Lm.01
2Sc.04
2Rd.01
2Wca.03
6 A lot of kids
2–2.75
Read and talk
about a poem
and a song.
2Ld.02
2Sc.03
2So.01
2Rm.02
2Rd.04
Learner’s Book Lesson 2.3
Workbook Lesson 2.3
Digital Classroom:
Activity − Which floor?
Learner’s Book Lesson 2.4
Workbook Lesson 2.4
Photocopiable 15
Digital Classroom:
Grammar presentation − Where’s
the treasure?
Learner’s Book Lesson 2.5
Workbook Lesson 2.5
Photocopiable 5
Photocopiable 14
Digital Classroom:
Activity − What are their jobs?
Learner’s Book Lesson 2.6
Workbook Lesson 2.6
Photocopiable 1
Digital Classroom:
Video with activity sheet − The whole
world in our hands
Activity − Complete the song
55
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
7 Project
challenge
1.5–1.75
Work together to
make a project.
2Ld.01
2Sc.03
2Rd.03
2Wca.04
2Wor.01
2Wc.01
Learner’s Book Lesson 2.7
Workbook Lesson 2.7
Photocopiable 4
Photocopiable 5
Photocopiable 16
Unit 2 quiz
Cross-unit resources
Unit 2 Audioscripts
Unit 2 End-of-unit quiz
Unit 2 Progress report
Unit 2 Wordlist
BACKGROUND KNOWLEDGE
In this unit, learners talk about where they live, and
learn about a child who lives in Mérida in Mexico.
Mexico
Mexico is a country in North America, to the
south of the USA. It has a population of around 129
million people and is the most populous Spanishspeaking country in the world.
The oldest evidence of humans in Mexico dates back
to 8000 bc, and it was the home of many advanced
civilisations such as the Maya and Aztec. In 1521, the
Spanish conquered and colonised the territory.
Mérida
Mérida is the capital of the state of Yucatán in
Mexico. It was founded in 1542 by the Spaniard
Francisco de Montejo, and was built on top of the
Maya City of T’Ho. Mérida has a strong presence
of the Mayan culture, and is sometimes called the
‘White City’ because the buildings are made of
white stone and the city is extremely clean.
Durango
Durango is the capital of the state of Durango in
Mexico, and is located in the Valley of Guadiana.
It was founded in 1563 by the Spanish Basque
explorer Francisco de Ibarra near a hill called Cerro
del Mercado (Market Hill) because the Spanish
believed there were large amounts of silver there.
You may wish to contact schools from other countries
and have learners exchange letters with them. You
could use safe pen pal finders such the Find Pen Pals
section on the Cambridge Assessment website or on
the Teacher’s Corner website.
TEACHING SKILLS FOCUS
Metacognition
Metacognition is the awareness of one’s own
mental processes. It refers to the processes we
use to plan, monitor and assess our understanding
and performance. This awareness is important in
education because it helps learners understand
how they learn and what they can do to achieve
the learning outcome of a lesson.
56
Your challenge
You cannot expect young children to be able
to put their thoughts into words and in English
without some training. Therefore, you can begin by
modelling using ‘think alouds’, in which thoughts
are voiced, and providing simple language they
can use.
2 GOOD NEIGHBOURS
CONTINUED
Use the strategies below to encourage learners to
be aware of their own mental processes:
•
Creating picture cues: Learners choose an
image that represents a learning process and
draw a picture or take a photo of themselves
doing this process. They can make a class
poster and label the process. This will provide a
visual reference of basic vocabulary.
•
Helping learners describe how they learn:
Learners describe and explain what they have
learned, and make a list. They can also check
understanding by:
• explaining it to a partner
• comparing it to another thing
•discussing what they think about what they
have learned.
Reflection
In what other ways can you help learners to describe
their mental processes? What can you do to help
them transfer these strategies to other activities?
2.1 Think about it: People in your neighbourhood
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen and understand a
description.
• Learners can listen and
understand a description.
2Sc.01, 2Sc.02,
2Sc.04
• Speaking: Speak about their
neighbourhood, speak about jobs,
recite a poem.
• Learners can learn about
different jobs.
2Rm.01, 2Rd.02
• Reading: Read and understand
a poem, read and understand
instructions.
2Ug.01, 2Ug.04
• Language focus: present continuous;
irregular plurals: woman – women;
question forms: what – who
• Learners can speak about
different jobs.
• Learners can speak about their
neighbourhood.
• Learners can read and
understand a short poem.
• Vocabulary: family words; neighbours,
neighbourhood, police officer, nurse,
window cleaner, reporter, bus driver
21st-century skills
Communication: Talk about their day, their family and other topics suitable for primary school.
Learning to learn: Answer who and what questions after listening to a short paragraph.
Social responsibilities: Identify a variety of groups to which they belong, e.g. family, neighbourhood.
Values: Living in a social group, helping each other, what makes a good neighbour/friend.
57
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Materials: Learner’s Book pages 30–31; Workbook
page 25; Photocopiables 13 and 25; pictures of people
doing different jobs
my neighbour, Mrs Tran. She’s carrying big heavy
bags, so she needs help with the door.
Starter ideas
Can you see a little boy on a bicycle? His name is
Tommy. He’s my cousin.
Beginning the day (10 minutes)
•
Do the warm-up routine.
Getting started (10 minutes)
•
Focus on the big picture on page 30 in the
Learner’s Book.
•
Ask the class to describe the picture in as much
detail as possible. Help with some questions, for
example Who can you see in the picture? Are there
any children/adults? What are the people doing?
What kind of buildings can you see?
•
Elicit the meaning of neighbourhood. Ask learners
who lives and works in your neighbourhood? Do they
know their neighbours?
Main teaching ideas
17
1 Listen and point. (10–15 minutes)
•
Review and introduce new vocabulary with
the family tree diagram and activities on
Photocopiable 13.
•
Tell the class that they are going to listen
to Ben. Then play the audio once. Ask:
What is Ben describing? (He is describing his
family and neighbours.)
•
Play the audio at least twice as the learners look
at the big picture again carefully. Ask learners
to identify Ben and his family. Ask: What is
Ben doing? What is his cousin doing? What are
his sister and grandpa doing? Elicit the answers.
Critical thinking opportunity: Ask learners to
compare and contrast the neighbourhood in the
picture with their own neighbourhood. How similar
or different are they? What makes them different?
What are people like in their neighbourhood?
Audioscript: Track 17
Hi! Welcome to my neighbourhood! My name is
Ben. A lot of people live in this neighbourhood.
We all try to be friendly and help each other. My
family lives in apartment building 12. Can you
see me in the picture? I’m opening the door for
58
My sister and my grandpa are helping our
neighbour. They are all working together, planting
some flowers near his door.
Look at the balcony; that’s my aunt! She’s waving
to my uncle. My uncle is crossing the street, heading
home. Do you see him? He’s waving to my aunt.
A police officer is stopping the traffic so my uncle
and other people can cross the street.
A bus is waiting for the people to cross. Do you see
the bus driver in the bus?
Do you see an older woman walking with a cane?
That’s Mrs Ortega. She is one of my neighbours. She’s
very nice. A nurse is helping her walk to the park.
There is a TV reporter on the street. She is talking
to a woman with a baby. I wonder what they are
talking about.
Look at the window cleaner. He’s cleaning the
windows of the apartment building. I’m glad he’s
here. We all like having clean windows!
Learner’s Book answers
Ben is opening the door to his neighbour. Ben’s cousin
is riding a bicycle. Ben’s sister and grandpa are planting
flowers.
2 Listen, point and say. (10–15 minutes)
•
Ask learners to focus on the pictures. Play the
audio once through.
•
Then play the audio again. Pause after each
sentence for learners to repeat the jobs they hear.
•
Encourage learners to guess the meaning
of ‘traffic’.
•
Play the audio again and ask learners to point
to each picture in turn as they hear it described
on the audio.
Differentiation ideas: You could ask more
confident learners to write the sentences on the
board. Play the audio recording again, one job at a
time, and they write them. Less confident learners
can then read and repeat the sentences and write
them in their notebooks.
18
2 GOOD NEIGHBOURS
Digital Classroom: Use the activity ‘People’ to revise
the jobs vocabulary. The i button will explain how to
use the activity.
Audioscript: Track 18
Window cleaner. The window cleaner is cleaning
windows.
Police officer. The police officer is stopping traffic.
Reporter. The reporter is talking to a woman and
her baby.
Nurse. The nurse is helping an old woman.
Bus driver. The bus driver is in his bus, and waiting
for the people to cross the road.
4 Count the people in the big picture.
(5–10 minutes)
•
Ask learners to count the people in the picture,
and answer the questions.
CROSS-CURRICULAR LINK
Maths: You could take advantage of this activity
to revise numbers, sums and subtractions.
Learner’s Book answers
<Answer to be added when artwork finalised.>
Workbook
Learner’s Book answers
Learners point to each image in turn.
Learners do Activities 1, 2 and the Challenge on
page 25.
3 Look at the big picture. (10–15 minutes)
Workbook answers
•
•
•
•
•
Tell learners to look at the big picture on
page 31 of the Learner’s Book again, and then
answer the questions in the speech bubbles.
It may help learners to listen again to the audio
for Activity 1. This time, they will be focusing
their attention on what the workers listed in
Activity 2 are doing, rather than who they are.
Learners then work with a partner. In pairs,
they ask and answer questions about the
picture using the questions in the activity as a
model. Ask them to use questions that begin
with What? and Who?.
Circulate, checking for correct pronunciation
and use of language.
Encourage learners to ask as many questions
as possible since the picture offers a lot of
possibilities.
Activity 1
The bus driver is driving the bus. The nurse is helping
the boy. The reporter is talking to the footballer. The
police officer is helping the lady cross the road. The
window cleaner is cleaning the window.
Activity 2
Answer to be added when artwork finalised.
Challenge
Parkside Close
5 Read and say the poem. (5–10 minutes)
•
Ask learners to look at the big picture again
and find neighbours helping neighbours.
Differentiation ideas: Less confident learners may
write down their questions before asking them. This
will give them more confidence at the moment of
speaking. More confident learners may add more
questions with other question words, for example How
many women can you see? What are the women doing?
•
Tell learners you are going to play a recording.
Ask them to listen and follow in the Learner’s
Book.
•
Play the poem ‘My neighbourhood’ at least twice.
•
Play the poem again, stopping after each verse
for learners to repeat.
Learner’s Book answers
The police officer is helping people to cross
the street.
The nurse is helping the old lady with a cane.
Learner’s own answers.
•
Ask learners to read the poem as a class.
Practise reciting the poem together.
Critical thinking opportunity: Ask learners if they
like the poem. Encourage them to explain why or
why not.
59
19
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Digital Classroom: Use the slideshow ‘My
neighbourhood’ and accompanying activity sheet to
reinforce comprehension of the poem. The i button
will explain how to use the slideshow.
Assessment ideas: Take advantage of this discussion to
informally assess correct grammar and vocabulary use.
•
Reflection: Ask learners: What did you find the most
difficult in this lesson? What can you do to improve?
Audioscript: Track 19
Homework ideas
See Learner’s Book page 31.
•
Learners write one or two more verses for the ‘My
neighbourhood’ poem including some of the topic
vocabulary.
Plenary ideas
•
Consolidation (10–15 minutes)
They could then read the poem with the new lines
in the next class.
•
Home–school link: Learners read the poem to their
family and explain what they did in class.
•
Discuss with learners what makes a good neighbour
and a good friend. Emphasise the importance of
helping each other and taking care of each other.
•
Elicit examples of good friend and good neighbour
behaviour.
2.2 Let’s explore: Jobs
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01, 2Ld.02
• Listening: Listen for information, listen and
understand the main points of a dialogue.
• Learners can listen to and
understand an interview.
2Sc.03, 2Sor.02
• Speaking: Talk about jobs people do,
interview a teacher.
• Learners can understand the
main points of an interview.
2Rm.01, 2Rd.02
• Reading: Read and understand the main
points of a text.
2Wca.04, 2Wca.05
• Writing: Write a report.
• Learners can read and
understand a text about a
firefighter’s job.
2Ug.01, 2Ug.02,
2Uv.09
• Language focus: present simple thirdperson singular; review of questions
• Vocabulary: boots, jacket, helmet, mask,
gloves, firefighter, fire, put out
• Learners can interview a
teacher.
• Learners can write a report.
21st-century skills
Critical thinking: Identify missing key vocabulary from a summary.
Communication: Know how to take turns appropriately in a conversation.
Learning to learn: Take notes about key information, ask questions, participate in guided writing activities.
Social responsibilities: Identify a variety of groups to which they belong.
60
2 GOOD NEIGHBOURS
Materials: Learner’s Book pages 32–33; Workbook
pages 26–27; index cards (eight per learner); pens;
colour pencils; clips of interviews by children on the
internet (optional); stickers for Unit 2
Starter ideas
Beginning the day (10 minutes)
•
Give each learner eight index cards for a vocabulary
concentration activity. They write four vocabulary
words on four cards, and draw corresponding images
for these words on the remaining four cards, for
example family members, topic vocabulary (window
cleaner, police officer, reporter, nurse, bus driver).
•
In pairs, lay cards face down in four rows of four
cards. Learners take turns turning over two cards,
one at a time, saying the words aloud.
•
If two matching cards are turned over, the player
keeps the pair of cards. If the cards do not match,
the player turns them face down again and it is the
next player’s turn.
Main teaching ideas
20
2 Listen to an interview. (10–15 minutes)
•
Ask the class to imagine they are reporters. If
they were going to interview a firefighter, what
questions would they ask? Elicit ideas.
•
Tell the class that they are going to listen to
Josef, a Year 2 learner, who is interviewing a
firefighter.
•
They listen to the interview to learn about
the firefighter’s job. Tell them to look at the
pictures on pages 32–33 and point to some of
the things that Miss Dilov talks about. Play the
audio at least twice.
Do the warm-up routine.
Vocabulary concentration (10–15 minutes)
•
Learner’s Book answers
Learners add stickers to complete the firefighter picture.
1 Read and listen. (10–15 minutes)
•
Focus on the picture and ask: What job are
they doing? What do firefighters do? Elicit ideas.
•
Ask the class to read and listen about
firefighters. Play the audio. They listen and
point to the things a firefighter wears as they
hear each described.
•
Ask learners to get their stickers for Unit 2.
They listen to the audio again and put stickers
in the correct place.
Assessment ideas: Circulate, checking whether they
place them in the correct places. As you circulate,
you may wish to ask questions such as What clothes
does a firefighter wear? What do firefighters do?
What do they wear on their head?
Audioscript: Track 20
Differentiation ideas: Less confident learners
may need some scaffolding to do this activity. You
could write the questions on the board, for example
Where does Miss Dilov work? What does she do when
there is a fire? What does she use to put a fire out?
More confident learners can make a summary of
the main points of the interview.
Audioscript: Track 21
Child: Hello, my name is Josef. What is your job,
Miss Dilov?
Miss Dilov: I’m a firefighter.
Child: Where do you work?
Miss Dilov: I work at the fire station.
Child: What do you do?
Miss Dilov: When there is a fire, we jump on the
fire engine. We use water to fight the fire. I also visit
schools and talk to children about fire safety.
Child: Thank you for the interview, Miss Dilov.
Miss Dilov: You’re very welcome, Josef!
Learner’s Book answers
Learners listen to an interview and point to parts of the
images as they listen.
See Learner’s Book page 32.
61
21
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
22
3 Complete the report. (10–15 minutes)
•
•
•
Tell the class that when he finished his
interview, Josef wrote a report about
Miss Dilov and her job.
Workbook
Ask them to read the report and notice that
some of the words are missing. They listen to
the audio and fill in the missing words.
Workbook answers
Play the audio recording at least twice. Then
check answers as a class.
Learners do Activities 1 and 2 on page 26.
Activity 1
a nurse, b police officer, c firefighter, d bus driver,
e window cleaner, f reporter
Critical thinking opportunity: Ask learners to pair
up with a partner. Before listening, they read the
report and think what words might be missing.
Activity 2
microphone – reporter, stethoscope – nurse,
bucket – window cleaner, hat and boots – firefighter
Differentiation ideas: For less confident learners,
you may write the missing words in random order
on a file card. They read the list of words before
doing the activity. More confident learners may
add a sentence giving their opinion about being a
firefighter.
4 Interview your teacher. (15–20 minutes)
Audioscript: Track 22
•
Tell learners to imagine they are working in a
TV programme called Jobs. They are going to
interview their teacher.
•
You can play the interview in Activity 2 again
and ask learners to use it as a model for the
interview of their teacher and subsequent
writing of a report.
•
You may wish to first show learners a video
of interviewing tips for kids made by the
Sunnyside YYC Flood Scrap Book and
Theatre Project.
•
Tell them to work in small groups and think of
questions they would like to ask. They can also
use the questions Josef used in Activity 3 as
well as the suggested questions in Activity 4.
•
Activity 3 on page 27 of the Workbook
includes a scaffold for children to use for their
interview questions.
•
Then, they do the interview and write down
the answers.
•
You may show learners Little W videos of
kids interviewing celebrities such as Benedict
Cumberbatch or Katy Perry.
Miss Dilov is a firefighter.
She works at the fire station.
When there’s a fire, she jumps on the fire engine.
She uses water to fight the fire.
She also visits schools and talks to children about
fire safety.
Learner’s Book answers
Miss Dilov is a firefighter.
She works at the fire station.
When there’s a fire, she jumps on the fire engine.
She uses water to fight the fire.
She also visits schools and talks to children about fire
safety.
Differentiation ideas: To add variety to the
interviews, more confident learners may choose to
interview different teachers. If any of the teachers
does not speak English, they can do it in their first
language and then write the report in English.
Learner’s Book answers
Learner’s own answers.
62
2 GOOD NEIGHBOURS
5 Write a report. (15–20 minutes)
•
Learners use the answers to the interview
questions in Activity 4 to write their TV
report.
•
Tell them to use Josef’s report as a model for
their own report.
•
Activities 3 and 4 on page 27 of the Workbook
include a scaffold for children to use for their
report.
Plenary ideas
Consolidation (15–20 minutes)
•
Once learners have finished writing their TV report,
they read it to the class.
CROSS-CURRICULAR LINK
Differentiation ideas: Less confident learners could
use a mixture of their first language and English for
their report. They can fill in the information in the
template. More confident learners could add more
questions to the interview, for example What is your
favourite book?
Media literacy: Learners can watch a few
interviews by children on the internet. Ask them
to focus on what the interviewer looks like, how
they behave, how they take turns to ask and
answer questions, etc.
As a class, you can recreate the feature
programme Jobs, and have learners read out
their reports pretending to be real reporters.
Digital Classroom: Use the activity ‘Interview
with a teacher’ to model a report on an interview
with a teacher. The i button will explain how to use
the activity.
Assessment ideas: As part of the TV programme, you
may record learners as they are reading their reports and
keep the recordings in their portfolios.
Learner’s Book answers
Learner’s own answers.
Homework ideas
•
Learners think of a job they are interested in and
write a set of questions they would like to ask a
person who has that job.
•
Home–school link: Learners use the questions in
Activity 4 (Learner’s Book page 33) to interview a
parent or relative. They write down their answers
and tell the class about it.
•
Collect the interviews that learners have brought
from home, write the name and date, and file them
in their portfolios.
Writing tip (5 minutes)
Focus on the Writing tip on page 33 of the Learner’s
Book. Remind the class of when to use he and when to
use she.
Workbook
Learners do Activities 3 and 4 on page 27.
Workbook answers
Activity 3
Learner’s own answers.
Activity 4
Learner’s own answers.
63
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
2.3 Global awareness: Where do you live?
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen for specific information.
2Sc.01, 2Sc.06,
2Sor.01
• Speaking: Answer questions and talk
about their home town.
• Learners can read and
understand a letter.
2Rd.02
• Reading: Read a letter.
2Uv.02
• Language focus: ordinal numbers;
present simple tense review
• Learners can talk about
where they live.
• Learners can locate places
on a map.
• Vocabulary: geography, city, country,
continent, address, lift
• Learners can listen for
information.
• Learners can identify
countries and continents.
21st-century skills
Critical thinking: Understand geographical concepts.
Learning to learn: Develop map-reading skills.
Social responsibilities: Identify similarities and differences between own and other countries.
Materials: Learner’s Book pages 34–35; Workbook
pages 28–29; map of the world or a globe
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a spelling game to review vocabulary from
Lessons 2.1 and 2.2.
•
Divide the class into two teams. Learners take it in
turns to dictate a word to a learner from the other
group. If the spelling is correct, the group gets
a point.
Where do you live? (10 minutes)
•
Ask learners where they live. Elicit the name of the
town or city and the name of the neighbourhood.
•
Display a map of the world or a globe and ask
learners if they can find their country and their city
on the map/globe.
64
Main teaching ideas
1 Read the letter and talk about the
questions. (20–25 minutes)
•
Tell learners to look at the illustrations.
Introduce Silvia and ask them to predict
what Silvia’s letter will be about. Elicit some
suggestions.
•
Tell them to listen to the audio and read the
letter. Ask learners if their predictions were
correct.
•
In pairs, learners answer the questions about
the location of the cities on the map.
•
Ask learners if they know the capital of their
country. Do they live in the capital?
•
Focus on Silvia’s letter. Explain that this is
a ‘friendly letter’. Ask: How is it organised?
Elicit ideas, for example it begins with Dear +
name of recipient, it ends with a salutation and
the name of the sender. Focus on the kind of
information that is included in the letter.
23
2 GOOD NEIGHBOURS
Critical thinking opportunity: Take advantage of
this activity to develop learners’ map-reading skills.
Ask, for example, What cities can you find in C1?
Where is (Durango)?
CROSS-CURRICULAR LINK
Geography: Introduce the concepts of ‘capital’,
‘country’, ‘province’, ‘city’ and ‘town’. Help
learners locate their country, its capital, their city
or town and province on the map. Help them to
find Mexico and its capital, and Mérida on the
map. How far is Mexico from their country? Do
they know anyone from Mexico? What do they
know about Mexico?
Audioscript: Track 23
See Learner’s Book page 34.
2 Learn about continents. (15 minutes)
•
Show learners the map/globe again. Use it
to elicit city, country and continent. Ask: Is
[name of a city] a city or a country? Point at a
country on the map.
•
Say: Look, this is [name of a continent/country].
Is it a country or a continent?
•
Look at the illustration on page 35 of the
Learner’s Book. Read the introduction
together. Ask learners to look for Mexico on
the map/globe. Elicit which continent it is on.
(North America.)
•
Ask learners to answer the questions, helping
them with their country/continent if necessary.
•
You may wish to show learners Geography
for Kids, an online educational video about
continents and interesting facts about them.
3 In the lift: Going up! (15–20 minutes)
•
Focus on the illustration and ask learners what
they see. Elicit the word lift. Ask them what
they use a lift for.
•
Some learners may be familiar with the
American English word ‘elevator’. Explain that
both words refer to the same thing.
•
Do learners live in an apartment building or in
a house? Is there a lift in their building? How
many floors are there in the building?
•
Read the sentences and ask learners to decide
which buttons Silvia has to press.
•
Write some more numbers on the board and
ask them what floor they are going to, for
example 11, the eleventh floor.
Differentiation ideas: Less confident learners may
need additional help with the difference between
cardinal and ordinal numbers. Explain that numbers
like 1, 2, 5, 10, etc. (cardinal numbers) are used for
counting how many things there are, while numbers
like 1st, 2nd, etc. (ordinal numbers) show the
position or order of things. Ask, for example, How
many floors are there in Silvia’s building? 15 floors.
Where do they live? They live on the 2nd floor. How
many days are there in a week? There are 7 days.
Which is the third day of the week? Wednesday.
Digital Classroom: Use the activity ‘Which floor?’
to reinforce ordinal numbers in the context of a lift.
The i button will explain how to use the activity.
Learner’s Book answers
Third floor 3, twelfth floor 12, tenth floor 10, second
floor 2, fourteenth floor 14, first floor 1
Learner’s Book answers
There are 7 continents – North America, South
America, Europe, Africa, Asia, Australia with
Oceania, Antarctica.
Note: Some nations do not consider Antarctica to
be a continent; others consider North and South
America to be a single continent. Oceania is often
given with Australia to include the Pacific Islands.
Which one do you live in?: Learner’s own answer.
65
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Workbook
Learners do Activities 1, the Challenge, 2 and 3 on
pages 28–29.
Workbook answers
Activity 1
Learner’s own answer.
Homework ideas
•
Ask learners to look for information about Mexico,
using books or the internet. They choose one aspect
of the country to make a poster and include some
information, for example fauna, flora, important
cities, interesting places, etc.
•
Home–school link: Learners ask their own family
about Mexico. Have they ever been there? What do
they know about Mexico? Learners can also ask
about their parents’ or carers’ homes when they
were children. Did they live in a big city or in a
town, in an apartment or in a house?
Challenge
Learner’s own answer.
Activity 2
Learner’s own answer.
Activity 3
Learner’s own answer.
Plenary ideas
Consolidation (15 minutes)
•
66
To develop learners’ awareness of the world around
them, ask them questions about the continent they
live on, and the countries found nearby.
You may wish to ask learners to find famous
landmarks on each continent, for example
mountain ranges like the Himalayas or the
Andes, rivers like the Nile, Niagara Falls or Iguazú
Falls, etc.
2 GOOD NEIGHBOURS
2.4 Use of English: Saying where things are
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.04
• Listening: Listen for information, listen for
detail, listen and understand directions.
• Learners can say where
things are.
2Sc.06, 2Sor.02
• Speaking: Give directions, ask for
directions, say where things are.
• Learners can listen and
understand directions.
2Rd.02
• Reading: Read and understand clues.
2Wca.05
• Writing: Write clues for a game.
• Learners can ask for and
give directions.
2Uv.04
• Language focus: imperatives;
prepositions of location: next to,
between, opposite, behind, inside, under,
on, left/right, straight ahead, over there
• Vocabulary: pet shop, bookshop, toy
shop, sweet shop, café, shoe shop,
clothes shop, sports shop, bicycle shop,
phone shop, computer shop, treasure
hunt, treasure, clue, bridge, log
• Learners can follow
directions.
• Learners can create clues for
a treasure hunt.
• Learners can write clues for
a game.
21st-century skills
Critical thinking: Solve simple puzzles (finding places on a map), develop map-reading skills.
Creative thinking: Engage in activities with fantasy or mystery elements.
Social responsibilities: Identify familiar places and landmarks in their environment.
Materials: Learner’s Book pages 36–37; Workbook
pages 30–31; Photocopiable 15; map or street plan of
the learners’ local area; a ‘treasure’ for the classroom
treasure hunt (a small box or bag of sweets or chocolates
or something similarly attractive but inexpensive) – one
treasure per group
Common misconceptions
Misconception
How to identify
How to overcome
Learners frequently add ‘of’ to
‘opposite’, e.g. The shops are
opposite of the church.
Circle ‘of’ and ask Do we need
to write ‘of’ here? Why? Elicit the
answer.
Ask learners to circle or underline
‘opposite’ and engage in
‘self-talk’, e.g. Opposite is a
preposition. I don’t need another
preposition.
Underline ‘opposite’ and say, e.g.
‘Opposite’ is a preposition. ‘Of’ is
also a preposition. Therefore we
don’t need two prepositions here.
67
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a mime game. One learner mimes a job and
the class guesses what the job is. You may turn this
game into a competition by dividing the class into
two groups.
Search the map. (10 minutes)
•
Show the map of the local area and ask learners to
locate the school, their home, a relative’s home.
•
Ask them what other places they can locate on
the map. Elicit names of places and write them on
the board.
•
Learner’s Book answers
1 Toy shop
2 Clothes shop
3 Bicycle shop
3 Ask for directions. (10–15 minutes)
•
Tell learners they are going to listen to a
dialogue. They listen and follow the directions.
•
Play the dialogue at least twice.
•
Learners practise the conversation with their
partner. Tell them to use the polite form in the
speech bubble.
•
They choose a shop from the map in Activity 1
and give directions.
Ask if there is a shopping centre and what shops
they can find there.
Main teaching ideas
1 Explore the shopping centre. (10 minutes)
Differentiation ideas: Less confident learners may
write their directions before giving them. After they
have done the activity, more confident learners may
do it the other way around – one of them gives the
directions and asks, for example Where am I? Their
partner answers. Then they change roles.
•
Revise left and right. Practise simple
instructions using parts of the body, for
example Put your left hand on your right knee.
•
Focus on the map of the shopping centre. Read
the instructions and ask learners to follow on
the map on page 36 of the Learner’s Book.
•
Learners move their finger as they follow the
instructions, and identify the shops. Tell them
to use the shop signs to identify each one. Say:
What is on the sign? What shop is it?
Audioscript: Track 24
Elicit the shop names for each question and
write them on the board.
Woman 1: Thank you very much.
•
Learner’s Book answers
Answer to be added here when image is drawn on
learner book and shops are finalised.
2 Find the mystery shop. (10–15 minutes)
68
Critical thinking opportunity: These activities
provide plenty of opportunities to help develop
spatial awareness and map-reading skills.
•
Ask learners to look at the Language detective
feature. Provide plenty of examples of the
prepositions. Ask learners to draw pictures on
the board to illustrate the meaning of each.
•
Focus on the clues. Tell learners to read them
and find the mystery shops on the map.
•
When they have found the three places, ask
them to write one more clue and read it aloud.
The class tries to find the shop.
Woman 1: Excuse me, where is the computer shop?
Woman 2: Go straight ahead, then turn right at the
corner. It’s opposite the bicycle shop.
Learner’s Book answers
Learner’s own answers.
24
2 GOOD NEIGHBOURS
5 Find the treasure. (10–15 minutes)
Workbook
Learners do Activities 1 and 2 on pages 30–31.
Tell the class that they are going to listen to
two children going on a treasure hunt.
•
Ask if they have ever been on a treasure hunt.
What is it? Elicit some explanations. Make
sure learners all understand what the game
consists of.
•
Focus on the map and tell the class to follow
the clues as they listen.
•
Play the audio a few times.
Workbook answers
Activity 1
Top row: window cleaner, police officer, news
reporter, nurse, bus driver.
Bottom row: farmer, painter, firefighter, street
cleaner.
Nearest: photographer.
Learner’s own answer, for example I am sitting
next to Marat.
Activity 2
a next to the painter.
b next to the farmer.
c between the window cleaner and the reporter.
d behind the street cleaner.
26
•
Digital Classroom: Use the grammar presentation
‘Where’s the treasure?’ to practise prepositions
of place. The i button will explain how to use the
grammar presentation.
Audioscript: Track 26
Boy: This is clue number 1. Look under the table.
Girl: I’ve got it! Clue number 2 is under the table.
Boy: Great! Read clue 2.
25
4 Look at the pictures. (10–15 minutes)
•
Turn learners’ attention to the pictures. Use the
pictures to revise the prepositions.
•
Say: Listen; follow the instructions.
•
Learners can look at the pictures to check they
are making the correct movements.
•
Play the audio a few times while learners mime
the actions and positions.
Girl: Look on the bridge. Where is the bridge?
Boy: I can see a bridge over there. Let’s go!
Girl: I’ve got it. Here’s clue number 3, on the
bridge.
Boy: OK! Read clue 3.
Girl: Look between two trees.
Boy: I can see two trees over there. Let’s go!
Girl: Here it is! Clue 4 is between the trees.
Boy: Fantastic! Read clue 4.
Audioscript: Track 25
Girl: Look in the log. Hmm … Look in the log.
Behind. Look behind you. Then put your arm
behind your back.
Girl: Yes, over there!
Boy: Can you see a log?
In front of. Put your hand in front of your face.
Boy: Clue 5 is in the log.
In. Pick up your pencil. Put it in your left hand.
Girl: Good! Read it.
On. Put your right hand on your book. Put your
left hand on your right hand.
Boy: Look behind the big rock. Look behind the
big rock.
Under. Wave your left hand. Wave your right hand.
Put your left hand under your right hand.
Girl: There’s a big rock over there. Let’s go!
Learner’s Book answers
Learners follow the instructions.
Boy: Look at this! It’s a treasure box.
Girl: It’s a box of balloons! Hooray, I love
balloons!
Boy: Me too!
69
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Learner’s Book answers
They look under the table, on the bridge, between
the two trees, in the log and behind the big rock. The
treasure is behind the big rock.
•
Workbook
6 Make up a clue. (10–15 minutes)
•
Play the audio again to remind learners of
the clues.
•
Ask them to work in pairs and take it in turns
to say a clue and find a place on the map.
Learners do Activities 3 and 4 on page 31.
Workbook answers
Activity 3
Learner’s own answers but suggestions include:
My face is between my ears. My backpack is
behind me. The backpack is on the book./The
book is under the backpack. My ruler is in the
backpack.
Learner’s Book answers
Learner’s own answer.
7 Classroom treasure hunt
(15–20 minutes)
•
Divide the class into small groups. Each group
writes four clues for the rest of the class.
•
They hide clues 2 to 4, and give clue 1 to
another group.
•
Remind learners that clue 2 should be placed
in the location suggested by clue 1, clue 3 in
the location suggested by clue 2 and clue 4 in
the place suggested by clue 3. Clue 4 leads to
the treasure.
•
Some kind of ‘treasure’ needs to be provided
in the final location.
•
Hand out copies of Photocopiable 15. Read
and talk through the instructions for how
to play:
•
•
•
70
Each partner has a copy of the treasure
map.
Partner 1: Draw a sweet in one square.
Draw a balloon in one square. Do not
show your partner your map!
Partner 2: You want to find the treasures!
Ask your partner ‘Is there a treasure in
A2?’ If your partner says ‘No’, draw an
X in that square and ask your partner
another question. If your partner says
‘Yes’, ask ‘Is it a sweet or a balloon?’ Then
draw the picture in the square.
When you have found both treasures,
show your map to your partner. Are the
two maps the same?
Play the game again! Switch roles.
Activity 4
Learner’s own answers.
Plenary ideas
Consolidation (20–25 minutes)
•
Give learners a sheet of paper and ask them to
draw a picture representing what they liked most
about the lesson. Invite them to show the picture to
the class and explain what they have done.
Homework ideas
•
Learners use a street map of the local area and
prepare clues.
•
The next class, learners work in pairs or small
groups. They take it in turns to read the clues and
discover the locations.
•
Home–school link: Learners do a treasure hunt with
their family.
2 GOOD NEIGHBOURS
2.5 Words and sounds: Vowels followed by r
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen and identify the sound
of the ending -er, listen for information.
• Learners can listen and
identify the sound of -er.
2Sc.04
• Speaking: Speak about jobs, speak about
what you want to be, sing a song.
• Learners can speak about
jobs.
2Rd.01
• Reading: Read words with -er, -ir, -or, -ur.
• Learners can speak about
what they want to be.
2Wca.03
• Writing: Write words with -er, -ir, -or, -ur.
• Vocabulary: singer, teacher, dancer,
window cleaner, writer, painter, clothes
designer, baker, taxi driver, street cleaner,
actor, farmer, doctor, nurse
• Learners can sing a song.
• Learners can read words.
21st-century skills
Critical thinking: Identify missing key vocabulary, think about future jobs.
Communication: Use polite forms to interact with peers and teacher.
Learning to learn: Memorise and repeat words and phrases.
Materials: Learner’s Book pages 38–39; Workbook
pages 32–33; a card with a 6-cell bingo grid for each
learner; small picture cards to play bingo; a box; hat or
bag to put in the word cards; Photocopiables 5 and 14;
stickers for Unit 2
•
When a learner ticks all of their words, they shout
‘BINGO!’ The first learner to shout ‘bingo’ wins the
round.
•
Additional rounds can be played with different sets
of words.
Starter ideas
Main teaching ideas
Beginning the day (10 minutes)
1 Jobs that end in -er and -or (10 minutes)
•
Do the warm-up routine.
Bingo! (15–20 minutes)
•
•
Write on the board the words, phrases and/or
expressions you would like to revise with the class
(words that correspond to your picture cards).
Each learner chooses and writes any six items from
the board on their bingo grid. Put your picture
cards in a box, hat or bag, pick one at random (bits
of paper from a hat, for example) and show it to
the class, but do not say the word itself. If learners
think they have the word, they tick it.
•
Focus on the pictures. Can learners name
the jobs?
•
Tell them they are going to listen to some
sentences. Say: Listen and repeat.
•
Play the audio at least twice. Ask learners how
-er is pronounced. Repeat the sound in isolation
several times. This sound can be difficult to
produce for speakers of some languages.
•
Focus on the question: Would you like to be
a singer, a teacher or an actor? Elicit answers
from learners.
71
27
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
•
Ask learners to think of other jobs they might
like to have when they are older.
Write learners’ responses on the web chart
(Photocopiable 5) with What would you like to
be? written in the central hub. Write learners’
ideas around the hub. Supply any additional
vocabulary as necessary.
Audioscript: Track 27
a: I’m a singer. I sing.
Workbook
Learners do Activities 1 and 2 on page 32.
Workbook answers
Activity 1
a painter, b singer, c dancer, d driver
Activity 2
Learner’s own answer.
b: I’m a teacher. I teach.
c: I’m an actor. I act.
3 Who am I? (10–15 minutes)
•
Learner’s Book answers
Learner’s own answer.
2 Finish the sentences below by saying
what the person does. (10–15 minutes)
•
Ask learners to look at the sentences and
complete them.
•
Tell them to write the sentences in their
notebooks.
•
•
When they have finished, learners act out a
pair of sentences, and the class guesses the job
and the action.
Assessment ideas: Circulate, checking for correct
pronunciation and use of the language.
4 Read the sentences. (10–15 minutes)
•
Learners read the sentences and listen for the
sounds of vowels followed by ‘r’. Ask: How are
they pronounced?
•
Play the audio a few times. Then elicit the
answer from the class.
•
Focus on the Language tip box on Learner
Book page 39 and read the explanation.
Learners then write the words in Activity 4
that have the spelling -er, -ir or -ur.
•
Play the audio again and ask learners to listen
and find the matching picture.
Pronunciation tip: For writer and baker, point
out the silent e at the end of write and bake.
Differentiation ideas: Ask less confident learners to
write a list of the verbs and the jobs in this activity
using Activity 1 as a model. More confident learners
may look for more jobs ending in -er, for example
gardener, photographer, writer, farmer, and make their
own sentences using the sentences in the activity as a
model.
Learner’s Book answers
a I am a window cleaner. I clean windows.
b I am a writer. I write books.
c I am a sailor. I sail boats.
d I am a painter. I paint pictures.
e I am a clothes designer. I design clothes.
f I am a baker. I bake bread.
In small groups, learners take it in turns to
act out a worker at work. The group asks
questions to guess the job.
Differentiation ideas: More confident learners
could look at the Picture Dictionary and at previous
lessons, and write one more sentence using the
sentences in this activity as a model.
Audioscript: Track 28
Man: 1. I am a sailor. I got a sailboat for my
birthday.
Man: 2. I am a birdwatcher. I like to watch birds.
Woman: 3. I’m a writer. This is a story about a
tiger.
Woman: 4. I am a nurse. Does your elbow hurt?
72
28
2 GOOD NEIGHBOURS
Learner’s Book answers
a 2, b 4, c 1, d 3
5 Sticker activity (15–20 minutes)
•
Ask learners to get their stickers for Unit 2.
They read the words on them and put the
stickers on the Jobs page (page 172) in the
Picture Dictionary at the back of the Learner’s
Book.
•
Then ask learners to think of a new job word
that is not on the Picture Dictionary page.
•
They draw a picture to represent their chosen
job, and write the word in the bottom corner
of the page.
Critical thinking opportunity: This personalisation
activity of learners drawing a picture and writing
the job word is an opportunity for them to practise
the active learner skill introduced in the Starter
unit (page 13 in the Learner’s Book) – How do you
say ___ in English? and to share their new word with
classmates.
Learner’s Book answers
Learners stick the stickers in the correct places in
the Picture Dictionary.
Audioscript: Track 29
Lots of jobs
Look around at all the jobs
There’s lots of work to do.
What do you want to be?
The choice is up to you.
Be a farmer on a farm
Or a sailor on the sea.
You can work at a computer
Or be an actor on TV.
Be a doctor or a nurse
And help people who are hurt.
Build bridges or fast trains
Or maybe fly a plane.
Look around at all the jobs
There’s lots of work to do.
What do you want to be?
The choice is up to you!
29
6 Listen and sing. (15–20 minutes)
•
Tell learners that they are going to listen to
a song.
•
Learners listen and point to the picture of each
job mentioned in the song.
•
Then ask learners to listen and sing along. Play
the song again a few times.
•
Ask the class: When you grow up, what do
you want to be? Elicit answers from the class.
Supply additional vocabulary as necessary.
Critical thinking opportunity: You may ask learners
to act out the job they want to do instead of saying
what it is. The class has to guess what the job is. If
learners don’t know the word, they can ask: How do
you say ___ in English?
Differentiation ideas: More confident learners may
attempt to explain why they like the job. Provide
less confident learners with a skeleton sentence, for
example When I ___, I want to be ___. Then they
draw a picture and write their sentence.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activity 3 on page 33.
Workbook answers
Activity 3
Across
2 baker
3 painter
5 sailor
Down
1 farmer
4 nurse
73
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
•
Learners can also practise writing sentences using
the words. Ask: Can you write a sentence that
includes two of these words? Can you write a sentence
with three of the words?
•
Ask the class what difficulties they have had while
doing this lesson. How did they overcome them? What
strategy did they use? What was the easiest thing to do?
Consolidation (15–20 minutes)
•
•
•
Divide the class into groups and assign a stanza
from the song to each group. Play the song again.
Groups sing their stanza.
Hand out Photocopiable 14 and ask learners to play
a phonics Pelmanism game in pairs (to practise
r-modified vowels).
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
(individuals: spell picture words, check your
spelling with word cards; pairs – learner A spells a
word aloud from word card, learner B writes the
word and finds the correct picture).
Digital Classroom: Use the activity ‘What are their
jobs?’ to revise job vocabulary. The i button will explain
how to use the activity.
Homework ideas
•
Learners draw a picture and write one or two sentences
about what they want to be when they grow up.
•
Home–school link: Learners teach the song to their
family.
2.6 Read and respond: A lot of kids
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02
• Listening: Listen to a poem and a song.
2Sc.03, 2Sor.01
• Speaking: Recite a poem, sing a song,
talk about a poem.
• Learners can listen and
understand a poem and a
song.
2Rm.02, 2Rd.02,
2Rd.04
2Wca.04, 2Wca.03
• Reading: Read a poem and a song.
• Writing: Write a profile for a new friend.
• Language focus: prefix un-; formal and
informal language
• Vocabulary: kid, friendly, unfriendly,
unhappy, world, sun, rain, moon, stars,
wind, clouds
• Learners can read and
understand a poem and a
song.
• Learners can recite a poem.
• Learners can talk about a
poem and a song.
• Learners can sing a song.
• Learners can write a profile
for a new friend.
21st-century skills
Critical thinking: Awareness of the difference between formal and informal language.
Social responsibilities: Understand there is a need to share and protect resources, identify a variety of
groups to which they belong.
Values: Awareness of and respect for people around us, respect for our planet.
74
2 GOOD NEIGHBOURS
Materials: Learner’s Book pages 40–43; Workbook
pages 34–35; photos of children from different ethnic
groups around the world; Photocopiable 1
Critical thinking opportunity: Discuss with learners
when they would use kids and when they would use
children. Ask them if they use the same language
with a friend, their parents, their teachers, etc.
Discuss the idea of ‘informal’ language and when
they would use it. Elicit other words that have an
informal equivalent, for example dad – father, mum
– mother.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a game of ‘Simon says’ to revise prepositions.
Learner’s Book answers
The phrase ‘a lot of’ appears five times, including
the title.
The word ‘kid’ appears twice.
The word ‘kids’ appears twice, including the title.
My world (10 minutes)
•
Ask learners how many countries they think there
are in the world. (There are 195 countries.) Do
they know which countries are near theirs? Can
they name some cities in their country? And some
countries on their continent?
2 Talk about the poem. (15–20 minutes)
•
Tell the class they are going to listen to the
poem. While they listen, they read it in the
Learner’s Book.
•
Play the poem a few times and encourage
learners to say the verses as they listen.
•
Focus on the questions and discuss them with
the class.
CROSS-CURRICULAR LINK
Geography: Ask learners what they think homes
in other countries are like. Are they similar to or
different from homes in their country? What do
people look like in other countries? Do we all
look the same?
Critical thinking opportunity: With the last
questions, learners may not think either word
applies, or perhaps both. Encourage them to explain
their answers, for example She’s happy thinking of
all the children in the world she could play with – but
then she may never meet her best friend. So she may
be both happy and unhappy.
Main teaching ideas
1 Before you read (15–20 minutes)
•
Tell learners to look at the picture and the title
of the poem, and ask them to predict what the
poem is about. Elicit as many suggestions as
possible.
•
Establish the meaning of the phrase ‘a lot of ’
(many). Also elicit from them what the words
‘kid ’ and ‘kids’ means. Do they know another
word for kids? (Children.)
Audioscript: Track 30
See Learner’s Book pages 40–41.
•
Ask learners to look quickly over the lines
of the poem and count how many times the
phrase a lot of and the words kid and kids
appear in the text. Explain that repetition is a
technique used in many poems – that writers
often repeat words and phrases.
Learner’s Book answers
a She lives in an apartment building.
b Yes. She says there are ‘a lot of apartment buildings
on my street’.
c and d Learner’s own answers.
•
You may wish to explain that what learners
have just done – reading quickly to find specific
facts – is a reading strategy called ‘scanning’.
It can be very useful when they want to find
specific information in a text without reading it
all in detail.
Language detective (5 minutes)
•
Focus on the question and on the example. Remind
learners of the adjectives beginning with un- in
Activity 2. Elicit the meaning of un-.
•
Provide more examples, for example kind – unkind,
real – unreal, safe – unsafe.
75
30
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
The meaning of un- at the beginning of a word: It
means not (that is, it means the opposite of the word).
Another word for sad that begins with un-: unhappy.
Workbook
3 Write a letter to an unknown friend.
(25–30 minutes)
Activity 1
Learner’s own answer.
•
Read Diego’s letter on page 42 of the Learner’s
Book.
•
Remind the class of Silvia’s letter on page 34
and compare it with Diego’s. Are they similar?
Do they begin and finish in the same way?
What do Silvia and Diego say in their letters?
•
Tell the class that they are going to write a
letter of their own to an unknown friend. Read
the instructions with the class. They can use
Silvia and Diego’s letters as models.
•
Activity 2 on page 34 of the Workbook
includes a scaffold for children to use for their
letter.
•
Give learners a copy of Photocopiable 1 and
ask them to use this checklist to assess their
work.
Differentiation ideas: Less confident learners
could work in pairs and write a joint letter. More
confident learners may write a longer letter that is a
combination of both models.
Assessment ideas: When they have finished writing,
learners exchange their letters with a partner. They
give each other feedback based on the models they
have. They could use the ‘three stars and a wish’
mode of assessment: make three positive
comments – three things they like about each other’s
work – and one thing they wish was different or
could be improved. When learners get their work
back, they make corrections based on the feedback
and write the final version.
Learner’s Book answers
Learners write their own letters.
76
Learners do Activities 1 and 2 on page 34.
Workbook answers
Activity 2
Learner’s own answer.
4 Values: Taking care of Planet Earth
(25–30 minutes)
•
Focus on the picture at the top of the page
and ask the class what they think it represents.
Elicit ideas, for example we are all responsible
for our planet, we all live in the same place so
we have to take care of it, etc.
•
Ask the class to read the introductory
sentences and the concept of ‘neighbours on
Planet Earth’. Ask learners what they think
this means.
•
Tell them they are going to listen to the song.
They follow in the Learner’s Book.
•
Ask learners what the relationship is between
the song and the pictures. Elicit ideas. Ask
learners to point at the correct picture as
they listen.
•
Play the song a few times and encourage
learners to start singing along as they grow
more confident.
Critical thinking opportunity: Look at the meaning
of this song and the values it represents. The words
in this song say, ‘We’ve got the whole world in our
hands.’ What do learners think about this? What is
the message of the song? (It means it is our job to
take good care of the world and all the people who
live with us in our ‘world neighbourhood’.)
31
2 GOOD NEIGHBOURS
CROSS-CURRICULAR LINK
Science: Ask learners to work in small groups
and discuss how they can help to take care of
the planet. What can they do every day? Then
have a whole class discussion. You could visit
some websites, such as Greenwise, and read the
ideas that they offer children for how they can
contribute to the well-being of the environment.
You may also show the class some science videos
on how to look after the planet.
Digital Classroom: Use the video ‘The whole world
in our hands’ and accompanying activity sheet to
reinforce comprehension of the song. The i button
will explain how to use the video.
Use the activity ‘Complete the song’ to revise
vocabulary from the song. The i button will explain
how to use the activity.
Audioscript: Track 31
See Learner’s Book page 43.
Workbook
Plenary ideas
Consolidation (25–30 minutes)
•
Show pictures of children from around the world
and ask learners to say where they think they might
come from.
•
Tell the class to pretend they are meeting a friend
from another country. They choose one of the
photos and make a name card for the child. They
create a personality and write about what the child
likes, where they live, etc.
•
Remind learners of the use of he/his, she/her.
•
With a partner, learners take it in turns to pretend
they are meeting their new friend, and they ask and
answer questions about each other.
Values: Take advantage of this activity to highlight
the fact that we are all different but equal, and also to
emphasise respect for different ethnic groups.
Homework ideas
•
Learners make a poster reflecting what they would
do to help save the planet. They write one more line
to add to the song.
•
Home–school link: Learners teach their family the
song they have learned.
Learners do Activities 3, 4 and the Challenge on
page 35.
Workbook answers
Activity 3
1 c, 2 a, 3 b, 4 d
Activity 4
Learners join the dots to complete the image, and
colour the globe.
Yes.
Challenge
Learner’s own answers, such as pick up rubbish, be
kind to each other, etc.
77
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
2.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen and
follow instructions.
2Sc.02, 2Sc.03
• Speaking: Present a project to the class.
• Learners can do a survey.
2Rd.03
• Reading: Read instructions.
2Wca.04, 2Wor.01,
2Wc.01
• Writing: Write sentences, make a chart,
write questions and answers, draw and
label a map.
• Learners can record results
on a table.
• Learners can draw a school
map.
• Learners can draw people
wearing work clothes.
• Language focus: Unit 2 review
• Vocabulary: Unit 2 review
21st-century skills
Critical thinking: Compare different types of information, record information in different ways.
Communication: Share thoughts with others to help develop ideas and solve problems.
Learning to learn: Show ability to think about how well they are learning, listen and respond positively
to feedback.
Materials: Learner’s Book pages 44–45; Workbook
pages 36–37; sheets of paper; writing supplies;
Photocopiables 4, 5 and 16; books and internet for
researching jobs and special clothes worn
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a guessing game with the places in the
shopping centre in Lesson 2.4. Learners take it in
turns to give clues, and the rest of the class finds
the shop.
•
78
Main teaching ideas
Learners choose an end-of-unit project to work on.
Look at the examples in the pictures and help learners
to choose. Provide materials. Remember that all the
projects are pair or group projects.
A: Do a survey (30–40 minutes)
•
Give learners a copy of Photocopiable 16.
•
Read and explain the instructions. Ask learners
to look at the model chart and answer the
question: Which job is the most popular?
(Painter.)
•
Learners make the chart on a sheet of paper
or in their notebooks, and go around the
class asking the questions and recording the
answers.
Learners take it in turns to mime jobs. The class
guesses what job it is.
Poster presentation (15 minutes)
•
Assessment ideas: You could keep the posters in their
portfolios.
If learners made a poster for homework, ask them
to display them and explain what they have done.
2 GOOD NEIGHBOURS
•
When a learner’s own chart is completed,
encourage them to present the information
to the class, explaining what it means (for
example, Four people want to be … The most
popular job is …).
Assessment ideas: Encourage the class to add
follow-up questions (for example, How many
children want to be a pilot?) to check understanding.
•
You may wish to invite other learners to play
the visitor and role play the dialogues.
•
Maths: Discuss with learners how to record
and read the results on a table. Ask them what
information can be recorded on tables, for
example birthdays, likes and dislikes, etc.
•
When they have finished, they demonstrate
how they would tell a visitor to get to different
places in the school.
Assessment ideas: Circulate as learners work.
Informally assess their receptive and productive
language skills. Ask questions. You may want to
take notes on their responses.
CROSS-CURRICULAR LINK
B: Special clothes for special jobs
(30–40 minutes)
•
If possible, leave the learners’ projects on
display for a short while, then consider filing
the projects, photos or scans of the work in
their portfolios. Write the date on the work.
Ask learners to review the work filed in their
portfolios. You may also record groups as they
are working and keep the recordings in their
portfolios.
Plenary ideas
Divide the learners into groups and ask: What
special clothes do a beekeeper, a hockey player
and a sea diver wear? Elicit ideas, and draw
particular attention to why the clothes are
special for each (for example, for protection,
padding to keep people safe, to keep people
warm in water, etc.).
Project reflection (10 minutes)
•
You may want to encourage learner groups to
brainstorm and record special clothing items
for the occupation of their choice in a graphic
organiser (Photocopiable 5).
•
Ask groups to choose one job. They draw a
picture of a person wearing the clothes for
this job.
•
They then write word labels for some of
the clothes.
•
Ask learners to talk with their group about
how their special clothes keep the person safe.
•
Tell groups that they can look in books and on
the computer for more information on special
clothes.
•
Learners present their projects to the class.
•
Ask learners to read the question and reflect: What
is something new you learned from this project?
•
They can discuss their ideas with a partner, and
then as a class.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
You could ask learners to keep a learning log in
their portfolio. They write one or two sentences
about how they perceive their performance and
what they have learned.
Differentiation ideas: More confident learners can write
the sentences in English. Less confident learners may
look back at the reflections they wrote in previous units
and use them as a model. You can supply additional
vocabulary if necessary.
C: Draw a school map (30–40 minutes)
•
Read the instructions. Elicit the meaning of
school hall, office and toilets, as these words are
new vocabulary.
•
Learners draw the map of their school and
label it.
79
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Workbook
Learners do the Check your progress quiz on
pages 36–37.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of the question at the beginning of
the unit: Who lives in your neighbourhood? What did
they say about this? Do they remember anything
special about their neighbourhood that they want
to share with the class?
Workbook answers
Check your progress quiz
1 b, 2 c, 3 b, 4 c, 5 a
6 actor, 7 painter, 8 writer
9 Learner’s own answer.
10 Learner’s own answer.
Homework ideas
•
Home–school link: Learners show their family their
project and explain what they have done. You may
also give them copies of the recording of the groups
working to show to their family.
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1I help people. I make them better when they
are sick.
2 The cat is next to the table.
3Lena lives with Mum, Dad, Grandpa and
Grandma.
4 Ramón lives next to the toy shop.
5 Tony’s dad is a baker. Find Tony’s dad.
Listen and write.
6 Mrs Garcia is an actor.
7 Mrs Wong paints pictures. She’s a painter.
8 Mrs Demir writes stories. She’s a writer.
80
Workbook
Learners do the Reflection on page 37.
Workbook answers
Reflection
Learner’s own answers.
3 READY, STEADY, GO!
3 Ready, steady, go!
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Different
ways to move
1.5–2
Talk about ways
we can move.
2Lm.01
2Ld.01
2Sc.02
2Rm.01
2Rd.03
2Ug.03
2Uv.09
Learner’s Book Lesson 3.1
Workbook Lesson 3.1
Digital Classroom:
Slideshow with activity sheet − Listen
and do
2 Healthy and
strong
2–2.25
Talk about ways
we can move.
2Lm.01
2Sc.01
2So.01
2Sor.01
2Wca.04
2Us.04
2Uv.01
Learner’s Book Lesson 3.2
Workbook Lesson 3.2
Photocopiable 17
Photocopiable 18
Digital Classroom:
Activity – Move your body!
Activity − Good for you!
Say what we like
and don’t like.
3 What can
birds do?
2–2.5
Read and talk
2Lm.01
about birds and
2Ld.04
what they can do. 2Sor.01
2Rd.02
2Wca.05
2Us.04
Learner’s Book Lesson 3.3
Workbook Lesson 3.3
Digital Classroom:
Activity – What can birds do?
Activity − What can they do?
4 Describing
2–2.5
ongoing actions
Talk about what
2Lm.01
people are doing. 2Sc.03
2So.01
2Wor.02
2Ug.04
2Us.04
Learner’s Book Lesson 3.4
Workbook Lesson 3.4
Digital Classroom:
Grammar presentation − What are
they doing?
5 Long vowel
sounds
2.5–2.75
Read and write
words with long
vowel sounds.
2Lm.01
2Sc.04
2Rd.01
2Wca.03
Learner’s Book Lesson 3.5
Workbook Lesson 3.5
Photocopiable 19
Photocopiable 20
Digital Classroom:
Activity − How do you feel?
6 Bear and
Turtle have a
race
2–2.75
Read, talk about
and act out a
play.
2Ld.04
2Sc.02
2Wca.04
2Wc.02
2Rd.02
Learner’s Book Lesson 3.6
Workbook Lesson 3.6
Photocopiable 1
Digital Classroom:
Activity − What are the animals doing?
81
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
7 Project
challenge
1.5–1.75
Work together to 2Ld.01
make the project. 2Sc.02
2Sc.06
2Rd.03
2Wca.04
Resources
Learner’s Book Lesson 3.7
Workbook Lesson 3.7
Photocopiable 4
Photocopiable 10
Photocopiable 19
Photocopiable 20
Unit 3 quiz
Progress quiz 1
Cross-unit resources
Unit 3 Audioscripts
Unit 3 Progress report
Unit 3 End-of-unit quiz Unit 3 Wordlist
BACKGROUND KNOWLEDGE
In this unit, learners find out about different birds, and
about the Seneca Indians in North America. Emperor
penguins live on and around Antarctica. They are the
biggest of all living penguin species – on average
they are 122 cm tall and weigh from 22 to 45 kg.
Emperor penguins have black feathers on their head
and back, their belly is white with a pale-yellow breast
and they have bright yellow ear patches. Like all other
penguin species, Emperor penguins cannot fly.
Ostriches live in many parts of Africa. They are
the largest living bird species, and their eggs are
the largest of all birds’ eggs. Like kiwis, emus,
rheas and cassowaries, they cannot fly. They live in
groups and are mainly herbivores.
Hummingbirds live in North and South America.
They are the smallest birds in the world at around
7.5–13 cm long and they weigh less than 2.0 g.
They are called hummingbirds because they create
a humming sound as they flap their wings.
Kiwis live in New Zealand, and are the symbol of
the country. They are almost the size of a domestic
chicken and, just like ostriches and penguins, they
are flightless birds.
Geese and falcons live all over the world.
The Seneca Indians originally lived in the area
that is now New York State. They were part of the
Iroquois League, a union of six Native American
nations. Today, many Seneca people have also
settled near Ottawa, Canada, and in Oklahoma (as
a result of forced migration).
TEACHING SKILLS FOCUS
Active learning
One of the biggest challenges that teachers face
is to plan lessons that help learners to stay actively
involved in the learning process. Traditional
teacher-centred methods are seldom conducive to
achieving that. This is where alternative approaches
such as active learning strategies come into play.
Your challenge
Ask learners to work in groups, and give them the
task to answer a question or to present a project.
Ask groups to choose a leader and a notetaker.
82
This will help to keep them on track. This strategy
also helps learners to review the work they need
to do. Also encourage learners to ask and answer
questions about the learning, to help them keep
engaged. Linking learning to learners’ own lives will
also help keep their attention.
Reflection
•How can you engage learners if they are
resistant to engaging in the activities?
•How successful were the activities? How can you
improve them?
3 READY, STEADY, GO!
3.1 Think about it: Different ways to move
LEARNING PLAN
Learning Objectives
Learning intentions
Success criteria
2Lm.01, 2Ld.01
• Listening: Listen to a poem, listen to
and follow instructions.
• Learners can listen to and
understand a poem.
2Sc.02, 2Sc.04
• Speaking: Give instructions, practise
theme vocabulary.
• Learners can listen to and follow
instructions.
2Rm.01, 2Rd.03
• Reading: Recite and read a poem,
read and identify key vocabulary.
• Learners can give instructions.
2Ug.03, 2Uv.09
• Language focus: singular and plural
nouns; imperative; adverbs: slowly,
quickly
• Learners can read and
understand a poem.
• Learners can recite a poem.
• Vocabulary: Action verbs: wave,
stand, hop, flap, wiggle, nod, fall,
shake, clap, tap, roll
Parts of the body: body, nose, foot,
head, hand, tummy, fingers, toes,
leg, arm
21st-century skills
Critical thinking: Activate prior knowledge, memorise a poem.
Learning to learn: Memorise and repeat key words and phrases, use a dictionary to help learning.
Materials: Learner’s Book pages 46–47; Workbook
page 39
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine.
Getting started (10 minutes)
•
Focus on the picture and ask learners to look at it
carefully. Ask: How are the children moving? What
are some ways we can move?
•
Allow some use of the local language if necessary.
Echo in English and ask learners to repeat.
•
Introduce slowly/quickly. Say, for example, Let’s
run slowly. Then mime as if you are running in slow
motion. Then do the same with quickly – say, for
example, Let’s run quickly. Then mime as if running
very fast. Give more examples for less confident
learners, for example Move your hands/head/feet
slowly/quickly. Ask them to move the corresponding
parts of their body. Give plenty of practice before
giving all-class instructions.
Main teaching ideas
1 Listen to Julia talk about ‘Get up and
move’ day. (15–20 minutes)
•
Point to the picture and tell learners they are
going to listen to Julia.
83
32
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
They listen and say what the children are
doing.
2 Listen, say and do. (15–20 minutes)
•
Focus on the pictures. Tell learners that they
are going to listen to the audio and follow the
instructions. Play the audio once and mime the
movements.
•
Play the audio at least twice.
•
Ask learners if they can wave their hands, hop
on one foot and nod their heads. Invite them to
try to do it.
•
•
Play the audio again and ask learners to try to
do the actions as they listen.
Review the meaning of both. Say and mime,
for example Show me both hands.
•
Play the audio again and ask learners to follow
the instructions.
CROSS-CURRICULAR LINK
•
PE: Ask learners what they do in PE class. Do
they move the way the children in the picture do?
Elicit answers and provide additional vocabulary
if necessary.
Play it again. Pause after each sentence for
learners to say the sentence and do the action.
•
You may wish to play the audio again, pause
after each instruction and ask a different
learner each time to say it. The class follows
the instructions.
Audioscript: Track 32
Digital Classroom: Use the activity ‘Move your
body!’ to reinforce the vocabulary of the actions.
The i button will explain how to use the activity.
Julia: It’s ‘Get up and move’ day at our school.
Moving is good for us: it keeps our bodies healthy
and strong. We are moving in lots of different ways!
Audioscript: Track 33
Those two children are having a duck race. Look!
They are flapping their arms and walking like ducks.
Stand. Stand up! Now stand on one leg!
Wave. Wave one hand. Now wave both your hands!
The boy over there is jumping very high. He’s
trying to reach the balloon. I think he’s done it!
Hop. Hop on one foot! Hop three times!
These children are playing a game. Let’s listen to
them.
Flap. Flap your arms. Flap like a bird!
Fall. Fall over!
Child 1: Wave your hands!
Wiggle. Wiggle your fingers. Wiggle your toes. Can
you wiggle your nose?
Child 2 and 3: We’re waving our hands!
Nod. Nod your head, up and down.
Child 4: Wave your hands and hop on one foot!
Child 2 and 3: We’re waving our hands and hopping
on one foot!
Child 5: Wave your hands and hop on one foot and
nod your head!
Child 2 and 3: We’re waving our hands and hopping
on one foot and nodding our heads!
Learner’s Book answers
Learner does each of the actions.
3 Read and point. (15–20 minutes)
•
Review the parts of the body. Focus on the
picture and read each label out in turn. Ask
learners to point to the correct body part as
you say each label. You could also give some
instructions, for example Point to your nose,
wiggle your fingers.
•
Ask: What other ‘parts of the body’ words
do you know? Elicit answers from the class.
Ask them to look at the body diagram in the
Picture Dictionary, on page 167.
Child 6: Oooh … I’m falling o-v-e-r …!
Julia: Well done everyone! OK, it’s your turn now.
Can you wave your hands, hop on one foot and
nod your head? Try it!
Learner’s Book answers
Learner’s own answer.
84
33
3 READY, STEADY, GO!
•
Ask learners to take it in turns to give
instructions to the class using parts of the
body, for example Touch your nose.
Audioscript: Track 34
See Learner’s Book page 47.
Differentiation ideas: For extra practice, less
confident learners could spell the corresponding
part of the body, for example Say: Touch your nose.
Learner does the action. Ask: How do you spell
nose? N-O-S-E. More confident learners can write
word labels for parts of the body. They draw a
picture of a person on the board and label it.
34
Workbook
Learners do Activities 1 and 2 on page 39.
Workbook answers
4 Listen and read. (20–25 minutes)
•
Tell learners they are going to listen to a poem.
They listen and join in.
•
Play the audio a few times. Pause for learners
to repeat each line.
•
Play the poem again and ask learners to do
the actions.
•
Play the poem one last time; learners say the
poem and point at the picture of the child who
is doing the corresponding action at the top of
the Learner’s Book page.
•
•
Point at the pictures in random order and elicit
the correct action word from the class.
Encourage learners to memorise the poem.
When they feel confident enough, invite them
to recite it either individually or in pairs.
CROSS-CURRICULAR LINK
PE: You could take the class to the school
playground to do the activities and invite the PE
teacher to work along with you. You may extend
the activity to include other movements, for
example Run to the left/right, hop 3 times on
your left/right foot, put your left hand on your
friend’s right shoulder, etc.
Activity 1
1 head, 2 nose, 3 arm, 4 hand, 5 leg, 6 toes,
7 tummy, 8 fingers, 9 foot
Activity 2
a 7, b 5, c 4, d 2, e 6, f 3, g 1
Plenary ideas
Consolidation (15 minutes)
•
Ask the class what they enjoyed most in this lesson.
•
As a class, discuss with learners how easy or
difficult it was to remember the poem. What can
they do to help them memorise it?
Homework ideas
•
Learners create a new poem using Activity 4 as a
model. Ask them to look at the Picture Dictionary
pages for more action verbs if necessary.
•
Home–school link: Learners teach parents and
siblings their new action poem.
85
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
3.2 Let’s explore: Healthy and strong
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen for details, follow and
give instructions.
• Learners can listen to and
understand instructions.
2Sc.01, 2So.01,
2Sor.01
• Speaking: Express likes, dislikes, talk
about ways we can move.
• Learners can speak about
likes and dislikes.
2Wca.04
• Writing: Write sentences with correct
spelling and punctuation.
• Learners can talk about how
they move.
2Us.03, 2Us.04,
2Uv.01
• Language focus: both, and, but
• Learners can write
sentences with correct
spelling and punctuation.
• Vocabulary: clap, wave, hop on, stand on,
nod, shake, roll, numbers 1–20
21st-century skills
Critical thinking: Classify information in a table.
Communication: Talk about likes and dislikes.
Social responsibilities: Understand the importance of healthy foods and exercise for having a
healthy lifestyle.
Materials: Learner’s Book pages 48–49; Workbook
pages 40–41; index cards – eight per learner; colour
pencils; Photocopiables 16 and 17; stickers for Unit 3
Starter ideas
Beginning the day (10–15 minutes)
•
Learners do the warm-up routine.
•
If learners have done the homework activity, ask
them to read their poem to the class. Then you
can display them around the classroom or make a
poster with all the poems.
Concentration (15 minutes)
•
•
86
Give each learner seven index cards for a vocabulary
concentration activity. They write four vocabulary
words on four cards, and draw corresponding
images for these words on the remaining four cards,
for example the topic vocabulary words – wave,
stand, hop, fall, flap, wiggle, nod.
In pairs, lay cards face down. Then take turns
turning over two cards, one at a time, saying the
words aloud.
•
If two matching cards are turned over, the player
keeps the pair of cards. If the cards do not match,
the player turns them face down again and it is the
next player’s turn.
Main teaching ideas
1 Sticker activity (15 minutes)
•
Ask learners to get their stickers for Unit 3.
Ask: Which actions do we do with our feet?
Which actions do we do with our hands?
•
They sort the stickers into two columns
showing which actions use feet/hands.
•
Elicit what else we can do with our feet, for
example tap, push, stamp.
•
Ask learners to draw a picture at the bottom of
the feet column and write the word that goes
with the picture.
•
Check as a class what learners have written
and drawn.
3 READY, STEADY, GO!
Differentiation ideas: You could encourage more
confident learners to add and mime other actions
we can do with our hands, for example clap, punch,
shake. Help with additional vocabulary. Write the
words on the board. Ask less confident learners to
spell and mime the words.
Digital Classroom: Use the slideshow ‘Listen and
do’ and accompanying activity sheet to reinforce the
vocabulary of the actions. The i button will explain
how to use the slideshow.
Learner’s Book answers
Feet: hop, stand.
Hands: touch, clap, wave.
Learner’s own answer.
2 Write it, read it, do it. (15–20 minutes)
•
Go through the actions in the activity. Say, for
example, Clap your hands. Stand on one foot.
Shake your head. Learners do the actions.
•
Ask learners to write three sentences using one
word from each box.
•
When they have finished, they read the
sentences to a partner, who does the action
described.
•
Ask learners to challenge their partner to do
all three of the actions at the same time.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activities 1 and 2 on page 40.
Workbook answers
Activity 1
Learner’s own answer.
Activity 2
Learner’s own answer.
3 Choose and write. (20–25 minutes)
•
Ask learners how they can keep their body
strong, for example walking, running, biking,
playing football/tennis, etc.
•
Ask learners what else they need to do to
keep their bodies strong and in good health.
(Eat healthy food.) Can they give examples of
healthy food?
•
Focus on the sets of words on page 49 of the
Learner’s Book and ask learners to choose
three activities and three healthy foods that
they like. Elicit answers.
•
Ask learners to write the words in two columns
– activities and food.
Differentiation ideas: Ask more confident learners
what other food they think is healthy. They can add
these to the table. Ask less confident learners, for
example Do you like (lettuce)? They can choose the
healthy food they prefer.
•
When they have finished, ask learners to
work in pairs and compare and contrast their
choices. Ask: Is there an activity or a food that
you like and your partner likes? Is there an
activity or a food that your partner likes but you
don’t like? They discuss the differences.
•
Focus on the example sentences that use of
and and but. Ask learners to report back to the
class using these words.
CROSS-CURRICULAR LINK
Science: Draw a plate and a glass on the board.
Divide the plate into four almost equal sections.
Explain that each section corresponds to a food
group, and taking equal or almost equal portions
of each group is healthy. Label each section:
grains, protein, vegetables and fruit. Label the
glass: dairy.
You could show learners eHappy Learning
educational videos about the food pyramid and
healthy food groups. There are also plenty of
pictures of the food pyramid and the healthy
food plate on the internet to use in class.
Ask learners to say what food they would include in
each group. Write their contributions on the board
and help with additional vocabulary if necessary.
Ask learners to copy the image into their
notebooks.
87
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
35
Digital Classroom: Use the activity ‘Good for you!’
to revise healthy activities and food. The i button
will explain how to use the activity.
Workbook
Learner’s Book answers
Learner’s own answer.
Workbook answers
Learners do Activity 3 on page 41.
Activity 3
Learner’s own answer.
4 Balance! (15–20 minutes)
•
Revise the numbers learned so far.
•
Model the activity first and then ask learners
to imitate you: Hold on to the back of a chair
and stand on one foot.
•
Ask the class: Which foot did you stand on –
your left foot or your right foot? Which foot did
most children in the class choose?
•
Then ask learners to try balancing on one foot
without the chair.
•
Tell them to listen and follow the instructions.
•
Play the audio at least twice so that learners
familiarise themselves with the instructions.
•
Play the audio again and invite the class to
follow the instructions as they count.
Plenary ideas
Consolidation (15–20 minutes)
•
1Pinch each thumb and pointer finger together;
to open, pull left and right. Close by bringing
all four finger tips together.
2Put your thumbs together and your pointer
fingers together; to open, move your thumbs
away from your pointer fingers. Close by
bringing all four finger tips together.
•
Say to your partner: Choose a colour.
2Spell the colour aloud: P-I-N-K. Open and
close the chatterbox as you say each letter (see
directions above). Leave the chatterbox open as
you say the last letter.
Are you ready? We’re going to stand on one foot,
balance and count to 20! Ready, steady … go!
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,
18, 19, 20! Did you do it?
3
OK! Now we’re going to stand on one foot, tap our
tummies and count to 15 s-l-o-w-l-y.
Say to your partner: Choose a number.
4Count to that number: 1 … 2 … 3 … Open and
close the chatterbox as you say each number.
Leave the chatterbox open as you say the last
number.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. Very
good!
One more balancing trick! Stand on the other foot.
Wiggle your fingers and count to 15 very quietly.
5Say to your partner: Choose a number. Open
that flap and read the directions underneath.
Your partner will do what the directions say.
You can do it too!
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. Very
good!
88
In pairs, learners play the game:
1
Audioscript: Track 35
Learner’s Book answers
Learners follow the instructions.
Hand out Photocopiables 16 and 17 ask learners to
make their chatterbox games. Explain how to open
and close the ‘chatterbox’:
Homework ideas
•
Home–school link: Learners share the healthy food
and activities with their family. They ask parents
what they ate and did when they were children. How
does it compare with what they eat and do now?
•
Learners write a short text about what their parents
ate and did when they were their same age.
3 READY, STEADY, GO!
3.3 Science: What can birds do?
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01, 2Ld.04
• Listening: Listen and understand a text
about birds.
2Sor.01
• Speaking: Talk about what different birds
are like.
• Learners can listen and
understand a talk about
birds.
2Rd.02, 2Rd.04
2Wca.05
2Us.04
• Reading: Read and understand a text
about birds, use contextual clues to
understand new words.
• Writing: Complete sentences using correct
spelling, punctuation and grammar.
• Language focus: can/can’t for ability;
pronouns: it, they; conjunctions: and, but,
or; determiners: all, most, some
• Learners can read and
understand a text about
birds.
• Learners can describe
different birds.
• Learners can complete
sentences using basic
connectors and determiners.
• Vocabulary: amazing, lay eggs, feathers,
hummingbird, fingernail, ostrich, nest,
penguin, swan, kiwi, goose, falcon,
parrot, crane
Review: colours, big, small
21st-century skills
Critical thinking: Compare and contrast information, classify information according to key features.
Collaboration: Participate in group activities.
Materials: Learner’s Book pages 50–51; Workbook
pages 42–43; a few age-appropriate non-fiction texts
or books; internet access (optional); A4 map of the
world – one per learner
Starter ideas
homework, ask them to read their texts to
the class.
•
Discuss as a class if they like what their parents
ate more than what they eat now. Who did more
physical activities? Who ate more healthily?
Beginning the day (10–15 minutes)
Main teaching ideas
•
Learners do the warm-up routine.
1 Before you read (15 minutes)
•
With the class, recite the poem ‘Reach for the sky!’
on page 47 of the Learner’s Book, making all the
necessary movements.
Food in the past (15 minutes)
•
If learners have written about what their parents
ate and did when they were their same age for
•
Ask learners if they like birds. What birds do
they like? If at all possible, have learners look
for images of birds on the internet. Do they
know the names in English?
•
Ask learners what they know about birds.
Encourage them to say five things. Write their
ideas on the board.
89
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Ask: Can all birds fly? Elicit answers and examples.
•
Direct learners’ attention to the headings and ask
them where they would find the answer to Can all
birds fly? What helped them find the information?
(The headings.) Introduce the word heading.
•
Ask learners to look at the headings. Ask them
to focus on the colour, size and type of letters.
Elicit from learners what the purpose is of
headings in a text. (To organise the text into
sections, to show where key information is.)
•
Remind learners of the importance of using
pictures, headings or chapter names to predict
what the content of a text is about.
•
Bring a few age-appropriate non-fiction texts
or books to the class. Share them with learners
and ask them to look at pictures, headings or
names of chapters to predict what the texts/
books are about.
Learner’s Book answers
Learners will find the answer to the question Can all
birds fly? in the section with the heading ‘Flying’.
36
2 Amazing birds (15–20 minutes)
•
Tell learners that they are going to listen to the
audio and follow in their books. Play the audio
a few times.
•
Elicit from learners the meaning of the new
words. Encourage them to guess the meaning
of the words using the illustrations and the
context to help them.
Digital Classroom: Use the activity ‘What can
birds do?’ to reinforce comprehension of the text.
The i button will explain how to use the activity.
Audioscript: Track 36
See Learner’s Book page 50.
3 Talk about it. (10–15 minutes)
•
Talk with learners about the information in
Activity 2. Discuss what new information they
have learned about birds.
•
Ask which of the birds live in their area or in
their country.
CROSS-CURRICULAR LINK
Geography: Give learners an A4 map of the world
and ask them to label the countries that the birds
they have read about live in. You can refer back to
the Background knowledge section on page 62 to
find out about the birds covered in this unit. You
may wish to help learners search the internet and
look for information and pictures about amazing
birds. Websites such as Active Wild and EarthSky
have beautiful pictures, and include some of the
birds referenced in this lesson.
Learner’s Book answers
Learner’s own answer.
4 Complete the sentences. (15–20 minutes)
•
Refer back to the text and ask learners to find
the determiners all, most and some. Use the key
words box to explain the meaning of these words.
•
Then ask them to make sentences using these
sentences; for example, say: Can all birds fly?
(No.) Which birds can’t fly? (The penguin and
the ostrich.) So, most birds can fly.
•
Proceed in a similar way to make the meaning
of all the determiners clear to learners, for
example with other animals: which animals
can both run and swim, can’t swim, can or
can’t climb, etc.
•
Ask learners to make as many sentences as
possible.
CROSS-CURRICULAR LINK
Language arts: Focus on the photographs. Ask
learners to read the text that accompanies them.
Ask: What can we learn from this text/reading/
information? What does it do? (It supplies
information about the photograph.) Introduce the
word caption and explain what they are useful for.
Natural science: Ask learners what they know
about each species of birds, where they live, what
they eat, their size and colours, etc.
90
Differentiation ideas: Less confident learners
could write the examples in their notebooks. More
confident learners can draw a Venn diagram on the
board and classify the animals.
3 READY, STEADY, GO!
Learner’s Book answers
(Examples, based on text)
All birds … have feathers, lay eggs.
Most birds … build nests, can fly.
Some birds … don’t build nests, lay their eggs on the
ground, can’t fly, can swim.
Learner’s Book answers
Kiwi: A kiwi can walk but it can’t fly or swim.
Hummingbird: A hummingbird can fly, but it can’t
swim or walk.
Goose: A goose can fly, swim and walk.
Falcon: A falcon can fly and walk but it can’t swim.
Language tip (10–15 minutes)
•
Workbook
Focus on the example sentences and explain the use
of and, but and or.
•
Ask learners to think of more examples of
sentences that use those words.
•
Less confident learners could write the examples in
their notebooks.
Learners do Activities 2, the Challenge and 3 on
page 43.
Workbook answers
Activity 2
a parrot
b crane
Workbook
Learners do Activity 1 on page 42.
Challenge
Learner’s own answer.
Workbook answers
Activity 3
Learners draw their own penguin.
Activity 1
a All animals need water.
b All animals can move.
c Most birds can fly.
d Most birds build nests.
Plenary ideas
Consolidation (15 minutes)
•
Divide the class into pairs. Learner A chooses a bird.
Learner B asks questions, for example Can it fly? Is
it a …? Learner A replies with short answer forms.
•
Allow a limited number of questions to keep the
activity interesting.
e Some birds can swim.
f Some birds can’t fly.
•
Ask learners to look at the table and say what
the birds can and can’t do using and, but and or.
Assessment ideas: Circulate, checking for correct
pronunciation and use of language. You could take
notes of the most common mistakes learners make for
setting up some remedial work later.
•
Then, ask them to write a sentence about each
bird in their notebooks.
Homework ideas
5 What can birds do? (15–20 minutes)
Digital Classroom: Use the activity ‘What can they
do?’ to revise all, some, most, and conjunctions and,
but, or. The i button will explain how to use the
activity.
•
Learners choose one of the birds that appear in this
lesson and search the internet for information about
it. They prepare a short information file about their
bird. You may give them a set of guiding questions
to help them, for example Which bird? Where does
it live? What does it eat? How many eggs does it
lay? What can it do? Learners can print or draw a
picture to illustrate the file.
•
Home–school link: Learners tell their family about
the birds they have read about in class.
91
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
3.4 Use of English: Describing ongoing actions
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen to and understand a
description, listen and guess.
• Learners can listen to and
understand a description.
2Sc.02, 2Sc.03,
2So.01
• Speaking: Ask and answer questions,
speak about what people are doing,
speak about likes and dislikes.
• Learners can play a guessing
game.
2Wor.02
• Writing: Write sentences and words using
correct spelling.
2Ug.04, 2Us.04
• Language focus: present continuous,
spelling rules when adding -ing; I like/I
don’t like + verb -ing; conjunctions: and,
or, but
• Learners can speak about
what people are doing.
• Learners can talk about likes
and dislikes.
• Learners can ask and answer
questions.
• Vocabulary: waving, making, writing,
ripping, cutting, swimming, watching
TV, skipping, eating, playing, riding,
clapping, hitting a ball
21st-century skills
Critical thinking: Read and make inferences.
Collaboration: Participate actively in group and whole activities.
Materials: Learner’s Book pages 52–53; Workbook pages 44–45; sheets of paper, for example old newspapers, paper
and writing materials
Common misconceptions
Misconception
How to identify
How to overcome
In some languages, learners often
confuse the present simple and
the present continuous, and they
sometimes forget the auxiliary in
the present continuous, e.g.
Circle or underline the mistake.
Ask, e.g., Is this something we are
doing now or is it something we
always/usually do? What word is
missing here? Elicit the answer.
Explain that the present continuous
is used for actions that are
happening now, at the moment
of speaking. Ask learners to ask
themselves this question before
deciding: Is this happening now?
I reading/am read books in my
free time.
I arranging/am arrange dinner for
you on Saturday at 7 o’clock.
92
Review the formation of the
present continuous, and ask
learners to write the auxiliaries in
colour to help them remember.
3 READY, STEADY, GO!
Starter ideas
Language detective (15–20 minutes)
Beginning the day (10–15 minutes)
•
Focus on the first set of verbs. Ask learners to look
at them and find the answer to the question (when
we add -ing, the letter ‘e’ disappears).
•
Ask some learners to write the verbs + -ing on the
board. Ask the class to spell them.
•
Proceed in the same way with the second set of verbs.
•
Learners do the warm-up routine.
•
Play a few rounds of ‘Simon says’ to revise the
vocabulary of Lesson 3.1.
Birds (10–15 minutes)
•
If learners have done the homework activity, ask
them to share their findings with the class and
display their files around the room.
•
Then you can file them in their portfolios.
Main teaching ideas
1 What can you do with a piece of paper?
(10–15 minutes)
•
Ask learners what they can do with a piece of
paper. Elicit some answers.
•
Ask them to look at the pictures and read. Tell
them to mime the actions. Point at each picture
in random order and ask: What’s he/she doing?
•
In pairs, ask learners to act out the sentences.
•
Circulate, checking for correct language use
and pronunciation.
•
You may wish to remind learners of the use of
contractions: I’m, you’re, etc. Ask them what
the full form would be for each contraction in
this activity.
Learner’s Book answers
Learners copy the instructions.
2 Listen and guess. (10–15 minutes)
•
Ask learners to work in pairs and sit back to
back with their partner. Give each one a piece
of paper, for example old newspapers.
•
Learner A does something with a piece of
paper. Learner B has to listen carefully and
guess what their partner is doing.
•
Circulate, checking for correct pronunciation
and use of language.
Critical thinking opportunity: Focus on the words in the
Language detective box. Ask learners what they notice
about the spelling. What happens to the final consonant
when we add -ing? Can they make a rule? Ask them to
look for more words to put in each group.
Digital Classroom: Use the grammar presentation
‘What are they doing?’ to revise common present
continuous forms, including short answers and
contractions, to talk about present activities. The
i button will explain how to use the grammar
presentation.
Learner’s Book answers
wave, write: When we add -ing, the letter e
disappear: waving, writing.
rip, cut: When we add -ing, the final consonant is
doubled: ripping, cutting.
3 School field day (15–20 minutes)
37
•
Ask learners to read the verbs and write the
-ing forms of each.
•
Then, tell them they are going to listen to a
recording. They point to each action in the
picture scene as they hear them described.
•
Play the audio at least twice.
•
You may wish to extend the activity, for
example Where do you do these things?
Swimming. Learners answer: I swim in the sea;
watching TV – I watch TV at home.
Audioscript: Track 37
Hello! Welcome to Field Day at the Morningside
School!
93
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Let’s take a look at what’s happening. Three boys
are kicking footballs into a goal. Their teacher is
stopping the ball. Good luck, boys!
d They are playing football.
Run, run, run! Do you see the two boys running a
race? Which boy is winning? Yes, I think the boy
wearing the grey t-shirt is winning. He’s running
very fast.
f Learner’s own answer.
Two boys are climbing up the climbing wall. One
boy is at the top. He is talking to the boy below.
Look! Those boys are having a bag race. Their legs
are in a bag and they are hopping! Oh no, the boy
in the white t-shirt is falling. It’s OK. He’s laughing.
Who is winning? Yes, the boy with the black t-shirt
is winning. He’s almost at the finish line.
Can you balance on a ball? It’s not easy. The boy
in the green t-shirt is balancing on his knees and
hands. Look at the boy in the purple t-shirt. He is
balancing on his knees. Wow! That is very hard.
Learner’s Book answers
kicking, running, winning, climbing, balancing,
hopping.
Learners point to the action images.
e She is dancing.
4 Guess the mystery boy. (15–20 minutes)
•
Tell the class that they are going to listen to a
dialogue.
•
They listen and find the mystery boy in the
picture.
•
Then play the game as a class. Take turns for
learners to choose other characters in the
picture and ask the rest of the class to guess
which one they have chosen.
Audioscript: Track 38
Adult: Can you find the mystery boy? Look at the
picture and listen to the questions and answers.
Child: Is the boy running?
Adult: No, he’s not.
Child: Is the boy kicking a ball?
Adult: Yes, he is!
Workbook
Child: Is he wearing an orange t-shirt?
Learners do Activities 1 and 2 on page 44.
Adult: No, he’s not.
Workbook answers
Activity 1
a They are playing football.
Child: Is he wearing a yellow t-shirt?
Adult: Yes, he is!
Child: I see him. Here he is!
Adult: That’s right. Well done!
b She is kicking.
c He is clapping.
d She is eating.
e They are skipping.
1 No, they don’t.
2 Yes, they do.
Activity 2
a They are riding bikes.
b We are eating ice cream.
c He is shopping.
94
Learner’s Book answers
Learners point to the boy kicking a ball in a yellow
t-shirt.
5 Write a clue. (15–20 minutes)
•
Tell learners to work independently and write a
description of one boy in the picture.
•
They give it to their partner. Can their partner
find the boy?
Differentiation ideas: A partner miming and
guessing game can provide learners with practice
using second-person and first-person plural.
38
3 READY, STEADY, GO!
Ask learners to come to the front in pairs. They
act out one of the field day activities and the class
guesses what they are doing: Are you (plural) …?
Are you (running)? Yes, we are./No, we’re not.
Learner’s Book answers
Learner’s own answer.
Plenary ideas
Consolidation (20 minutes)
Critical thinking opportunity: Learners make a class
survey of favourite activities. They make a chart with
five activities of their choice. Encourage them to include
action verbs they have learned in this and other units.
•
Ask learners to circulate and ask at least five other
learners what their favourite activity is. They then
record the answers in their chart.
•
Learners share the results with the class and collect
them on a class chart. Then they see which activity
is the most popular.
•
This activity will reinforce the use of tables to
record information.
•
Reflection: Ask learners to discuss what they have
enjoyed most about this lesson. Encourage them
to think how they can use what they have learned
in the lesson in other school subjects, for example
classifying information in tables, doing surveys.
Workbook
Learners do Activities 3 and 4 on page 45.
Workbook answers
Activity 3
Learner’s own answer.
Activity 4
Learner’s own answer.
Homework ideas
•
Learners write a short text about the results of their
survey.
•
Home–school link: Learners play the Guess the
mystery boy game with their family.
95
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
3.5 Words and sounds: Long vowel sounds
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01
• Listening: Listen and identify long vowels
with silent e; long diphthongs ai and ay.
2Sc.04
• Speaking: Act out words; sing a song.
• Learners can listen for and
identify long vowels with
silent e.
2Rd.01
• Reading: Read words with long vowel
sounds.
2Wca.03
• Writing: Write words with long vowel
sounds.
• Learners can read words
with long vowel sounds.
• Vocabulary: playground, teacher, glue,
slide, scared, tired, unhappy, cross,
puzzled, excited, surprised, hungry
• Learners can write words
with long vowel sounds.
• Learners can sing a song.
• Learners can act out a song.
21st-century skills
Communication: Use polite forms to interact with peers and teacher.
Learning to learn: Memorise and repeat words and phrases.
Materials: Learner’s Book pages 54–55; Workbook
pages 46–47; sheets of paper, pencils, Photocopiables 19
and 20; stickers for Unit 3
•
Tell learners to write the vowels a, i and o on
three pieces of paper.
•
Tell them you are going to play a recording.
Starter ideas
•
Learners listen for the sound in the middle
of these words and hold up the vowel sound
they hear.
Beginning the day (10–15 minutes)
•
Learners do the warm-up routine.
•
Play a few rounds of ‘Simon says’.
The alphabet (10 minutes)
•
•
b cake
Remind the class of what vowels and consonants are.
d game
1 Which vowel sound? (10 minutes)
•
96
a kite
Ask learners to sing the ABC song (see Learner’s
Book page 22).
Main teaching ideas
39
Audioscript: Track 39
Ask learners to look at the pictures. Can they
say the words?
c nose
e nine
f rope
3 READY, STEADY, GO!
•
Ask learners to look at the words and say them
in pairs – Tim and time, Sam and same.
•
Ask them if they notice how the silent e
changes the sound of the vowel.
Differentiation ideas: Explain to the class that these
sentences are in fact ‘tongue-twisters’. Explain what
a tongue-twister is – it is a phrase that has lots of
similar sounding words that makes it difficult to
say, especially when said quickly. Perhaps one of the
most famous examples of a tongue-twister is ‘She
sells sea shells on the sea shore.’ Ask less confident
learners to choose a tongue-twister and read it as
quickly as possible. More confident learners may
choose different words and create their own
tongue-twister. They can then challenge each other
to say them as quickly as possible.
•
Play the audio at least twice for learners to
check if they were right.
Learner’s Book answers
Learner’s Book answers
a kite – i, b cake – a, c nose – o, d game – a,
e nine – i, f rope – o
40
2 Listen and say the word pairs.
(10 minutes)
Words with the long a sound
Audioscript: Track 40
Adult: Tim. Time.
Boy: What time is it, Tim?
Adult: Sam. Same.
Girl: Sam and Tim look the same.
Learner’s Book answers
The silent e changes the i sound from a short i to a
long i.
3 Write the words. (10–15 minutes)
•
Ask learners to work with a partner.
•
They look at the pictures in Activity 1 and
write the words. Remind learners that all of
these words end in a silent e.
Learner’s Book answers
kite, cake, nose, game, nine, rope
4 Read and find words with the long a
sound: a_e, ai and ay. (10–15 minutes)
•
Ask learners to read the sentences with a
partner and identify words that have a long
a sound.
•
Tell learners to circle these words. Elicit
from them what letters make this sound
(a_e, ai and ay).
•
Ask them to write the words in a chart – they
write each word under the spelling that stands
for the long a sound.
a_e
ai
ay
place
rainy
day
plane
snails
May
sail
play
train
away
bay
today
5 Sticker activity (15–20 minutes)
•
Ask learners to get their stickers for Unit 3.
•
Ask learners to read and say the words on the
stickers. What long vowel sound do they hear
in each word?
•
Learners put the stickers on the School page
(page 169) of the Picture Dictionary.
•
Then ask learners to think of a new school
word, something they find in a school that is
not on the Picture Dictionary page.
•
They draw a picture to represent their chosen
school word, and write the word at the bottom
of the page.
Learner’s Book answers
playground – long a, teacher – long e, glue – long u,
slide – long i
Learners stick the stickers in the correct place in the
Picture Dictionary.
97
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
and mime it. The partner guesses what it is. Less
confident learners could sit in small groups and
decide how to best mime each feeling before playing
the guessing game.
Workbook
Learners do Activities 1, 2 and 3 on pages 46–47.
Digital Classroom: Use the activity ‘How do you
feel?’ to revise the vocabulary of feelings. The
i button will explain how to use the activity.
Workbook answers
Activity 1
F
I
F
I
V
E
H
R
I
C
E
P
L
A
N
E
K
O
F
Q
A
N
R
R
O
P
E
I
M
I
P
K
I
Boy 1: I’m tired. I want to sleep.
C
W
A
V
E
T
E
R
J
E
N
Girl 2: I’m unhappy. I want to cry.
B
W
R
I
T
E
X
E
P
F
E
Boy 2: I am angry! I want to yell!
Girl 1: Oh, no! I’m scared. I want to scream.
Boy 3: I’m confused. I want to think.
Activity 2
Girl 3: Hooray! I’m excited! This is great!
Words with the long a sound
a_e
ai
ay
place
rainy
days
plane
snails
play
sail
away
train
bay
today
Activity 3
When it is rainy, I need my umbrella.
We are going to play at the park today.
I can see a plane in the sky!
41
Audioscript: Track 41
Look at the photos.
Find a word with a long e sound. Angry and
unhappy have a long e sound at the end.
Find a word with a long i sound. Tired and excited
have a long i sound.
Find a word with a long u sound. Confused has a
long u sound.
Learner’s Book answers
scared, tired, unhappy, angry, confused, excited
7 Listen, sing and do the actions.
(10–15 minutes)
•
Focus on the song. Tell learners that they are
going to listen to it and do the actions.
•
Play the audio a few times and ask learners to
join in and mime along.
•
As an extension, distribute and review
Photocopiable 19: new verses for a song. Work
with learners to compile a list of actions they
would like to use to express each feeling: If
you’re (excited, scared, unhappy, tired) and you
know it, .... Write the list on the board.
•
Learners work in pairs. They choose words to
finish each sentence and write their verses.
•
When learners have finished writing their new
verses, they sing them and the class mimes along.
6 Look at the photos. (15–20 minutes)
•
Before doing this activity, go through and
discuss the pictures and feelings words with
the class as several of the words are new.
Encourage learners to guess the meanings
using the pictures.
•
Tell the class that they are going to listen and
say what each child is feeling.
•
Play the audio at least twice. Elicit the answers.
Critical thinking opportunity: Check that learners
have understood the correct meaning of each
word. Some of these facial expressions may vary
between cultures.
Differentiation ideas: More confident learners
work in pairs. They take it in turns to choose a word
98
42
3 READY, STEADY, GO!
(individuals: spell picture words, check your
spelling with word cards; pairs – learner A spells a
word aloud from word card, learner B writes the
word and finds the correct picture).
Audioscript: Track 42
See Learner’s Book page 55.
•
Learner’s Book answers
Learner’s own answer.
Learners can also practise writing sentences using
the words. Ask: Can you write a sentence that
includes two of these words? Can you write a sentence
with three of the words?
Plenary ideas
Homework ideas
Consolidation (10–15 minutes)
•
Learners look at the sentences in Activity 4 in the
Learner’s Book (page 54) and write words that have
a long a sound on a piece of paper.
•
Home–school link: Learners teach the song to
their family.
•
Hand out Photocopiable 20 and ask learners to use
it to play a phonics Pelmanism game in pairs.
•
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
3.6 Read and respond: Bear and Turtle have a race
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a play.
2Sc.02, 2So.01
• Speaking: Discuss a play, act out a play.
• Learners can listen to and
understand a play.
2Rm.02, 2Rd.02
• Reading: Read a play, examine text
features of a play script.
2Wca.04, 2Wc.02
• Writing: Write a short conversation about
consoling a friend who is sad.
• Vocabulary: narrator, character, fast,
strong, brave, boasting, whisper, clever,
ridiculous, race, pond, cheer, cave,
winner, win, lose, rabbit, frog, deer,
fox, crow
Review adjectives to describe feelings.
• Learners can read and
understand a play.
• Learners can act out a play.
• Learners can speak about
people’s feelings.
• Learners can write a new
dialogue based on a model.
• Learners can identify text
features of a play script.
21st-century skills
Communication: Change sound levels and pitch when doing drama.
Emotional development: Describe different emotions, be aware of the feelings of others, help and comfort.
Values: Identify feelings, show empathy.
Materials: Learner’s Book pages 56–59; Workbook pages 48–49; map of the world; Photocopiable 1
99
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Remind learners of the adjectives for feelings they
have learned.
•
Play a guessing game in teams. Team A draws a face
showing a feeling and Team B says the correct word.
If you’re happy and you know it
(10 minutes)
•
Sing and act out the song in Lesson 3.5 as a class.
Main teaching ideas
1 Before you read (15 minutes)
•
Ask learners to look at the pictures and the
names written in purple. Remind the class of
the concept of ‘character’. Ask: Who are the
characters in this play?
•
Ask learners what kind of text this is: Is this a
story, a poem or a play? How do you know? What
is the difference between a story and a play?
•
Review play script conventions, and elicit ideas
from the class, for example the name of the
character is written at the beginning of the
lines that actors will speak.
•
Introduce the term narrator – someone who
helps tell the story.
Reading tip (15 minutes)
•
43
Tell learners that this is a story from the Seneca
Indians in the United States. If learners have not
heard of the Seneca Indians, supply some information
about them (see Background knowledge section on
page 62) and ask learners to locate the USA and
Canada as well as other relevant places on a map.
Bear and Turtle have a race
(15–20 minutes)
Critical thinking opportunity: Tell learners to look at the
pictures and the title of the story and predict what the
story will be about. Elicit as many suggestions as possible.
•
Tell the class they are going to listen to the story.
While they listen, they read the text in their books.
•
Play the audio twice if necessary.
Differentiation ideas: Ask more confident learners to
circle any unfamiliar words or phrases. In small groups
100
discuss their meaning. Some words/phrases might need
pre-teaching, for example I’m the best. I’m better than you
all. What’s the bear doing? Boasting. Less confident learners
can write example sentences with the new words in their
notebooks to keep as references.
Digital Classroom: Use the activity ‘What are the
animals doing?’ to reinforce comprehension of the
text. The i button will explain how to use the activity.
CROSS-CURRICULAR LINK
Social science: The Seneca nation: for
child-appropriate information about the Seneca
people, you may wish to visit some useful
websites such as the official Seneca Nation
website or Orrin’s website.
Audioscript: Track 43
See Learner’s Book page 56–58.
2 Talk about the story. (15–20 minutes)
•
Focus on the questions. Tell learners to work in
pairs or small groups and discuss them.
•
Tell them to make notes of their answers and
be ready to justify them.
•
Circulate, offering help. When learners have
finished, discuss the questions as a class.
Critical thinking opportunity: These questions
provide a good opportunity for learners to analyse,
make inferences and come to conclusions as some
of the answers cannot be readily found in the text.
Learners are also required to give opinions and
justify them, especially in the last question.
Values: Ask learners to give examples of fair and
unfair behaviour. Ask them to explain what fair/
unfair means. How do they react when they see an
unfair behaviour?
CROSS-CURRICULAR LINK
Language arts: Ask learners if they know another
story like Bear and Turtle have a race, for example
The Hare and the Tortoise. Encourage them to
think of similar stories in the local language. How
similar or different are they? Learners tell their
story to the class.
3 READY, STEADY, GO!
Learner’s Book answers
Learner’s own answer.
3 Values. Understanding feelings
(15 minutes)
•
Ask learners to choose the words that best
describe Bear’s feelings at the end of the race.
Elicit ideas for why they have chosen these words.
•
Ask them what Deer and Fox say to Bear. Why
do they say that? Elicit opinions, for example
So that Bear doesn’t feel so bad.
•
Invite the class to reflect on their own
behaviour. What do they do when they see a
friend or a classmate that is feeling unhappy or
upset? Do they try to help? Do they just leave
them alone? What do they think is the right
things to do? Elicit ideas.
Critical thinking opportunity: Encourage learners
to reflect on Bear’s behaviour. Does he deserve what
happened to him? Why?
Learner’s Book answers
Bear feels angry, sad and upset. He is also confused.
Deer and Fox tell Bear they are sorry, and that it
was just a silly race so he shouldn’t feel upset.
4 Write a conversation. (15–20 minutes)
•
Ask the class to imagine that a friend has lost
a race, and is feeling sad and upset. What can
they say to help their friend feel better?
•
Ask learners to write a short conversation between
themselves and their friend. They can look at the
box in their Learner’s Book for some ideas.
•
They read their conversation with a partner to
the class.
Assessment ideas: As a class, write a short checklist
for learners to use after they have written their
conversation, and also to give each other feedback.
Ask learners, for example, What should we include in
a conversation?
•
Elicit ideas, for example use capital letters at
the beginning of sentences, use full stops at the
end of a sentence, use a question mark at the
end of a question, use an exclamation mark
at the end of an exclamation, use only one
question mark and only one exclamation mark
(in Spanish you place a question mark both at
the beginning and at the end of a question; the
same happens with exclamation marks).
•
Give learners a copy of Photocopiable 1 and ask
them to use this checklist to assess their work.
•
When they have finished, ask learners to
exchange their work with a partner. Ask
them to use the checklist to give each other
feedback. Then have them say one thing they
like about it and one thing they would improve.
Learner’s Book answers
Learner’s own answer.
4 Act out the play. (20–25 minutes)
•
Learners work in groups. Group members
assign roles and rehearse the play. They act it
out for the class.
Assessment ideas: Check for correct pronunciation
and intonation. Make notes about learners’ weaknesses
to set up some remedial work later. If appropriate, you
may video-record each group’s performance. They can
watch it later to discuss what they have done.
Workbook
Learners do Activities 1, 2, 3 and the Challenge on
pages 48–49.
Workbook answers
Activity 1
4 turtles
Activity 2
a fox, b deer
Activity 3
a bear
run
jump
swim
bear
ü
ü
ü
turtle
û
û
ü
frog
û
ü
ü
deer
ü
ü
ü
rabbit
ü
ü
ü
Challenge
Learner’s own answer.
101
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Homework ideas
Reading theatre (20–25 minutes)
•
Learners look for similar stories or plays in the
local language or in English to share with the class.
•
Learners search the internet and find information
about the Seneca Nation. They then prepare a
poster about them.
•
Home–school link: Learners share the play with
their family.
•
Ask learners to choose one picture from the story
on pages 56–58, and choose a character in the
picture. They write some sentences about how their
chosen character is feeling in the picture.
3.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen to and
follow instructions.
2Sc.02, 2Sc.06
• Speaking: Present your project to the
class, give instructions to play a game.
• Learners can lead an action
game.
2Rd.03
• Reading: Read instructions.
2Wca.03, 2Wca.04
• Writing: Write word cards and animal
riddles, make a counting book.
• Learners can write riddles
and word cards.
• Language focus: Unit 3 review
• Vocabulary: Unit 3 review
• Learners can make a counting
book.
• Learners can present their
projects to the class.
21st-century skills
Critical thinking: Compare different types of information, record information in different ways.
Communication: Share thoughts with others to help develop ideas and solve problems.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages: 60–61; Workbook
pages: 50–51; sheets of paper; writing supplies; file
cards; Photocopiable 4
Poster presentation (10–15 minutes)
•
If learners made a poster for homework, ask them
to display it and explain what they have done.
Starter ideas
•
If they have found stories or plays in the local
language or in English, similar to the play in
Lesson 3.6, ask them to share these with the class.
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a counting and miming game from
Lesson 3.2.
102
Assessment ideas: You could keep the posters in their
portfolios.
3 READY, STEADY, GO!
Main teaching ideas
Learners choose an end-of-unit project to work on.
Look at the examples in the pictures and help them
to choose. Provide materials. Remember that all the
projects are pair or group projects.
Assessment ideas: You may wish to video-record
learners as they are working and when they present their
projects to the class. You can give them copies of the
recording so that they can show it to their family. Keep a
copy for their portfolios.
A: Lead an action game (30–40 minutes)
•
Read the directions in the Learner’s Book
(page 60). Give out drawing and writing
supplies.
•
Learners write the body words on cards.
•
When they have finished, they take it in turns
with another group to lead the game.
Differentiation ideas: Less confident learners could
revise the body parts vocabulary and action verbs.
More confident learners can dictate the words to
each other instead of copying them when making
the word cards.
B: Write an animal riddle: Who am I?
(30–40 minutes)
•
Circulate as learners work. Informally assess
their receptive and productive language
skills. Ask questions and take notes on their
responses.
Plenary ideas
Project reflection (10 minutes)
•
Learners present their projects to the class.
•
Ask learners to read the question and reflect: Think
of the three projects you have done (for Units 1, 2
and 3). Which project do you think was the best? Why?
•
They can discuss their ideas with a partner, and
then as a class.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
You may ask learners to keep a learning log in their
portfolio. They write one or two sentences about
how they perceive their performance and what they
have learned. Help with additional vocabulary if
necessary.
Workbook
•
Ask learners to read the riddle. Can they guess
the answer? (A turtle.)
Learners do the Check your progress quiz on
pages 50–51.
•
Give out cards and writing supplies. Explain
that the learners are going to write their own
riddles. They write their riddles on a card.
Workbook answers
•
They make an answer flap with the answer
written underneath, as in the illustration.
•
Each learner says their riddle and the class
guesses the animal.
C: Make a counting book: Frog maths
(30–40 minutes)
•
Read the instructions. Learners draw their
book pages as instructed.
•
They write the corresponding captions for each
picture.
•
They make a cover for the book and write the
names of the authors.
•
They present their book to the class.
Check your progress quiz
1 c, 2 b, 3 c, 4 a, 5 b
6 Lucy is waving/She is waving.
7 John is hopping/He is hopping.
8 I saw a plane in the sky.
9Learners write own name on cake.
10 Learner’s own answer.
103
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1 The boy is standing on one foot and flapping his
arms.
Homework ideas
•
Home–school link: Learners show their family their
project and explain what they have done. You may
also give them copies of the recording of the groups
working to show to their family.
2 I am thinking of a bird. Here is a clue. This bird
can run very fast, but it can’t fly.
Workbook
3 I don’t like grapes.
Learners do the Reflection on page 51.
4 Lisa likes running and swimming. Lisa doesn’t
like skipping or playing football.
Workbook answers
5 Bear is feeling very angry. He isn’t feeling happy.
Reflection
Learner’s own answer.
6 Lucy is looking at her friends on the balcony.
What is Lucy doing with her arms?
7 How is John moving?
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of the question at the beginning of
the unit: How can we move in different ways? What
did they say about this? Ask learners to act out
some of the different ways they can move.
104
CHECK YOUR PROGRESS
Check your progress:
Treasure hunt
Check your progress game Units 1–3
LEARNING PLAN
•
•
Use of English: present simple form, follow
directions, questions
Vocabulary: colours, numbers, days of
the week, months, clothes, things in the
classroom, food, the alphabet, places
Materials: Learner’s Book pages 62–63; Photocopiables
21 and 22; matching word and picture cards for the
vocabulary to be reviewed (for example, Pelmanism
cards previously used); scissors; small objects, for
example coins, paper clips, pebbles (optional); sticky
tape (optional); number cards – 12 cards with the
numbers are provided in Photocopiable 10
Starter ideas
•
Play a game to revise the vocabulary of Units 1–3.
•
elmanism: Divide the class into groups of three.
P
Give each group a set of word cards and picture
cards of the vocabulary you want learners to review.
•
Players take turns to play. They put the cards face
down on the table. They take turns to face up two
cards of their choice. If they match, the player
says the words, takes these two cards, stores them
and takes another turn. If they do not match, the
player turns them face down, without changing their
position in the layout, and it is the next player’s turn.
How to play
•
Explain the rules of the game. Divide the class into
pairs or small groups of three.
•
Give groups the materials they need to play. They
cut out the 12 number cards from Photocopiable 10
and shuffle them. They cut out the three game
markers from Photocopiable 21 and fold them so
they stand up. (If you prefer, instead of the game
markers learners could use small objects such as
coins, paper clips, pebbles; or you could tape the
pictures to coins.)
•
Groups play until there is a winner. Groups tell the
class who has won.
Homework ideas
Give each learner a copy of Photocopiable 22 to take
home, so their family can find out more about what they
have learned in Units 1–3.
105
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
4 The big sky
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 What do you
know about
shadows?
2–2.5
Talk about
shadows.
2Ld.04
2Sc.02
2Sc.05
2Rd.02
Learner’s Book Lesson 4.1
Workbook Lesson 4.1
Digital Classroom:
Video − One day
Activity – Tall or short?
Activity − My shadow
2 Light and
shadow
2–2.75
Talk about and
do experiments
with shadows.
2Ld.01
2Sc.02
2Rd.03
2Wc.01
Learner’s Book Lesson 4.2
Workbook Lesson 4.2
Photocopiable 23
Digital Classroom:
Slideshow − Looking at shadows
3 The Sun,
Earth, Moon
and stars
1–1.75
Read and write
about the Sun,
Earth and Moon.
2Ld.03
2Sc.06
2Rd.02
2Wca.04
Learner’s Book Lesson 4.3
Workbook Lesson 4.3
Digital Classroom:
Activity − What is it?
4 Using the
past simple
1.5–1.75
Talk and write
about what
people did in
the past.
2Ld.04
2Sc.01
2Wca.04
2Ug.03
2Uv.06
Learner’s Book Lesson 4.4
Workbook Lesson 4.4
Digital Classroom:
Grammar presentation − They walked
on the moon
Activity − Where was he?
5 Long i
1.75–2.5
Read and write
words with long i
spellings.
2Ld.04
2Sc.04
2Rd.01
2Wca.04
Learner’s Book Lesson 4.5
Workbook Lesson 4.5
Photocopiable 24
Digital Classroom:
Activity − Short or long i sound?
6 Our trip to
the Moon
2–2.75
Read and talk
about a
make-believe trip
to the Moon.
2Ld.03
2Sor.02
2Rd.04
2Rm.02
2Wor.01
2Wca.02
Learner’s Book Lesson 4.6
Workbook Lesson 4.6
Photocopiable 1
Photocopiable 2
Digital Classroom:
Activity − Compound words
106
4 THE BIG SKY
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
7 Project
challenge
1–1.5
Work together to 2Ld.01
make the project. 2Sc.06
2Rd.03
2Wca.03
Resources
Learner’s Book Lesson 4.7
Workbook Lesson 4.7
Photocopiable 1
Photocopiable 2
Photocopiable 4
Photocopiable 5
Photocopiable 25
Unit 4 quiz
Cross-unit resources
Unit 4 Audioscripts
Unit 4 End-of-unit quiz
Unit 4 Progress report
Unit 4 Wordlist
BACKGROUND KNOWLEDGE
In this unit, learners play a spelling game called
Catch the fish!
This spelling game can be played in teams, small
groups or pairs, and it provides good practice of
spelling in an entertaining way. You can use this
game at the beginning of Lesson 4.7.
• Divide the class into two groups. One player
from Group A thinks of a word and draws a
number of dashes on the board, equivalent
to the number of letters in the word. Group B
guesses the word.
• If the guessing player says a letter that occurs in
the word, the lead player fills in the blanks with
that letter in the right places. If the word does
not contain the letter, the lead player draws one
element of a fish caught on a fishing rod.
• As the game progresses, a part of the fish is
added for every suggested letter that is not
in the word. The basic picture would be: the
head, the body, the tail, two fins, the hook and
finally the fishing rod.
• The number of incorrect guesses before the
game ends provides a minimum of seven wrong
answers. The first player to guess the correct
answer thinks of the word for the next game.
Make a solar system
You will need:
• Ten plastic foam balls in four sizes. The biggest
should be the Sun, the second largest should
be Jupiter and Saturn, the third largest are
Uranus and Neptune, and then Mercury, Venus,
Earth, Mars and Pluto.
• Ten different colours of paint, including yellow.
Colour the planets. Match the paint colour with
the colour of the planet, for example Mars in
red, Earth in green and blue.
• Cut out four rings of card large enough to
make the rings for Jupiter, Saturn, Uranus and
Neptune.
• Glue the planetary rings to Jupiter, Saturn,
Uranus and Neptune.
• Cut small name cards for each planet.
• Stick a skewer into each planet and glue the
name cards on the skewers.
• Get a block of floral foam. Stick the Sun at one
end and place the rest of the planets in the
correct order from the Sun.
107
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
TEACHING SKILLS FOCUS
KWL charts
Created by Donna Ogle in 1986, a KWL chart
is a graphic organiser. The abbreviation stands
for I know, I want to know, I have learned.
Alternatively, you may change I know for I think
I know. You can use a KWL chart as a class, or ask
learners to work in pairs or small groups first and
then share their chart with the class.
Learners (and the teacher!) first establish what
they know or think they know about a topic, and
write their contributions in the first column. This
brainstorming lesson will generate questions that
will be written in the I want to know column.
I know
(K)
I want to know
(W)
I have learned
(L)
There are two ways in which you can fill in the
third column. You may either ask learners to fill
in this section as the questions are answered,
or you could wait until the unit is finished and
have another brainstorming lesson to supply the
information that goes in the L column.
A KWL chart serves several purposes:
•It activates learners’ prior knowledge of the text
or topic to be studied.
•It sets a purpose for the unit as learners add their
input by asking them what they want to know.
108
•It allows learners to expand their ideas beyond
the text used in the classroom.
•It can also be used as self-assessment and
formative assessment.
Your challenge
In each unit of the Learner’s Book, you will find
opportunities to use this chart. Look through Unit 4
and highlight opportunities for using it.
Look at Lesson 4.3, starter idea 2 and create a KWL
chart for it.
•What do you expect your learners to know
about the solar system?
•What do YOU know about it?
•What would your learners want to learn?
•What would you like them to have learned by
the end of the lesson?
•What additional knowledge would you need to
have in order to teach this lesson?
As you continue with the following units, tick off
the relevant points where learners might find it
useful to use it.
Reflection
•How well did the experience of using a KWL
chart in Lessons 4.3 and 4.6 go?
•Were learners responsive? If not, what
adjustments would you need to make?
4 THE BIG SKY
4.1 Think about it: What do you know about shadows?
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a poem, listen
and follow instructions.
• Learners can listen and
understand a poem.
2Sc.02, 2Sc.05
• Speaking: Ask and answer questions,
practise theme vocabulary.
• Learners can recite a poem.
2Rd.02
• Reading: Read and understand a
poem.
• Language focus: prepositions of time:
at, in
• Learners can ask and answer
questions.
• Learners can speak about
shadows.
• Vocabulary: sky, low, high, shadow,
long, short
• time phrases: in the morning, in the
afternoon, at midday
21st-century skills
Critical thinking: Explain how things happen, cause and effect.
Communication: Share ideas with peers before a writing or speaking task.
Learning to learn: Answer questions after listening to a conversation, complete tasks as required.
Materials: Learner’s Book pages 64–65; Workbook page
53; torches; a few large sheets of poster paper; marker;
measuring tape; A4 sheets of paper
3 Getting started (15 minutes)
•
Darken the room. Then use a torch and shine
a light on the wall. Put your hand or other
objects in front of the light to create a shadow
on the wall. Ask learners to guess what the
object is.
•
Ask the class: What are these? Introduce the
word shadow. Ask: What are shadows? Elicit
answers. Help with additional vocabulary.
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine.
What do we do? (10–15 minutes)
•
Revise the days of the week.
•
•
Ask learners to talk about what they do on each day
and at what time. Write the activities and the times
on the board. Keep it for future use.
Move the objects closer to the light and then
further away. Ask: How does the distance from
the light change the shape of the shadow?
•
Give learners a torch and have them
experiment with making shadows on the walls.
•
Introduce in the morning/afternoon, at midday, for
example We’re at home/at school in the morning.
Digital Classroom: Use the video ‘One day’ to
introduce the subject of the Sun and sky, and to
introduce the shadows experiment. The i button will
explain how to use the video.
109
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Main teaching ideas
44
1 Listen and point. (20–25 minutes)
•
Point to each of the three pictures and ask learners
to describe what they see. Remind learners of the
phrases In the morning/afternoon, at midday, for
example We’re at school in the morning.
•
Tell learners they are going to listen to Sally
and her mother.
•
They listen to the audio and point to the right
pictures. Play the audio at least twice.
Critical thinking opportunity: Focus on the three
pictures. Ask learners to look at Sally’s shadow.
Ask: Why is it different in each picture? When is the
shadow shorter? When is it longer? Why do shadows
change? Ask learners to pair up with a partner and
discuss. Elicit ideas.
•
Ask learners to move in different ways, for
example jump, hop, wave hands, etc. What
happens to their shadow? Does it move too?
It’s midday now. The Sun is high in the sky. Look
at my shadow now! It’s short and fat. It looks very
different from my long shadow in the morning. My
sister is tracing around my short midday shadow
with blue chalk.
Now it’s evening. It’s time for my mum to come
home. The Sun is low in the sky and my shadow
is long again. My sister stands behind me. Look
at the shadow we are making together! It has four
arms!
Here comes Mum. We wiggle our arms. The four
arms of the shadow wiggle too.
Mum laughs. ‘What a great shadow!’ she says.
‘Take a picture, Mum!’ we say. Mum takes a
picture.
Learner’s Book answers
Learners point to the relevant pictures as they listen to
the audio.
CROSS-CURRICULAR LINK
Science: Explain to the class that a shadow is
the dark shape that is made when something or
someone blocks light from a source like the Sun,
a torch, fire or a lamp. Ask learners to look at
the floor around them and find out if they have a
shadow. Is it a short or long shadow?
If it is sunny, you could take the class to the
playground at different times during the day
(morning or afternoon). In direct sunlight, make
a few children stand on sheets of poster paper.
Draw their shadows with a marker. Compare the
drawings of the shadows made at different times
of the day. How are they different?
Audioscript: Track 44
Hi! My name is Sally and I’m learning about
shadows.
2 Listen, point and say. (10–15 minutes)
•
Focus on the pictures. Ask learners to listen to
the audio, point to the correct picture and say
the words.
•
Play the audio at least twice. Pause after each
sentence for learners to repeat.
Critical thinking opportunity: Ask learners to look
through the window of their class and ask them: Is
it sunny? Are there clouds in the sky? Is the Sun low
or high in the sky?
Digital Classroom: Use the activity ‘Tall or short?’
to reinforce meanings of the antonyms and to
practise when to use the near synonyms long/high/tall.
The i button will explain how to use the activity.
Audioscript: Track 45
Sky. The sky is blue.
It’s early in the morning. The Sun is low in the sky. I
am standing in the sunshine, looking at my shadow.
Low. The Sun is low in the sky.
Do you see my shadow? It’s very long and thin. My
sister is tracing around my shadow with pink chalk.
Shadow. This is a shadow.
When I wave, my shadow waves, too. Hello, tall
shadow!
Short. This line is short.
110
High. The Sun is high in the sky.
Long. This line is long.
45
4 THE BIG SKY
Learner’s Book answers
sky, low, high, shadow, long, short
3 Look again at the pictures of Sally.
(10 minutes)
•
Tell learners to look at each picture again on
page 64 of the Learner’s Book.
•
Discuss the questions and elicit the answers.
Differentiation ideas: Less confident learners could
pair up with a partner and write down the answers
before saying them aloud. More confident learners
work independently.
Learner’s Book answers
a In the morning, the Sun is low in the sky.
b In the morning, Sally’s shadow is long.
c At midday, the Sun is high in the sky.
d At midday, Sally’s shadow is short.
•
Tell learners they are going to listen to a poem.
They listen and read.
•
Play the audio a few times. Pause for learners
to repeat each line.
•
Play the audio again and ask learners to do the
actions. Play the poem one last time.
Critical thinking opportunity: Ask learners to
memorise the poem and recite it to the class.
Encourage them to use the gestures to help them
memorise the words.
Digital Classroom: Use the activity ‘My shadow’ to
reinforce comprehension of the poem. The i button
will explain how to use the activity.
Audioscript: Track 46
See Learner’s Book page 65.
Workbook
4 Look out of the window. (10–15 minutes)
•
Focus on the questions. Ask learners to look out
of the window of their class, or if conditions
permit, take them out to the playground.
•
Give learners time to look around the sky
and the outside area, exploring any clouds,
shadows, etc. they can see.
•
As a class, answer the questions.
Differentiation ideas: Less confident learners may
pair up with a partner and write down the answers
before saying them aloud. More confident learners
could write the answers as a paragraph and include
more details, for example explain how many long
and shorter shadows they see, compare the size of
shadows and add a drawing.
Learner’s Book answers
a–c Learner’s own answers.
d The Sun makes light outside.
46
5 Read, listen and act out the poem.
(15 minutes)
•
Ask learners to wave. Can they see their
shadow wave? Then have them jump. Does
their shadow jump too? What other things can
their shadow do? Elicit ideas and actions.
Learners do Activity 1 and the Challenge on page 53.
Workbook answers
Activity 1
Learners write the labels and colour the picture.
Challenge
It is midday because the Sun is high in the sky and
the shadows are small.
Plenary ideas
Consolidation (15–20 minutes)
CROSS-CURRICULAR LINK
Science: You could do this activity in one day or
over a few days at different times.
Take the class to the school playground. Ask
learners to look for different kinds of shadows, and
compare them, if possible, at different times of day.
Give learners sheets of paper and a measuring
tape. Ask them to write the times of day and how
long the shadows were at each time.
111
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Critical thinking opportunity: When they have
finished, ask learners to draw a table and fill in their
results. Then they analyse their results, for example
At what time were the shadows the longest? And the
shortest?
•
Homework ideas
•
especially at times of day when they are not at
school. Ask learners to measure them and record
the results in the table they made during the
plenary. They share the results with the class the
next day.
Ask learners to look for different kinds of shadows
in the street or their gardens and compare them,
Home–school link: Learners tell parents and siblings
what they have done, and ask for help to find
shadows and measure them.
4.2 Let’s explore: Light and shadow
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen to and follow
instructions.
2Sc.02
• Speaking: Describe actions and
events, describe cause and effect.
• Learners can carry out
experiments.
2Rd.02, 2Rd.03
• Reading: Read and understand
instructions.
• Learners can talk about cause
and effect.
2Wc.01
• Writing: Take notes.
• Learners can read and
understand instructions.
• Vocabulary: helicopter, bike, hand,
insect, sundial
• Learners can describe and
explain phenomena.
21st-century skills
Critical thinking: Understand and explain cause and effect, make predictions, observe and analyse
phenomena.
Values: Wonder and learn about the world around us.
Materials: Learner’s Book pages 66–67; Workbook
pages 54–55; a poster with ‘hand shadows’ (easy to
find on the internet); torches; an LED light (optional);
picture of a sundial; a ball of clay per learner; a paper
plate per learner; pencils; small toys or objects; strips
of tape; pieces of coloured cellophane; pieces of
coloured glass or a suncatcher; Photocopiable 23;
stickers for Unit 4
Starter ideas
Beginning the day. (15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to share the results of their observations with
the class.
Shadows on the wall. (10 minutes)
•
112
Show the class diagrams of hand positions for
shadow puppets to inspire them to play with
4 THE BIG SKY
hand shadows (using Photocopiable 23; you can
also find many good suggestions on the internet).
•
Darken the room, turn on a torch or LED light and
have learners play at making shadows with their
hands, for example a cat, a rabbit, etc.
Main teaching ideas
1 Read the description. (15 minutes)
•
Focus on the shadows. Ask the class: What is
making the shadow? Elicit ideas.
•
Ask learners to get their stickers for Unit
4, then read each description and find the
matching shadow.
•
They stick the shadows next to the correct
description.
Critical thinking opportunity: In this activity,
learners have to observe, compare and find the
relation between the shadows and the pictures on
the stickers. Ask them to explain what helped them
to decide which sticker to use in each case.
Differentiation ideas: You could ask less confident
learners a few questions to guide their thinking,
for example What does this look like? Is it a foot,
a finger? Look at the helicopter. What does it have
here? Can you find a shadow that has the same
things? More confident learners could pair up with
a partner and explain to each other why they have
matched the shadows and the stickers the way
they have.
Digital Classroom: Use the slideshow ‘Looking at
shadows’ to introduce the lesson vocabulary and the
idea of identifying objects from the shape of their
shadows. The i button will explain how to use the
slideshow.
Learner’s Book answers
Learner matches each sticker to the correct
description.
2 Telling time with a shadow (15 minutes)
Critical thinking opportunity: Ask the class: How
can you tell the time if you don’t have a watch or a
clock? How could we use shadows to tell the time?
Elicit ideas.
CROSS-CURRICULAR LINK
Science: Show a picture of a sundial and ask the
class if they know what it is. Introduce the word
sundial. Ask the class if they know how it works.
Elicit ideas.
Explain briefly how a sundial works – a sundial
uses a shadow to tell the time. As the Sun moves
in the sky, the shadow created by a sundial’s ‘arm’
moves and points at the numbers – just like the
hands on a clock.
You may wish to direct learners to age-appropriate
websites like Sundials on the internet, and read
and look at pictures of different types of sundials.
•
Ask the class to look at the pictures in the
activity. Can they see the numbers on each
sundial, and the shadow?
•
Learners explore the pictures and work out
what time it is.
Learner’s Book answers
picture 1 10 o’clock; picture 2 5 o’clock; picture 3
9 o’clock
3 Make a sundial. (20–30 minutes)
•
Tell the class that that they are going to
make their own sundial. Give the learners the
materials they will need.
CROSS-CURRICULAR LINK
Arts and crafts: Read the instructions with the
class and make the sundial. You could make your
own sundial and model for the class.
•
Go to the school playground with learners and
see how it works.
•
You could show learners a Let’s Do Science
video for children on YouTube, where they can
see how to make the sundial.
Assessment ideas: Discuss with learners how the
sundial works, encouraging them to voice their
observations. Take notes of learners’ strengths and
weaknesses for future remedial work.
113
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
You could take photos or record learners while
they are working, and save these materials in their
portfolios.
Differentiation ideas: You could ask more
confident learners to write down their observations.
Less confident learners may need some extra help to
make their sundial, especially when making the ball
of clay or marking the shadows on the plate.
Learner’s Book answers
Learners make their own sundials.
•
Assessment ideas: Ask: How does the shadow
change? Remind them of the different times of day
and the experiments they have done. Ask them what
the shadow is like in the morning, at midday and in
the evening.
•
Workbook
Learners do Activities 1, 2, the Challenge and 3 on
page 54.
Workbook answers
Activity 1
Learner draws corresponding shadows for each
object.
Activity 2
Learner’s own answer.
Challenge
You cannot use a sundial on a cloudy day because
the Sun is hidden by the clouds and therefore does
not create shadows.
Activity 3
1, 3, 4, 2
4 Experiment with shadows. (20 minutes)
CROSS-CURRICULAR LINK
Science: Ask the class: What is our source of
light when we are outside in the playground?
It is the Sun.
Critical thinking opportunity: Divide the class into
groups and give each group a torch. Tell them to
imagine the torch is the Sun. Ask: How does the Sun
move during the day? Elicit ideas.
114
Show learners how the Sun moves around
using a torch and a small toy or object, and
ask them to imitate your movements: ask them
to put an object or a toy on their tables and
move the torch in a half circle over the toy,
moving from morning to midday to evening.
You could take photos or record learners while
they are working and save these materials in
their portfolios.
Differentiation ideas: Provide prompts to help less
confident learners explore how shadows change:
Ask: What happens to the shadow when you move
your hand closer to/further from a light source? What
happens to the shadow when you turn your hand? Can
you use both hands to make a shadow of a duck/goose
or rabbit ears? More confident learners could work
in pairs or small groups and draw diagrams of the
shadows. They can then write sentences to go with
them, for example When I move my hand closer to
the light, the shadow …
Learner’s Book answers
Learners explain how the shadow changes as they
move the torch over the toy/object.
5 Try this! (20 minutes)
•
Divide the class into groups and give each group
a torch, a small toy or object and a strip of tape.
•
Ask the class: Can you make the shadow of
the toy touch the tape? Read the instructions
together and do the experiment.
Critical thinking opportunity: While learners are
carrying out the experiment, ask them questions,
and encourage them to experiment and observe.
Elicit the answers.
Assessment ideas: As groups do their experiments,
ask one or two group members to make notes of
what they are doing. When they have finished, ask
groups to write a mini report of their experiment to
explain the results. You could also ask them to take
photos while they are working, and add them to the
report. Save this material in their portfolios.
4 THE BIG SKY
Learner’s Book answers
Learners create and manipulate their shadows.
Plenary ideas
Consolidation (20 minutes)
6 Count the shadows. (15 minutes)
•
Ask the class: If you shine two torches at an
object, how many shadows will you see?
•
Elicit ideas from the class and ask learners to
make a prediction – encourage them to try to
explain their reasoning.
•
Then give learners torches and small objects.
Ask them to carry out the experiment by shining
two torches at the object and see the result.
•
Learners describe what they see.
Learner’s Book answers
You will see two shadows because there are two beams
of light.
CROSS-CURRICULAR LINK
Science: Ask learners what colour shadows
are – are they are black (or grey)? Ask them
whether they think they can change the colour of
shadows. Elicit answers.
•
Stick pieces of coloured cellophane over a torch so
that the light shines through the cellophane. Ask:
What kind of shadows does this make? Why are
shadows dark?
•
Shine the torchlight without cellophane through
a coloured suncatcher or pieces of coloured glass.
Ask: Why does this make colours? Is this a shadow?
•
Do the same with a piece of untinted glass. Ask:
Why doesn’t it make a shadow? Try other materials,
translucent and opaque. Ask: Are the shadows
the same or different? Why? (When light strikes
translucent materials, only some of the light passes
through them so objects on the other side appear
fuzzy and unclear.)
•
Reflection: Ask learners: What was the most
interesting thing you learned in this lesson? What was
the most difficult thing for you to do? How did you
solve the problem?
Workbook
Learners do Activities 4 and 5 on page 55.
Workbook answers
Activity 4
Learner draws the shadow directly below the toy.
The shadow is short.
Activity 5
Learner draws the shadow to the left of the toy.
The shadow is long.
Homework ideas
•
Learners make a shadow frame using cardboard
and stick contact paper onto one side. They cut
out a shape in different materials, for example
translucent and opaque materials, and investigate
how the shadow changes.
•
Home–school link: Learners explain what they have
done in class and how the sundial works. They can
challenge parents and siblings to tell the time using
a sundial.
115
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
4.3 Science: The Sun, Earth, Moon and stars
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen for main idea and
information.
2Sc.02, 2Sc.06
• Speaking: Speak about the solar
system.
• Learners can listen to and
understand a text about the Sun,
the Moon and the stars.
2Rd.02
• Reading: Read about the Moon, the
Sun and the stars.
2Wca.04
• Writing: Write informational
sentences, questions about the Moon
and the stars.
• Language focus: revision of can
• Vocabulary: Moon, stars, planet,
closes, farther, circle around, a full
Moon, shine, face away, (to) face,
turns slowly round, night
• Learners can read a text about
the Sun, the Moon and the stars.
• Learners can describe an
experiment.
• Learners can ask and answer
questions.
• Learners can write sentences
about the Moon and the stars.
21st-century skills
Critical thinking: Use text features such as headings or illustrations to predict content, use context to
understand new vocabulary.
Collaboration: Communicate own knowledge of a topic, ask others questions about a topic.
Learning to learn: Correct themselves after making a mistake.
Materials: Learner’s Book pages 68–69; Workbook
pages 56–57; photos of the sky at night; writing
materials; a large sheet of poster paper; pictures of the
solar system; a torch; globes or plastic balls
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Remind learners of the poem ‘Reach for the sky’
(Lesson 3.1, page 47) and recite it as a class.
116
Looking at the sky (15 minutes)
CROSS-CURRICULAR LINK
Science: Ask the class to look out of the window.
Ask: What colour is the sky? What colour is it at
night?
Show photos of the sky at night. Ask learners to
explore the photos and describe what they can
see.
Do a KWL activity as a class. Draw the chart on a
large sheet of poster paper. Find out how much
the class knows about the topic. Write down the
things they know. Then ask them what they would
like to find out more about. Put the poster on
one side of the board for future use.
4 THE BIG SKY
Main teaching ideas
47
•
1 What can we see in the sky?
(20–25 minutes)
CROSS-CURRICULAR LINK
Science: With the Learner’s Book closed, ask
learners: What can we see in the sky at night?
Can we see the Sun at night? Can we see the
stars during the day? Can we see the Moon
during the day? Which is bigger, the Sun or the
Moon? Elicit answers from the class.
•
Show photos of the sky at night. Ask learners
to see if they can count the stars. How many
are there?
•
Show a picture of the solar system and
introduce the word planet, explaining to
learners that we live on planet Earth, which
circles the Sun. Point at the planets and ask
learners if they know the names. Help if
necessary. (From closest to furthest from the
Sun, the planets are: Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus and Neptune.)
Ask learners if they have found the answers
to the questions. Elicit answers from the class.
Tell learners to write the answers in their
notebooks. More confident learners may ask
more questions and challenge the class to find
the answers.
Audioscript: Track 47
See Learner’s Book page 68.
2 Try it out! (15 minutes)
•
Ask learners to work in groups. Give each
group a sticker, a globe or plastic ball and a
torch, and do the experiment. You may wish
to model the activity yourself with a torch
and a globe.
•
Discuss with learners how light is reflected on
different countries.
Critical thinking opportunity: Shine the torch
where you live and ask learners to look on a globe
and name a place on the other side where it is night.
3 Write about it. (15 minutes)
You may wish to show learners some videos
about the solar system. There are useful
resources in National Geographic and Turtle
Diary. NASA Science Space Place also has fun
games and activities for learners to learn about
astronomy.
•
Talk about the information in Activity 1.
Ask learners to discuss in pairs what new and
interesting facts they know about the Sun, the
Earth, the Moon and the stars.
•
Ask them to write the sentences in their
notebooks.
Ask learners to open their Learner’s Book at page
68 and look at the text. Direct their attention to
the headings in the text, and ask them where they
would find the answer to the questions discussed
earlier, for example Can we count the stars? How
many are there? Ask what helped them to find the
information. (The headings.)
•
As a class, write a set of criteria that learners
can use to check their work. Ask: What do we
have to remember when we write the sentences?
•
Critical thinking opportunity: Remind learners of
the importance of using headings and illustrations
to help them look for information. Ask: What other
things can help? (Layout on the page, type of letters.)
Elicit ideas, for example use capital letters at
the beginning of a sentence, use a full stop
at the end, use the present simple, add ‘s’ to the
third person, use correct forms of comparative
adjectives, -er/more + adjective, etc.
•
When they have finished, learners share the
sentences with the class.
•
Tell learners to listen to the audio and follow the
text in their books. Play the audio a few times.
•
•
Encourage learners to guess the meaning of
any new words using the illustrations and
the context to help them. Ask the class to
explain the meaning of some words to check
understanding.
You could ask learners to do this activity on a
separate sheet of paper and draw a picture to
accompany their sentences.
•
•
Differentiation ideas: More confident learners
may write more than one sentence. Less confident
learners may need some scaffolding. You could
provide a few words for them to use in the sentence,
for example Moon, night, circle, Earth.
117
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Workbook
Learners do Activities 1, 2 and 3 on pages 56–57.
Workbook answers
Activity 1
a Eight planets circle around the Sun.
b Earth is the third planet away from the Sun.
c The Sun is at the centre of the solar system.
d We can see the Sun during the day.
e The Sun gives light and heat.
fWithout the Sun, there would be no life on
Earth.
Activity 2
Learner’s own answer.
Activity 3
Learner draws a picture and writes a sentence
about each image.
118
Plenary ideas
Consolidation (15–20 minutes)
Assessment ideas: Put the poster with the KWL chart
back on the board.
•
Ask learners to fill in the L column with the things
they have learned. Have they found answers to
their questions? Do they still have unanswered
questions? What can they do to find those answers?
Elicit ideas.
Digital Classroom: Use the activity ‘What is it?’ to
revise lesson vocabulary. The i button will explain how
to use the activity.
Homework ideas
•
Learners could search the internet and find out
what stars or groups of stars they can see in the sky,
for example the Southern Cross. Can they see them
from their home?
•
Home–school link: Learners tell their family about
what they have learned, and the questions they have
found the answers to.
4 THE BIG SKY
4.4 Use of English: Using the past simple
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen and understand a
dialogue and a poem.
• Learners can listen to and
understand a dialogue.
2Sc.01, 2Sc.02,
2Sc.03
• Speaking: Talk about what people did
in the past.
• Learners can speak about what
people did in the past.
2Rd.02
• Reading: Read a poem.
2Wca.04
• Writing: Write about what people did
in the past.
• Learners can write about what
people did in the past.
2Ug.03, 2Uv.06
• Language focus: past simple regular
forms: -ed forms; past simple
question forms; question words
• Vocabulary: travel, spaceship, outer
space, submarine, watch, talk, climb,
wave, walk, bottom, use, help, brush
Revision of weekdays
21st-century skills
Critical thinking: Differentiate present and past actions.
Collaboration: Participate in group activities.
Materials: Learner’s Book pages 70–71; Workbook pages 58–59; a torch; internet access (optional)
LANGUAGE BACKGROUND
Past simple
Regular verbs
Remind learners that the past forms of ‘be’ are
was/were. You may find it useful to draw a table on
the board. Write the present forms of ‘be’ on the
left, and the past forms on the right so that learners
are aware of the correspondences.
In English, verbs in the past fall into two categories:
regular and irregular. Regular verbs add -ed
to the base form, for example play – played,
walk – walked.
Highlight the form I was as learners might
mistakenly use I’m was.
119
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Common misconceptions
Misconception
How to identify
How to overcome
Learners sometimes use an
unnecessary auxiliary, e.g.
Circle the auxiliaries and ask, e.g.,
When do we use this auxiliary (am/
is/are)? And this one (was/were)?
Elicit the answers.
Have learners read the sentences
and decide if they are speaking
about the present or the past.
Encourage them to ask themselves
the questions aloud (self-talk).
Then they decide which auxiliary
they need to use in each case.
When I’m was (I was) 20 years I’m
was visited (I visited) the castle.
Starter ideas
CROSS-CURRICULAR LINK
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a game of shadows. Ask learners to make
shadows with their hands, and the class guesses
what the shadows are.
Language arts: Remind the class of other poems
they have read. Ask: What is the difference between
a poem and other texts, for example stories? (Words
rhyme.) Ask the class to find the words that rhyme.
Stars in the sky (15 minutes)
•
If learners have done the homework activity, ask
them to share their findings with the class.
•
If you have access to the internet, you may help
them search for pictures of the different star groups
(constellations).
Main teaching ideas
48
1 Read the poem. (15 minutes)
•
•
Focus on the pictures and ask learners to
describe them in as much detail as possible.
•
Tell learners they are going to listen to a poem
about two astronauts. Play the audio while
learners follow in the Learner’s Book.
•
•
120
Ask learners if they would like to travel in
a spaceship. Ask: Where would you go? How
would you move in a spaceship? What would
you eat?
Play the audio again. Learners mime the
actions as they listen. Model the actions for
learners to follow, for example wave goodbye,
jump, climb.
Play the audio again, stopping after each verse
for learners to repeat.
Audioscript: Track 48
See Learner’s Book page 70.
Language detective (10 minutes)
Verbs ending in -ed
•
Ask learners to read the poem again and find all the
words in red that end in -ed.
•
Remind them that they are reading about what
happened in the past, so these words describe what
the children did.
•
Elicit the answers from the class and write the verbs
on the board.
•
Ask them to find other verbs in the poem that end
in -ed. Add them to the list on the board.
Learner’s Book answers
travelled, waved, watched, jumped, walked, climbed
2 What did you do yesterday?
(15–20 minutes)
•
In pairs, learners take it in turns to ask each
other about what they did yesterday.
•
Focus on the word box, which contains verbs
with question words between brackets. Learners
use these to interview their partner. Model some
questions and answers with learners first.
4 THE BIG SKY
•
Learners work in pairs. Circulate, helping as
necessary.
•
Then, they write the sentences in their
notebooks.
Differentiation ideas: Depending on the ability of
the class, you can ask more confident learners some
more questions, for example What did you do in the
morning/afternoon/evening? Did you …? Help with
verb forms if necessary. You can give less confident
learners two or three additional verbs. Ask them to
provide the past forms and use them to answer the
question, for example help, paint, wash.
Digital Classroom: Use the grammar presentation
‘They walked on the moon’ to practise past simple
affirmative form, regular verbs. The i button will
explain how to use the grammar presentation.
Learner’s Book answers
Learner’s own answer.
•
Play the audio at least twice and ask learners
to point to each person in the picture as they
hear them described.
•
Focus on the questions. Give learners some
time to read them, then elicit the answers.
Differentiation ideas: Divide the class into pairs.
Pair up less confident learners with more confident
learners and have them discuss the answers before
saying them aloud. This will give less confident
learners more confidence at the moment of
answering in public. More confident learners can
make an oral summary of Paco’s answers, for
example This afternoon Paco was at school. His
sisters were …
Digital Classroom: Use the activity ‘Where was
he?’ to revise questions and answers with the past
simple of be. The i button will explain how to use
the activity.
Audioscript: Track 49
Workbook
Learners do Activities 1 and 2 on page 58.
Workbook answers
Activity 1
1 I climbed the highest mountain in the world.
2 I played football in Brazil.
3 I waved to the astronauts in the spaceship.
Activity 2
a Yes. I climbed Mount Everest.
b Yes. I played football in Brazil.
c No. I waved to the astronauts on the spaceship.
Adult:It’s evening. We are talking on the phone
to Paco.
Hi Paco. Where are you now?
Paco:
I’m at home.
Adult:
Where were you this afternoon?
Paco:
I was at school.
Adult:How about your little sisters? Where are
they now?
Paco:
They are in bed.
Adult:
Where were they this afternoon?
Paco:
They were at Grandma’s house.
Adult:
Where is your grandma now?
Paco:She is here now. She is watching TV with
my mum.
49
3 Listen and point to the picture.
(15–20 minutes)
•
•
Focus on the grammar chart, and ask learners
what each column shows – the present and
past forms of ‘to be’. Give a few examples with
the past forms, for example I was at school
yesterday. She was at the zoo last week.
Draw learners’ attention to the picture and ask
them to look at it carefully. Explain that they
are going to listen to a dialogue.
Adult:
Where was your mum this afternoon?
Paco:
She was at work.
Learner’s Book answers
a Paco is at home. He was at school this afternoon.
b Paco’s sisters are in bed. They were at Grandma’s
house this afternoon.
c Paco’s mum was at work this afternoon.
d Learner’s own answers.
121
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Workbook
Learners do Activities 3 and 4 on page 59.
Consolidation (10–15 minutes)
•
Make two lists on the board. List A (In the past)
contains the words in the past tense that learners
found in Lesson 4.4. You may wish to add a few
more verbs learners know.
•
Next to each word in this list, ask learners to build
List B (Now), the infinitive forms of the verbs.
Workbook answers
Activity 3
aWhat did you do yesterday in the morning?
Response: Learner’s own answer.
b
What did you do yesterday, in the afternoon?
Response: Learner’s own answer.
c
What did you do yesterday, in the evening?
Response: Learner’s own answer.
d
What did you do yesterday, at night?
Response: Learner’s own answer.
Activity 4
Learner’s own answers.
Differentiation ideas: Ask learners to copy the list into a
separate section in their notebooks. They will add more
verbs later on. Less confident learners can also add an
example and use this section as a mini grammar reference.
Homework ideas
•
Ask learners to search the internet and find out
what astronauts do when they are in space. They
write a short paragraph.
•
Home–school link: They recite the poem to their
family and teach them the actions.
4.5 Words and sounds: Long i
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a poem, identify
long i sounds and spelling, do a
spelling dictation.
• Learners can listen to and
understand a poem.
2Sc.04
• Speaking: Pronounce words with
long i, discuss a poem.
2Rd.01
• Reading: Read words with long i
spellings.
2Wca.04
• Writing: Write words with long i
spellings.
• Language focus: compound words
• Vocabulary: sunshine, sunlight,
moonlight, daytime, night-time, sailboat,
sunglasses, raincoat, skyscrapers
21st-century skills
Critical thinking: Understand how words are formed.
Learning to learn: Find patterns in words.
122
• Learners can discuss a poem.
• Learners can read and say words
with a long i.
• Learners can write words with a
long i.
4 THE BIG SKY
Materials: Learner’s Book pages 72–73; Workbook
pages 60–61; index cards; writing materials; scissors;
world maps/globes (optional); Photocopiable 24; stickers
for Unit 4
Starter ideas
Beginning the day (10–15 minutes)
•
Learners do the warm-up routine.
•
Ask learners to sing the spaceship poem in
Lesson 4.4 (Learner’s Book page 70).
Vowels and consonants (10 minutes)
•
Remind the class of what vowels and consonants are.
•
Say a few words and ask learners to put up their
hands every time they hear a vowel.
•
Divide the class into two groups. Group A says a
sentence. Group B identifies the vowels, and writes
down the number of times each vowel appears in
the sentence.
Main teaching ideas
50
1 Words with the long i sound
(10–15 minutes)
•
•
Ask learners to look at the pictures. Ask: Can
you say these words? What sound do you hear in
each word? They all contain the long i sound.
Tell learners to listen to the audio recording
and find the words with each different ending:
-ite, -ine and -ight. Learners repeat the words.
Do they hear the long i sound in each word?
Learner’s Book answers
-ite: bite, kite
-ine: line, shine
-ight: night, right
Words that rhyme with bite: night, kite, right
2 Clap and say. (10–15 minutes)
•
Explain that when a one-syllable word ends in
-y, this makes the long i sound (cry). When a
word with more than one syllable ends in -y,
this makes a long e sound (rainy).
•
Say each word as a class and ask learners to clap
the syllables as they say them. For each word,
ask: What sound does the final -y stand for?
Digital Classroom: Use the activity ‘Short or
long i sound?’ to reinforce listening and phonics
skills, focusing on the short and long i sounds.
The i button will explain how to use the activity.
Learner’s Book answers
In a one-syllable word, -y stands for long i sound: cry,
fly, dry
In a two-syllable word, -y stands for long e sound: rainy,
cloudy, sunny
3 Listen to the spelling and write the
word. (10–15 minutes)
51
•
Tell the learners to look at the pictures. They
are going to listen to an audio recording.
•
Ask learners to listen to the spelling and write
the word. Play the audio at least twice.
•
Play the audio at least twice.
•
Tell learners to listen again and find words that
rhyme with bite.
•
Then, ask them to point to the corresponding
picture and say the word.
•
Focus on the pictures of the three things that
rhyme with bite. Ask learners to say the words
and spell them.
•
Ask a few learners to write the words on the
board.
•
Point out that in words that begin with wr-, the
w is silent: write, wrong, wrist.
Audioscript: Track 50
Line. Night. Shine. Kite. Right.
Look at the pictures. Which words rhyme with
bite?
Differentiation ideas: Ask more confident learners
to find the homophone (a word that sounds exactly
the same as another) for ‘write’, pictured on this
page. (Right.) For extra practice, divide the class
into pairs, pairing up less confident learners with
more confident learners. More confident learners
can go first and can prompt their less confident
peers. They take turns to spell the words, and their
partners write them down.
123
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Audioscript: Track 51
l-i-g-h-t
s-k-y
5 Find and say. (15–20 minutes)
•
Ask learners to read the explanation of what a
compound word is.
•
Ask them to point to the very long words.
What do they notice about them? (They are
made up of two short words.)
n-i-n-e
w-r-i-t-e
Learner’s Book answers
write, light, nine, sky
Workbook
Learners do Activities 1 and 2 on page 60.
Workbook answers
Activity 1
a bite, b night, c shine, d kite, e write, f light
Activity 2
five, white, tigers, driving, line, night
There are 6.
4 Sticker activity (15–20 minutes)
•
Ask learners to get their stickers for Unit 4.
•
Ask learners to read and say the words on
the stickers. Ask: What do these words have in
common? Elicit the answer. (They all have a
long i sound.)
•
•
•
•
Explain that each compound word links to a
definition (description of what it is) which also
links to a picture. Ask them to find the matching
definition and picture for each compound word.
Assessment ideas: Ask learners what other
compound words they remember. Elicit answers, for
example backpack, notebook, etc. from Lesson 1.4.
Learner’s Book answers
sunrise = sun + rise
sunglasses = sun + glasses
raincoat = rain + coat
sailboat = sail + boat
sunrise – when the Sun rises in the morning
sunglasses – dark glasses to wear in the sunlight
raincoat – a coat to wear in the rain
sailboat – a boat with a sail
6 Listen and sing. (10–15 minutes)
•
Ask learners to look at the picture and describe
it. Ask: What are the sailors doing? Why are
they looking at the sky?
Learners repeat the words. Then they put the
stickers on the Nature page (page 175) of the
Picture Dictionary.
•
Read the text with the class, which explains the
meaning of the song. Ask questions to check
for understanding.
Then ask learners to think of a new nature
word, something they find in nature that is not
on the Picture Dictionary page.
•
Play the song once and ask learners to identify
words that rhyme. Tell them to point to the words.
•
Play the audio again so learners can sing along.
They draw a picture to represent their chosen
nature word, and write the word at the bottom
of the page.
•
Ask learners if they know any other ways of
predicting the weather.
Learner’s Book answers
Learner sticks the stickers in the correct place in the
Picture Dictionary.
124
Critical thinking opportunity: Point to the words on
the left of the page and ask learners to find the little
words in each big word. They say each word.
52
4 THE BIG SKY
CROSS-CURRICULAR LINK
Geography: Is this song reliable as a weather
forecast? It depends on where you live. Because
of different wind patterns around the globe,
the song is generally correct at mid-latitudes
(from approximately 30 degrees to 60 degrees
on either side of the Equator) where, due to
the rotation of the Earth, prevailing winds travel
west to east. It is generally not correct in the
30 degrees above and 30 degrees below the
Equator, where prevailing winds are from east to
west. You may want to have children refer to a
world map to see if they live in the mid-latitudes
or closer to the Equator.
Plenary ideas
Consolidation (15–20 minutes)
•
In pairs, learners write word cards for the
compound words. They cut each card in half with
one half of the compound word on each card.
•
They put them face down, and take it in turns to
turn the cards and find the matching pairs to form
compound words.
•
Hand out Photocopiable 24 and ask learners to play
a phonics Pelmanism game in pairs.
•
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
(individuals: spell picture words, check your
spelling with word cards; pairs – learner A spells a
word aloud from the word card, learner B writes
the word and finds the correct picture).
•
Learners can also practise writing sentences using
the words. Ask: Can you write a sentence that
includes two of these words? Can you write a sentence
with three of the words?
Audioscript: Track 52
See Learner’s Book page 73.
Learner’s Book answers
Rhyming words: night – delight, morning – warning
Homework ideas
•
Learners look at Lesson 4.5 again in the Learner’s
Book and write the words that have a long i sound
on a piece of paper.
•
Home–school link: Learners teach the poem about
the sky to their family.
Workbook
Learners do Activities 3, 4 and the Challenge on
page 61.
Workbook answers
Activity 3
Possible answers: sunshine, sunlight, moonlight,
moonshine, daylight, daytime, night-time
Activity 4
Learner’s own answers.
Challenge
Learner’s own answer.
125
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
4.6 Read and respond: Our trip to the Moon
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen and understand a
story.
• Learners can listen to and
understand a story.
2Sor.01, 2Sor.02
• Speaking: Talk about a make-believe
trip to the Moon.
2Rd.02, 2Rd.04,
2Rm.02
• Reading: Read about a make-believe
trip to the Moon.
• Learners can read and
understand facts about the
Moon.
2Wor.01, 2Wca.02
• Writing: Spell words correctly, use
question marks and other punctuation
correctly.
• Learners can pose questions to
activate prior knowledge.
• Learners can give the answers to
questions.
• Language focus: revision of Unit 4,
use of question marks
• Learners can use the question
mark correctly.
• Vocabulary: field trip, spaceship, nap
(verb), strapped, spacesuits, sleeping
bags, breathe, crater, weigh, gravity,
footprints, soil
• Learners can work out the
meanings of words by using the
context and illustrations.
21st-century skills
Critical thinking: Identify characters, plot and theme in a story, distinguish between fact and fiction.
Learning to learn: Search for information on a specific topic when doing a project, look at pictures in
sequence to follow a story.
Values: Wonder and learn about the world around us.
Materials: Learner’s Book pages 74–77; Workbook
pages 62–63; large sheet of poster paper; markers; books
about the Moon (optional); internet access (optional);
Photocopiables 1 and 2
Long i words (15 minutes)
•
If learners have done the homework activity, ask
them to write on the board all the words they
have found.
Starter ideas
•
Ask learners to work in small groups. Give each
group a sheet of paper. Ask them to and write
a sentence using as many of those words as
possible, replacing the words with long i with a
picture. When they have finished, they exchange
their sentence with another group. They write the
missing words and read the sentence aloud.
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Ask learners what they did yesterday, in order to
practise the past tense. Help with vocabulary and
verbs if necessary.
126
4 THE BIG SKY
Main teaching ideas
1 Before you read (10–15 minutes)
•
•
As a class, look through the story again,
pausing at each section to discuss which parts
are make-believe and which parts are true.
CROSS-CURRICULAR LINK
•
Put the chart up on the board. Ask learners:
What do you know about the Moon? Elicit
answers from the class and fill in the first column.
Science: Ask learners to work in pairs or small
groups and make a list of the facts they have
learned about the Moon. Discuss as a class.
•
Head up the top of the second column What
do you want to know? Then ask: What questions
do you have about the Moon? Elicit questions
from the class.
3 Find the compound words. (10 minutes)
•
Remind the class of what compound words are
(a compound word is a big word made up of
two little words).
•
Ask learners to read the story again and find
the compound words. They could make a list
of these words in their notebooks.
Keep the poster on one side of the board until
the end of the lesson.
Our trip to the Moon (15–20 minutes)
•
•
Set up a KWL activity by drawing the chart on
a large sheet of poster paper. Head up the first
column with What do you think you know? –
because it is possible that learners will list ‘things
I know’ statements that are not really true.
•
53
some facts? Is the information about the Moon fact or
fantasy? Elicit ideas.
Ask learners to look at the pictures and describe
what they see. Can they predict what the text is
about? Elicit ideas.
Tell the class to read and listen to the story. Play the
audio once.
•
Ask learners if their ideas were correct.
•
Encourage them to retell the story.
Critical thinking opportunity: Ask learners: Is this a real
trip? Is this a make-believe story or is it true? How can
you tell?
Differentiation ideas: Ask more learners to circle
the new words and elicit meanings using the context
and the pictures. If less confident learners find this
difficult, encourage them to mime to convey meaning.
Have learners write the new words in the vocabulary
section of their notebooks, and draw a picture or write
a sentence to explain the meaning. In this way, they can
build a small glossary for reference.
Audioscript: Track 53
See Learner’s Book pages 74–76.
2 List the facts about the Moon.
(10–15 minutes)
Critical thinking opportunity: Establish that this is
a make-believe story about a field trip to the Moon.
Ask: How can you tell the story is not real? Do you
think all of the story is not real, or does it contain
Critical thinking opportunity: Ask learners to read
the compound words out loud. Ask: What smaller
words make up these compound words?
Digital Classroom: Use the activity ‘Compound
words’ to revise forming compound words. The i
button will explain how to use the activity.
Learner’s Book answers
spaceship (space + ship), spacesuits (space + suits),
backpack (back + pack), footprints (foot + prints)
Workbook
Learners do Activity 1 and the Challenge on page 62.
Workbook answers
Activity 1
1On the Moon there is less gravity than on
the Earth.
2 We weigh less on the Moon.
3 We can jump high on the Moon.
Learner’s own answers for what they know about
the Earth.
Challenge
Learner’s own answer.
127
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
4 Values. Wondering and learning about
the world around us (15–20 minutes)
Workbook
Learners do Activities 2 and 3 on page 63.
Critical thinking opportunity: Elicit from learners
why it is important to ask questions about the
things they read or learn. It is good to wonder about
the world – asking questions is how they can learn
more or clarify doubts they may have.
•
Put the poster with the KWL chart you created
at the beginning of the lesson back on the
board.
•
Ask learners to look at the list of questions
they made before they read the story. Do they
know the answer to any of those questions
now? Are there any questions that have not
been answered? What can they do to answer
them? (Look for information in books or the
internet.)
5 Writing questions, finding answers
(20–25 minutes)
•
Learners work with a partner or in a small
group.
•
Ask learners to talk about what they have
learned about the Moon. Then ask them to
write three new questions about the Moon or
about travelling to the Moon.
•
Ask each partner or group to choose one of
their questions. They look in a book or on the
internet to find the answer.
•
Each learner writes a short report on what they
have found out about their question. Tell them
to look at the three reports in the story for
ideas for their own writing.
Assessment ideas: When they have finished,
learners check for correct spelling, punctuation, etc.
They exchange their reports with another learner
and give each other feedback.
Workbook answers
Activity 2
space suit
Activity 3
Learner’s own answers.
Plenary ideas
Consolidation (20 minutes)
•
Assessment ideas: You could display the reports around
the class. Have groups and pairs circulate and use the
‘Three stars and a wish’ mode of assessment: make three
positive comments, three things they like about each
other’s work and one thing they wish was different or
could be improved. When learners get their work back,
they make corrections based on the feedback and write
the final version.
•
Distribute and review Photocopiables 1 and 2.
•
Remind the class that they should use a question
mark at the end of a question. Focus on the
example and on the questions they wrote on the
KWL chart.
128
Put the KWL chart on the board again. Review
with the class the things they wrote. Focus on
the L column and ask: What have you learned in
this lesson? Have you found the answers to all the
questions you had at the beginning? Where can you
find the missing answers?
Homework ideas
•
Learners read again the questions they came
up with in their pair or group and which have
remained unanswered. They look for information
in books or on the internet and write a report about
them.
•
Home–school link: Learners share the information
they have learned with their family.
Writing tip (5–10 minutes)
•
When all groups and pairs have finished writing
their reports, ask them to share their texts with the
class.
4 THE BIG SKY
4.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen to and follow
instructions.
2Sc.02, 2Sc.06
• Speaking: Present your project
to the class, give instructions to
make and play a game.
• Learners can create a game.
2Rd.03
• Reading: Read instructions.
2Wca.03, 2Wca.04
• Writing: Write word cards, write
a book about the Sun.
• Language focus: Unit 4 review
• Vocabulary: Unit 4 review
• Learners can play a game they have
created.
• Learners can write word cards.
• Learners can make a weather chart.
• Learners can make a book about the
Sun.
• Learners can present their projects to
the class.
21st-century skills
Collaboration: Collaborate with others to ensure the task is completed successfully.
Learning to learn: Show ability to think about how well they are learning, listen and respond positively
to feedback.
Materials: Learner’s Book pages 78–79; Workbook
pages 64–65; Photocopiables 1, 2, 4, 5 and 25; writing
and drawing materials; sheets of paper; index cards;
books about the Sun; internet access (optional); a plate
or circular item to draw around; poster board or large
piece of card
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play a few rounds of ‘Simon says’ to review the
verbs learned in this unit.
Catch the fish! (15 minutes)
•
Play this spelling game (see Background knowledge
section page 87 for details) by building an image
of a fishing rod and a fish. Each wrong letter will
form the fish, for example head, body, tail, fins and
the hook.
•
Have two groups play the game and revise the new
words learned in the unit.
Main teaching ideas
Learners choose an end-of-unit project to work on.
Look at the examples in the pictures and help them
to choose. Provide materials. Remember that all the
projects are pair or group projects.
Assessment ideas: If possible, leave the learners’
projects on display for a short while, then consider
filing the projects, photos or scans of the work in their
portfolios. Write the date on the work. You could also
record learners while they are working or presenting
their projects, then send the recording to parents and/or
save them in the learners’ portfolios.
129
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
A: Make a game: What did you do
yesterday? (25–30 minutes)
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
Learners make the word cards and write the
verbs, for example walked, played, helped,
made. Then they make the time cards.
•
Play the game with the class. Take a verb card
and a time card and ask, for example, What did
you do last night?
•
Learners answer using those words.
B: Write a book about the Sun
(25–30 minutes)
•
Read and explain the instructions, and
brainstorm as a class. Look at the picture with
learners so they know what their book will
look like when finished.
•
You may want to encourage learners to
brainstorm and record facts about the Sun in a
graphic organiser (Photocopiable 5).
•
Learners look for information about the Sun in
books or on the internet.
•
They write one or two sentences about the Sun
based on the information they have found. Ask
them to use Photocopiables 1 and 2 to check
their writing.
•
The days of the week words are written in
traceable font on the photocopiable, so ask
learners to trace the words and then cut
around each. Again, learners could write the
days themselves instead of tracing.
•
On two strips of paper, ask learners to write
the two sentences from the Learner’s Book
(page 79) with the line gaps included. This
is where they are going to put their day and
weather cards.
•
On a poster board or large piece of card, write
‘Weather chart’ at the top. Then tape or staple
the two sentence strips below.
•
Learners ask their classmates questions and
clip the day of the week card and weather
cards onto the weather chart to complete the
sentences to describe the weather today.
•
Use the weather chart as a reference for
writing a daily journal. Once the sentences on
the weather chart have been completed as a
class activity, encourage learners to copy the
sentences into their own journal. Then they
write one more sentence about how they are
feeling today or something that makes the day
special (what they will do today).
Plenary ideas
Project reflection (10 minutes)
Help learners to use a plate or circular item to
trace around on pieces of paper and then cut
around, to make sun-shaped pages.
•
Ask learners to read the questions and reflect.
•
They can discuss their ideas with a partner, then as
a class.
•
Learners write a sentence on each round page.
They could also draw pictures on other pages
to include in their book.
•
•
They make a cover also shaped into the Sun,
and staple the pages together with the cover at
the top to create their book.
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
•
They write the title of their book and the
names of the authors on the cover.
You could ask learners to keep a learning log in
their portfolio. They write one or two sentences
about how they perceive their performance and
what they have learned. Help with additional
vocabulary if necessary.
Differentiation ideas: Learners may write as many
sentences as they feel confident to write.
C: Make a weather chart (25–30 minutes)
130
•
•
Read and explain the instructions as a class.
•
Give copies of Photocopiable 25. Ask learners
to colour the weather pictures and cut around
each. Alternatively, they could draw their own
pictures to colour.
4 THE BIG SKY
Workbook
Learners do the Check your progress quiz on pages
64–65.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of what they have learned, for
example What do you know about shadows? Do you
remember anything about shadows that you want to
share with the class? What did you learn about the
Sun, the Moon and the stars?
Workbook answers
Check your progress quiz
1 c, 2 a, 3 a, 4 c, 5 c
6 light, 7 kite
8 b
9 Learner’s own answer.
10 Learner’s own answer.
Homework ideas
•
Home–school link: Learners show their family their
project and explain what they have done. You may
also give them copies of the recording of the groups
working to show to their family.
Teacher script – Check your progress
Workbook
Read the script aloud, slowly and clearly. Learners
complete the questions.
Learners do the Reflection on page 65.
1The Moon circles the Earth, and the Earth
circles the Sun.
Workbook answers
2 Mei’s shadow is very long because it is morning.
3It’s very dark because it is night-time and we
can’t see the Sun.
Reflection
Learner’s own answers.
4 Yesterday, Tom watched TV.
5 Yesterday, Lucy sailed on a sailing boat.
6 L-I-G-H-T. Listen again: L-I-G-H-T.
7 K-I-T-E. Listen again: K-I-T-E.
131
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
5 Let’s measure
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Using
numbers
1.5–1.75
Count to 100.
2Ld.04
2Sc.02
2Uv.02
Learner’s Book Lesson 5.1
Workbook Lesson 5.1
Photocopiable 26
Digital Classroom:
Video − Numbers all around you
Activity − One hundred!
2 Shapes,
patterns and
numbers
2–2.5
Name and
describe shapes.
2Ld.04
2Sc.02
2Rd.03
2Wca.03
2Uv.01
2Uv.02
Learner’s Book Lesson 5.2
Workbook Lesson 5.2
Digital Classroom:
Activity − Which shape?
Image pop-up with activity sheet: How
far can you jump?
3 How did
2–2.25
people measure
long ago?
Measure and
say how long
something is.
2Sc.06
2Rd.01
2Wca.05
2Uv.01
2Uv.03
Learner’s Book Lesson 5.3
Workbook Lesson 5.3
Photocopiable 27
Digital Classroom:
Activity − How long?
4 Using the
past simple
(irregular verbs)
Talk and write
about what
people did in
the past.
2Lm.01
2Ld.04
2Sc.03
2Rm.01
2Wca.01
2Ug.03
2Uv.03
Learner’s Book Lesson 5.4
Workbook Lesson 5.4
Digital Classroom:
Grammar presentation − I saw a tiger
5 Words that
2–2.5
sound the same
Read and write
words that sound
the same, like
one/won and
two/too.
2Ld.04
2Sc.04
2Wca.03
2Rd.01
Learner’s Book Lesson 5.5
Workbook Lesson 5.5
Digital Classroom:
Activity − Words that sound the same
6 Many ways to 2.5–3.25
count to 10
Read, discuss and 2Sor.02
act out a story.
2Wca.05
2Wc.02
2Rm.02
2Rd.03
132
2.25–2.75
Learner’s Book Lesson 5.6
Workbook Lesson 5.6
Photocopiable 1
Photocopiable 2
Digital Classroom:
Activity − How high did they count?
Slideshow − Many ways to count
5 LET’S MEASURE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
7 Project
challenge
1–1.5
Work together to
make a project.
2Ld.01
2Sc.03
2Sc.06
2Rd.03
2Wca.03
Learner’s Book Lesson 5.7
Workbook Lesson 5.7
Photocopiable 4
Unit 5 quiz
Cross-unit resources
Unit 5 Audioscripts
Unit 5 End-of-unit quiz
Unit 5 Progress report
Unit 5 Wordlist
BACKGROUND KNOWLEDGE
Unit 5 is about numbers and measurements in
ancient Egypt and ancient Rome. In Lesson 5.3 we
look in more detail at measurement in ancient times.
Ancient Egypt
Ancient Egypt was a civilisation that developed in
the valley of the Nile in north-eastern Africa, and
it dates from the 4th century bce. It was one of
the world’s first civilisations, and is also one of the
most famous in history. The ancient Egyptians built
pyramids, temples, palaces and tombs.
The Egyptian writing system used pictures called
hieroglyphs. They cut or painted the symbols on
the walls of tombs and temples. They wrote on
papyrus, a material made from a plant.
The principal unit of measurement in ancient Egypt
was the royal cubit, which was around 52.4 cm –
approximately equivalent to the length of a man’s
forearm. They also used the short cubit, which was
equal to 44.9 cm – roughly the length from the
elbow to the tip of the thumb.
Ancient Rome
Rome was the centre of the Roman Empire, which
was based in present-day Italy. The influence of the
Roman Empire spread throughout western Europe.
Ancient Rome made great contributions to world
culture, but it also absorbed the culture of the
peoples it conquered. Its art was heavily influenced
by the ancient Greeks, and the ancient Romans
also worshipped many Greek gods. Later on, they
adopted Christianity, a religion from the Middle East.
Painting, sculpture and other forms of art were
important in Roman life, and architects built huge
buildings like the Colosseum.
Romans used the Roman standard foot (pes) as
a unit of measurement. This was divided into 16
digits or into 12 inches. In both cases, its length
was the same: 29.6 cm or 11.65 inches.
TEACHING SKILLS FOCUS
Active learning
The importance of working with patterns
According to research, when children explore
and learn about patterns, they build important
foundations for later number work. Creating,
extending, naming and talking about patterns helps
them to build strong maths skills. Understanding
patterns also helps children to learn complex
number concepts and mathematical operations.
Your challenge
Finding the best way to help learners identify and
create increasing and decreasing patterns, to name
rules for patterns with words, numbers, symbols
and variables, can be a challenge. Learners should
133
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CONTINUED
start with very simple patterns that repeat two or
three elements, and gradually progress to repeating
patterns with multiple elements and attributes.
In each unit of the Learner’s Book, opportunities to
practise and develop the ability to recognise and
work with patterns are highlighted. Look through
Unit 5, and highlight opportunities for practising
identifying and working with patterns. What
patterns can learners find around them?
The knowledge and understanding of patterns can
be transferred into all curriculum areas. Learners
need to be guided to find patterns not just in
maths, but also in nature, art, music and literature.
Understanding and being able to identify recurring
patterns allow learners to make educated guesses,
assumptions and hypotheses, and develop critical
thinking and logic. What activities can you design
to help learners transfer the ability to identify
patterns from maths to other areas?
Reflection
•What difficulties have learners found in
discovering patterns around them?
• How can you try to solve them?
5.1 Think about it: Using numbers
LEARNING PLAN
Curriculum objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a song, listen to and
follow instructions.
• Learners can count to 10.
2Sc.02, 2Sc.04
• Speaking: Count to 100, measure and tell
the time, recite and sing a song.
2Rd.01
• Reading: Read and identify key vocabulary.
2Uv.01
• Language focus: How many …?
How far …? What time is it?
• Vocabulary: ten, twenty, thirty, forty, fifty,
sixty, seventy, eighty, ninety, one hundred;
review of shapes: circle, square, rectangle,
triangle, star
• Learners can use numbers to
measure things.
• Learners can tell the time.
• Learners can read and
understand a song.
• Learners can sing a song
about numbers.
21st-century skills
Critical thinking: Solve simple puzzles.
Communication: Use appropriate forms of address, greetings and farewells.
Materials: Learner’s Book pages 80–81; Workbook
page 67; measuring tapes; A4 sheets of paper;
Photocopiable 26
134
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine established in Unit 1.
•
Write the numbers 10, 20, 30, etc. up to 100 on the
board and ask learners to say them.
5 LET’S MEASURE
•
Play a spelling game in groups. One group spells a
number, for example forty, and the other group says
the word and writes the number on the board.
•
You can turn this into a spelling competition.
Digital Classroom: Use the video ‘Numbers all around
you’ to show examples of numbers up to 100 appearing
in everyday contexts. The i button will explain how to
use the video.
Getting started (10 minutes)
54
Audioscript: Track 54
Girl 1: There are a lot of shapes on this chart.
Girl 2: Yes, there are! There are 10 big circles and
10 little circles.
Girl 1: There are 10 big squares and 10 little
squares. There are 10 big triangles and 10 little
triangles.
Girl 2: There are 10 big rectangles and 10 little
rectangles. There are 10 big hearts and 10 little
hearts.
•
Focus on the picture. Ask learners to describe what
they see.
•
Review words for shapes. Ask learners to point at
the shapes and name them.
Boy 1: OK, Carlos? Ready, steady, jump!
•
Focus on the child using a measuring tape. Ask the
class what he is doing. Elicit answers.
Boy 1: Just a moment … I’ll measure. You jumped
52 centimetres.
•
Ask learners: When do we use numbers? Elicit ideas
from the class.
Boy 2: How many?
Boy 2: How far did I jump?
Boy 1: 52 centimetres.
Main teaching ideas
Girl: Look at this clock. What time is it?
1 Can you hear the numbers? Listen.
(10–15 minutes)
Boy: Umm … is it 11 o’clock?
•
Girl: No it isn’t. Try again.
Tell learners they are going to listen to children
having a maths lesson. Focus on the picture and
ask: What are they doing? Elicit the answers:
counting, measuring and telling the time.
Boy: It’s 10 o’clock!
•
Tell learners to listen and point to the children
as they hear them speaking.
•
Play the audio at least twice and ask learners to
put up their hands each time they hear a number.
Learner’s Book answers
a There are 10 big circles.
b Carlos jumped 52 centimetres.
c It is 10 o’clock.
•
Can they say the numbers they hear? Elicit the
numbers and write them on the board.
•
Focus on the questions in the Learner’s Book
page 80. Can they answer them?
Differentiation ideas: Less confident learners may
need to listen to the audio again before they answer
the questions. In the meantime, more confident
learners can write down how many big and small
shapes other than the big circles there are.
CROSS-CURRICULAR LINK
Maths: Revise basic operations. Write a few sums
and subtractions on the board, and ask learners
to do them.
Girl: Yes, it is!
2 Listen, point and say. (5–10 minutes)
•
Focus on the pictures. Tell learners that they
are going to listen to the audio, point to the
correct number and say it.
•
Play the audio up to the pause.
•
Play it again, and pause after each sentence for
learners to repeat.
•
Play the rest of the audio. Ask learners to
listen and point to the numbers.
•
Play the audio again. Stop after each number
to give learners time to repeat.
•
Play the audio once more and ask learners to
count without help.
135
55
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Audioscript: Track 55
Audioscript: Track 55
Ten. Twenty. Thirty. Forty. Fifty. Sixty. Seventy.
Eighty. Ninety. One hundred.
10 little, 20 little, 30 little fingers.
3 Count the shapes. (10–15 minutes)
•
Ask learners to look at the chart of shapes on
page 80 of the Learner’s Book. Ask: How many
rows of shapes are there? Elicit the answer.
•
There are ten shapes in each row. Point to each
row in turn and encourage learners to count
with you in tens.
Critical thinking opportunity: Ask learners to solve
a simple puzzle: count the shapes in each row. Can
they work out how many shapes there are altogether?
40 little, 50 little, 60 little fingers.
70 little, 80 little, 90 little fingers.
One hundred little fingers in the air!
Now, let’s count backwards!
100 little, 90 little, 80 little fingers.
70 little, 60 little, 50 little fingers.
40 little, 30 little, 20 little fingers.
10 little fingers in the air!
Workbook
CROSS-CURRICULAR LINK
Maths: Ask learners how they can work out the
total number of shapes in the poster without
counting one by one. (By multiplying the number
of rows by the number of shapes in each row.)
Ask them to work out other results, for example
how many shapes there are in total in four rows.
Learner’s Book answers
There are 100 shapes altogether. Learners point to
the rows and count in tens.
55
4 Listen, read and sing. (10–15 minutes)
•
Tell learners they are going to listen to a
song. Draw learners’ attention back to the big
picture on page 80 and to the children singing
the song. Ask: Can you see them? How many
children have their fingers in the air?
•
Play the audio a few times. Learners count the
fingers in the image as they sing.
•
Play the audio again. Learners sing and join in
the actions. Line up 10 learners in front of the
class. As the class sings, point to each child in
turn, signalling them to raise their 10 fingers
in the air, one learner at a time. Then in the
second verse, they put their hands back down,
one learner at a time.
Digital Classroom: Use the activity ‘One hundred!’
to reinforce multiples of 10, from 10 to 100. The
i button will explain how to use the activity.
136
Learners do Activity 1 on page 67.
Workbook answers
Activity 1
Learners read the instructions and complete
the chart.
There are 30 stars.
There are four different shapes.
Plenary ideas
Consolidation (15–20 minutes)
CROSS-CURRICULAR LINK
Maths: Give learners measuring tapes and sheets
of paper.
• Divide the class into groups and ask them
to measure different things in their room, for
example the distance between desks, between
the board and a picture on the wall, between
tables, etc.
• They draw a simple plan and write in the
distances.
• Play the ‘Smile!’ game. Give each learner a
copy of Photocopiable 26. Tell them to write
a number from 50 to 99 in each square of the
gameboard. Ask them to look at the example
and make a similar one.
5 LET’S MEASURE
Homework ideas
CONTINUED
• Read a number. If that number is one on the
learner’s gameboard, they put a marker on it.
The winner is the first player to get five markers
in a row. The markers can go across, down or
diagonally.
•
Learners draw a plan of their bedroom or another
room in the house. They measure distances and some
furniture, and write the measurements on the plan.
•
Home–school link: Learners teach the song to
their family.
5.2 Let’s explore: Shapes, patterns and numbers
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen for and identify numbers
and shapes.
• Learners can recognise
ordinal numbers up to 50th.
2Sc.02, 2Sc.03
• Speaking: Name and describe shapes.
2Rd.03
• Reading: Read and understand instructions.
• Learners can use ordinal
numbers up to 50th.
2Wca.03
• Writing: Spell ordinal numbers and
shapes correctly.
2Uv.02
• Language focus: review order of adjectives
• Learners can identify
geometrical shapes.
• Learners can recognise and
complete a grid pattern.
• Vocabulary: review numbers 1–100,
review ordinal numbers, review shapes
21st-century skills
Critical thinking: Understand and identify patterns, solve puzzles, explain how they solve a task.
Communication: Contribute in lessons by asking questions, attempting responses, explaining
understanding.
Materials: Learner’s Book pages 82–83; Workbook
pages 68–69; file cards with a simple bingo grid; rulers;
pieces of card; measuring tape or metre sticks; sticky
notes; stickers for Unit 5
•
Starter ideas
•
Give each learner a card with a bingo grid. They fill
the grids with numbers 10–100.
•
Play bingo: Say a number, for example 80. Learners
have to find it on their grid and write the word.
•
The winner is the learner who fills their card first
without making spelling mistakes.
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Play Number race to revise counting to 100 in tens.
Challenge learners to count down from 100 to 10 as
quickly as they can.
Say a number, for example 40 up! Learners have to
count in tens from 40 to 100. Or say 70 down! and
they count from 70 to 10.
Bingo (15 minutes)
137
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Main teaching ideas
56
Learner’s Book answers
aAll of the shapes in the first row are squares.
All of the shapes in the second row are circles.
All of the shapes in the third row are triangles.
All of the shapes in the fourth row are rectangles.
All of the shapes in the fifth row are hearts.
b They are all big. They are all different colours.
cThey make a pattern: two small shapes, then one
big shape.
1 Name the shapes. Listen, point and
repeat. (5–10 minutes)
•
Ask learners to look at the shapes and listen.
They point to the correct shape when they hear it.
•
Play the audio at least twice. When they point
to each shape, ask them to say the word.
Critical thinking opportunity: Ask learners to look
around and find the shapes in their own classroom.
3 Complete the pattern. (15–20 minutes)
Audioscript: Track 56
•
Ask learners to get their stickers for Unit 5.
Explain the activity – they need to look at the
patterns on the grid and place their stickers in
the correct place. Model if necessary to make it
clear to the class.
•
Learners place the stickers in the correct
position on the grid. (You could ask them to
just place them in their chosen position first so
you can check before they stick them down.)
•
When they have finished, ask learners to
compare with a partner, and chat about why
they think each sticker should be placed there –
encourage them to talk in terms of patterns of
size, colour and shape.
heart
triangle
circle
square
rectangle
2 Explore the pattern. (15–20 minutes)
•
Revise ordinal numbers. Ask, for example,
Which is the 3rd month of the year? (March.)
Which is the 9th month of the year? (September.)
•
Ask learners to look at the chart of shapes,
and the pattern. Read each question in turn
and have learners answer.
•
Use a ruler or a card to underscore and draw
attention to each of the five rows and ten columns.
•
Critical thinking opportunity: Ask learners to
explain what they did to decide where to put the
stickers. This will give you an idea of their mental
processes while doing a task.
Differentiation ideas: If less confident learners find
it difficult to explain in English how they solved the
task, ask them to explain in their own language.
Echo in simple English so that they begin to learn
the vocabulary they need to speak about their
mental learning processes. More confident learners
may be the first to explain how they decided where
to put the stickers, and can therefore serve as
models for their peers.
Show learners how to use a ruler or a card to
single out a particular row or column.
Critical thinking opportunity: Build up learners’
ability to recognise and create patterns – help
young learners begin to make predictions based on
observations. This skill is very important in maths.
Patterns allow us to see relationships and develop
generalisations.
Learner’s Book answers
Learners put the stickers in the correct places on
the grid.
CROSS-CURRICULAR LINK
Maths: Understanding patterns help prepare
learners for learning complex number concepts
and mathematical operations. Learning about
patterns helps them begin to understand
mathematical relationships, which is the basis for
understanding algebra, analysing data and solving
complex mathematical problems in the future.
138
Language detective (10–15 minutes)
•
Review the order of adjectives by looking at the
examples in the Learner’s Book. Ask learners:
Which words come first? Elicit the answer: big and
little. Ask: What kind of words are these? What do
5 LET’S MEASURE
they tell you? Elicit ideas, for example they are size
words, they tell me the size of things.
between 32 and 40. Ask: Where would you put 55?
Elicit the answer: between 50 and 60.
•
Then ask: Which words come second? What do these
words tell us? Elicit answers, for example they are
colour words.
•
Ask learners to find Carlos’s friend Luis, who has
just measured how far Carlos can jump. Can they
see how many centimetres Carlos jumped?
•
Ask: Which do we say first in English: the colour
word or the size word? Elicit the answer.
•
Then ask learners to work in pairs or small
groups. They try the activity and measure how
far each of them can jump.
•
Give each group a metre stick or tape measure.
They write the numbers on sticky notes, and
put them on the floor to mark the distances.
Learners ask and answer: How far did X jump?
He/she jumped … centimetres.
•
Then, as an extension, you could ask learners
to order the measures from smallest to biggest.
Critical thinking opportunity: Ask the class to think
how they say the same things in their language. Are
colour and size words used in the same order in their
language? Encourage them to compare adjective order
in both languages.
4 Describe the shapes. (15–20 minutes)
•
Ask learners to look at the pattern on the grid
again.
•
They match each question with the correct answer.
Critical thinking opportunity: Encourage learners
to work in pairs or small groups and reformulate
the questions – they ask and answer using ordinal
numbers up to 50th, for example What number is the
(third) shape? Is the (17th) shape a …?
Differentiation ideas: To provide extra practice
for less confident learners, elicit the alphabet.
Then ask, for example, Which is the (11th) letter?
Learners can play a simple game in pairs. They take
it in turns to ask and answer the question. More
confident learners may ask additional questions for
the class to answer.
Critical thinking opportunity: This activity will
require learners to compare distances: Who jumped
the furthest?
Digital Classroom: Use the image pop-up ‘How far
can you jump?’ and accompanying activity sheet to
extend Activity 5 on page 83 of the Learner’s Book.
The i button will explain how to use the activity.
Learner’s Book answers
Carlos jumped 52 centimetres.
Workbook
Digital Classroom: Use the activity ‘Which shape?’
to reinforce colours, shapes and sizes, and word order.
The i button will explain how to use the activity.
Learners do Activities 1, Challenge, 2 and 3 and
on pages 68–69.
Learner’s Book answers
a a little yellow square
b a little purple circle
c a big red triangle
d big green rectangle
e a little orange heart
Activity 1
Across: 2 star, 4 triangle, 5 circle. Down: 1 heart,
2 square, 3 rectangle
5 How far can you jump? (15–20 minutes)
•
•
Ask learners to look at the big picture in Lesson
5.1 (Learner’s Book page 80). Ask them to find
Carlos, the boy who is jumping. They are going
to find out how far Carlos can jump.
Focus on the picture and pose the question:
Where would you put 38? Elicit the answer:
Workbook answers
Challenge
Learner’s own answers.
Activity 2
Learner colours in the shapes.
Activity 3
a big purple circle
b little yellow square
c little green triangle
d big orange rectangle
e little blue heart
f a triangle
139
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Homework ideas
Consolidation (10–15 minutes)
•
Home–school link: Learners do the jumping
challenge with parents and siblings or other
relatives. They record the results.
•
Learners write sentences about the results of the
jumping challenge they did at home using ordinal
numbers.
•
Ask groups to collect their results and put the
sticky notes on the board.
•
As a class, they decide who jumped the farthest,
and order the sticky notes.
•
Then they say who is first, second, etc.
5.3 Maths: How did people measure long ago?
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Sc.02, 2Sc.06
• Speaking: Talk about different forms of
measuring.
2Rd.01, 2Rd.02
• Reading: Read for information, read
about ways of measuring in the past and
in the present.
• Learners can talk about
different forms of
measuring.
2Wca.01, 2Wca.05
• Writing: Answer questions, take notes.
2Uv.01, 2Uv.03
• Language focus: How long …? It’s x cm
long; How many …?; was, regular verbs in
the past
• Vocabulary: footsteps, metric system,
centimetres, metres, school hall, leaf,
fence, high, wide, long
• Learners can measure and
say how long something is.
• Learners can read and
understand a text about
measuring in the past.
• Learners can understand
and use measuring systems.
21st-century skills
Critical thinking: Apply information to different contexts, make inferences from given information.
Learning to learn: Take notes about key information.
Materials: Learner’s Book pages 84–85; Workbook
pages 70–71; file cards; writing supplies; a globe or
map of the world; metre sticks; rulers of different
kinds; tape measures; pieces of ribbon or string;
photos of landmarks in Egypt and Rome; pictures of
the ancient Egyptians and the Romans, for example
from hieroglyphs, paintings, etc.; large sheet of paper;
Photocopiable 27
140
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Ask learners to look at the headings and the texts
on Learner’s Book page 84 and find names of
countries and cities (Egypt, Rome).
•
Ask them to locate the places on a map or globe.
5 LET’S MEASURE
•
Ask the class what they know about these places.
Show photos of landmarks in Egypt and Rome,
and ask learners to guess where they can find them,
for example the pyramids, the Colosseum.
•
Show pictures of ancient Egypt and Rome. Do
learners know what these are? Elicit ideas from
them. You could also show some age-appropriate
videos about ancient Rome and ancient Egypt
available on the British Museum and Encyclopaedia
Britannica’s websites.
Measuring distances (10–15 minutes)
CROSS-CURRICULAR LINK
Maths: Ask learners to measure on the map how
far these places are from their country.
• Have learners measure and cut a piece of
ribbon long enough to go from their country to
the places in the map.
Critical thinking opportunity: Ask, for example, How
long is the ribbon between Egypt and (name of country)?
How long is the ribbon between Rome and (country)?
Which place is farthest?
•
You may wish to direct learners to ‘Ancient History
for kids’ websites and read more about these
civilisations with the whole class.
Main teaching ideas
Key word (5 minutes)
Focus on the word measure and its meaning. Ask
learners what things we measure every day, for example
distances, how heavy things are, how far places are, etc.
1 Measuring in ancient Egypt
(5–10 minutes)
•
Ask learners what we use to measure things.
Elicit answers and show different things we
use, for example rulers, tape measures.
•
Ask learners if they think people measured
things in the same way in the past. Elicit
answers.
•
Ask learners to read the texts and find out.
Ask, for example, What did they use in
ancient Egypt?
Critical thinking opportunity: Ask the class: Did
rulers exist in ancient Egypt? How do you know?
Elicit ideas. You may wish to direct learners to
websites such as Tour Egypt where they can see the
elements the ancient Egyptians used to measure.
Although the content is quite above the learners’
level, they can still see the objects and you can also
retell some of the information.
Try it out! (10–15 minutes)
CROSS-CURRICULAR LINK
Maths: Ask learners to do the Try it out! activity in
pairs and answer the questions.
• They compare their answers with other pairs.
Critical thinking opportunity: Did they get the same
results? Why? Why not? For example, because their
hands/arms/fingers may be smaller/bigger/longer than
other learners’.
Learner’s Book answers
Learner’s own answers.
2 Measuring in ancient Rome (5 minutes)
•
Read this section together with the class and
ask, for example, Did people use rulers in
ancient Rome?
•
As a class, do the Try it out! activity together.
Try it out! (10–15 minutes)
CROSS-CURRICULAR LINK
Maths: Ask learners to measure the classroom
in footsteps. Each of them writes the number of
footsteps on the board alongside their name.
• Then you measure the classroom in footsteps
and write the number.
• Ask learners if your answer is the same as
theirs. Why not?
Critical thinking opportunity: Learners will have to
apply the information they have read to answer the
questions. They will also need to reflect how to solve
problems like finding out why the number of footsteps is
different between them and their teacher.
141
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
Learner’s own answer.
Workbook
3 Measuring today (5–10 minutes)
Workbook answers
•
Learners do Activities 1, 2 and 3 on pages 70–71.
Focus on the text in the Learner’s Book and
read it with the class.
Activity 1
Learner’s own answers.
CROSS-CURRICULAR LINK
Activity 2
Answers to be added when art finalised.
Maths: Ask learners to get a ruler (or use the
rulers on Photocopiable 27) and count how
many centimetres long it is. Which line shows
1 centimetre on their ruler?
Show how long 1 metre is using a measuring tape.
Critical thinking opportunity: Ask learners why
they think our measuring system is called ‘metric’.
(The basic unit of length is the metre.)
4 Centimetres or metres? (5 minutes)
•
As a class, read the question and elicit the
answers from learners.
•
Ask them to get their rulers or give them a
measuring tape or metre sticks.
•
Ask them to show a metre and centimetres on
the measuring equipment they have.
Learner’s Book answers
school hall: metres, leaf: centimetres, fence: metres.
5 How long is it? (10–15 minutes)
•
In pairs, learners use their rulers or the rulers
on Photocopiable 27 to measure the pictures.
You may want to print the rulers on stiff paper.
•
Plenary ideas
Consolidation (10–15 minutes)
•
Learners play a guessing game in small groups.
•
They take it in turns to describe an object by its
measurements, for example It’s 15 cm long, 10 cm
high and 8 cm wide. The other group members have
to guess what it is, for example your pencil case.
•
Reflection: As a class, discuss: What is the most
interesting thing you learned today? Is there anything
you would like to learn more about? Where do you
think you can find information about it?
Digital Classroom: Use the activity ‘How long?’ to revise
numbers and measures, in words and as numerals and
symbols. The i button will explain how to use the activity.
Homework ideas
•
Point to the speech bubble examples and
encourage learners to ask and answer
questions in the same way: How long is it?
It’s … cm long.
Learners search the internet for information
about the measurements of famous buildings or
monuments from ancient Egypt and Rome, for
example the pyramids, the Sphinx, the Colosseum.
•
They prepare a small poster with a picture of
the monument they have chosen and a brief
description.
•
They write down the results in their notebooks.
•
•
Remind them to use the abbreviation ‘cm’ for
centimetres.
Home–school link: Learners tell their family about
what they have learned in the lesson. They ask
siblings or parents to measure a room in their
home, for example the living room. They compare
the difference between the measurements of older
members of their family and theirs.
Learner’s Book answers
a paper clip: 3 centimetres
b shell: 7 centimetres
c fish: 4 centimetres
d paintbrush: 14 centimetres.
142
Activity 3
Learner’s own answers.
5 LET’S MEASURE
5.4 Use of English: Using the past simple (irregular verbs)
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Lm.01, 2Ld.04
• Listening: Listen for detail, listen to and
understand a story.
• Learners can listen to and
understand a story.
2Sc.03
• Speaking: Talk about what people did in
the past, ask and answer questions about
what they did in the past.
• Learners can act out a story.
2Rm.01
• Reading: Read about what people did in
the past, read a story.
2Wca.01, 2Wca.04
• Writing: Write about what people did in
the past.
2Ug.01, 2Ug.03,
2Uv.03
• Language focus: past simple regular and
irregular forms, What did you …? Where
did you go?
• Learners can speak about
what people did in the past.
• Learners can ask and answer
questions about what they
did in the past.
• Learners can begin to use
irregular past forms.
• Vocabulary: lion, elephant, giraffe,
cheetah, chimpanzee, antelope
21st-century skills
Critical thinking: Examine examples and make rules.
Creative thinking: Interpret characters in a story.
Learning to learn: Memorise and repeat key words and phrases.
Materials: Learner’s Book pages 86–87; Workbook
pages 72–73; large sheets of paper, markers, map of
the world
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity in
Lesson 5.3, have them display their posters and
explain what they have done.
LANGUAGE BACKGROUND
Most learners find it difficult to remember the
irregular past forms of certain verbs, so they will
benefit from a simple explanation of how to use
them. You can also supply extra practice by using
the differentiated support in the Workbook.
143
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Common misconceptions
Misconception
How to identify
How to overcome
Quite frequently, learners
add -ed to irregular verbs, for
example:
On the board, write a few questions
and answers from the Learner’s Book,
and ask learners what they notice about
them – the different form of the verbs
go and see in questions and answers.
Start a poster of irregular past
forms and put it up on one side
of the board. Make two columns
and ask learners to write the base
form and the past form of go and
see. As learners come across new
irregular verbs, ask them to add
them to the poster. They can keep
a similar table in their notebooks.
I heared (heard) you’re not
feeling very well.
Last month I goed (went) with
my family to Cambridge.
Explain that there are some verbs in
English that change their form when
we speak about the past. Give a few
examples. Write the infinitive form of
a few regular and irregular verbs, then
elicit the past forms. Can they see the
difference?
2 What did you do yesterday?
(5–10 minutes)
•
Tell the class what you did the previous day.
•
Ask them: What did you do yesterday? Did you
help at home? Did you play with friends? etc.
•
Elicit answers from the class.
Main teaching ideas
57
1 Listen, point and repeat.
(20–25 minutes)
Audioscript: Track 57
Adult: Where did you go yesterday?
Young and older children in chorus: We went to the zoo.
Adult: What did you see?
Young child: I saw a lion, an elephant and a giraffe.
•
Ask learners if there is a zoo in town or near
them. Have they ever been to the zoo? What
animals can they see there? Elicit answers.
Older child: I saw a cheetah, a chimpanzee and an
antelope.
•
Tell the class that they are going to listen to
a dialogue between a grandfather and two
children. They listen, point to the animals and
repeat as they hear each animal.
2 Play a guessing game. (15–20 minutes)
•
Tell the class that they are going to play a
guessing game to practise past tense questions.
Play the audio twice. Encourage learners to
repeat each exchange.
•
Ask the class to imagine they went to the zoo
yesterday/last Saturday.
Critical thinking opportunity: Focus on the animal
words. Ask the class why they think some animal
words are preceded by a and others by an. Elicit
ideas, for example that some begin with a/e, others
with i/g/ch. Elicit ‘vowel’ and ‘consonant’. Ask the
class to make a rule to remember how to use these
articles. Help learners write the rule on the board.
You may wish to ask them to design an A3 poster
with the rule and a few examples. They can decorate
the poster with pictures of the animals.
•
Model the guessing game with a volunteer.
Ask: What did you see at the zoo? The learner
may answer: I saw an animal. Ask: What
animal did you see? Did you see an antelope?
•
The learner answers No, I didn’t until you guess
correctly.
•
Tell the class to draw a picture of the animal
they have chosen and write a sentence: I saw
_______. They should not show their picture to
the class yet.
•
144
Differentiation ideas: You could ask less confident
learners to write the rule and the examples in their
notebooks. You could ask more confident learners
to role play the dialogue.
5 LET’S MEASURE
•
•
When they have finished, in pairs or groups,
learners take it in turns to ask and answer
questions, and try to guess the animal using
the questions as a model.
You could turn this into a competition by
dividing the class into two teams. The team
that has the most correct guesses with the
fewest questions is the winner.
Learner’s Book answers
Learner’s own answer.
Language detective (10–15 minutes)
•
Focus on the explanation. Remind the class of the
regular verbs they learned in Lesson 4.4 (Learner’s
Book pages 70–71).
•
Explain that other verbs are different, like
eat/go/see. Focus on the examples. Add them to
the irregular verbs poster.
•
Tell the class that they are going to read a story and
they will look for the past simple of these verbs:
look think draw laugh make say
Digital Classroom: Use the grammar presentation
‘I saw a tiger’ to practise past simple affirmative form,
irregular verbs. The i button will explain how to use the
grammar presentation.
Workbook
Learners do Activities 1 and 2 on page 72.
4 Read a maths story from India.
(20–25 minutes)
58
•
Tell learners that they are going to listen to a
story from India. Help them find India on a
map of the world. Is it far from their country?
•
Tell them to listen and follow in their books.
•
Play the audio at least twice. Discuss the
questions as a class. Encourage learners to give
reasons for their answers.
•
Divide the class into pairs and ask learners to
act out the story. As they act, they draw the
lines on paper and put them on the floor.
•
Learners may wish to act out the story for
the class. Other learners could contribute by
reading the narrator’s lines.
Assessment ideas: Video-record groups as they
work. Then you can save the recordings in their
portfolios. They may also have a copy and show the
recording at home.
CROSS-CURRICULAR LINK
Drama: Explain the importance of using the
correct intonation when role playing a character.
Encourage learners to put themselves in the
shoes of their character.
Audioscript: Track 58
See Learner’s Book page 87.
Workbook answers
Activity 1
eat – ate
look – looked
think – thought
draw – drew
laugh – laughed
make – made
say – said
see – saw
feel – felt
Activity 2
a It ate bamboo.
b What did the panda eat yesterday? It ate
bamboo.
Learner’s Book answers
Suggested answer: Birbal has to make a line that
King Akbar drew shorter without rubbing any of
the line out.
He solves the problem by drawing a longer second
line, which makes the first line look shorter.
5 Turn to the Actions page (page 174) in
your Picture Dictionary. (10–15 minutes)
•
Ask learners to say and read the present simple
and past simple of each verb on the Actions
page (page 174) of the Picture Dictionary.
•
Then, ask them to think of a new action
verb, something that is not on the Picture
Dictionary page.
145
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
They draw a picture to represent their chosen
word, and write the present simple and past
simple word in the box at the bottom of
the page.
Workbook
•
Then, tell them to choose four of the words and use
them to write about what they or their family did in
the morning.
•
When they have finished, ask them to share their
sentences with the class.
•
Ask a volunteer to add the new verbs and their past
forms to the irregular verbs poster.
•
Reflection: Ask the class what they have found the
most difficult in this lesson. Do they have any ideas
of how to overcome the difficulties? How can they
improve?
Learners do Activities 3 and 4 on page 73.
Workbook answers
Activity 3
a drew, b said, c think, thought, d felt, laughed
Activity 4
Learner’s own answers.
Homework ideas
•
If appropriate, ask learners to search the internet
and find more information about India, the country
where the story is set. They make a small poster
and display it in the classroom.
•
Home–school link: Learners read the story about
clever Birbal to their family.
Plenary ideas
Consolidation (15–20 minutes)
•
Focus on the verbs in the Language detective box
(Learner’s Book, page 86). Ask learners to look for
the past forms of these verbs in the story.
•
When they have found them, ask learners to write
them in their notebooks.
146
5 LET’S MEASURE
5.5 Words and sounds: Words that sound the same
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a poem, identify
homophones and spelling.
• Learners can identify
homophones.
2Sc.02, 2Sc.04
• Speaking: Sing a song, count in twos.
• Learners can sing a song.
2Rd.01
• Reading: Read a poem, solve maths
problems, read words that sound the
same, like one/won and two/too.
2Wca.03
• Writing: Write words that sound the
same, like one/won and two/too,
complete sentences.
• Learners can count in twos.
• Learners can use
expressions of surprise.
• Learners can write
homophones.
• Language focus: exclamative What a ... +
adjective + noun
• Vocabulary: one, two, four, eight, prize,
race, racehorse, win, eggs, every day,
cottage, gate, cherries, fast, clever, heavy
21st-century skills
Critical thinking: Find similarities and differences between English and own language.
Creative thinking: Substitute words to a song or poem.
Communication: Change sound levels and pitch when doing drama and acting a role play.
Materials: Learner’s Book pages 88–89; Workbook
pages 74–75; stickers for Unit 5
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Remind learners of the poem and the words they
learned in Lesson 4.5 (Learner’s Book, page 73).
•
Ask them to recite the poem as a class.
Main teaching ideas
1 Listen, point and say. (15–20 minutes)
•
Tell learners that there are words in English that
sound the same even if the spelling is different.
•
Write some examples on the board, for example
see – sea, right – write. Ask learners to read the
words aloud. Do they sound the same?
•
Look at other homophones that learners will
have met, for example here/hear, wear/where, I/
eye, know/no, buy/by, their/there. Write them on
the board and ask learners to read them aloud.
Discuss the definitions for each of the words.
•
Focus on the activity on Learner’s Book
page 88 and ask learners to listen and point to
each child described in the audio as they listen.
•
Play the audio. Ask them to repeat after
each word.
Poems (10–15 minutes)
•
•
Ask learners to work as a class and make a poem
with words from Lesson 4.5.
Challenge them to make their poem as imaginative
as they can.
147
59
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Ask: Are they the same or different?
•
Then ask them to read the speech bubbles
aloud without the audio.
Critical thinking opportunity: Ask learners if there
is a similar feature in their own language. If there is,
elicit examples.
Audioscript: Track 59
Child 1: I won one prize.
Child 2: I won two prizes.
Child 3: I won two prizes, too!
Child 4: I ate eight bananas. These four are for you.
Child 5: Thank you!
2 Sticker activity (10–15 minutes)
•
Ask learners to get their stickers for Unit 5.
•
Ask learners to read and say the number words
on the stickers.
•
They put the stickers on the Numbers page
(page 166) of the Picture Dictionary.
•
Then ask learners to find a word that sounds
the same as each number word.
•
They draw a picture to represent their chosen
word, and write the word at the bottom of
the page.
Digital Classroom: Use the activity ‘Words that
sound the same’ to reinforce discrimination of
homophones. The i button will explain how to use the
activity.
Learner’s Book answers
Learners stick the stickers in the correct place in the
Picture Dictionary.
3 Write some tongue-twisters using these
word pairs. (15–20 minutes)
•
•
•
148
Remind learners of the tongue-twisters they
have created.
Focus on the activity. Tell learners to look at
words and, in pairs, use the word pairs to make
two tongue-twisters.
When they have finished, challenge them to
say the tongue-twisters three times as fast as
they can!
Learner’s Book answers
Four flags for Fran. Ed ate eight eggs.
Workbook
Learners do Activities 1, 2 and 3 on page 74.
Workbook answers
Activity 1
one – won
eight – ate
for – four
two – too
Activity 2
Learner’s own answers.
Activity 3
These four frogs are for Lucy’s friend.
Tommy has two turtles, and Tim has two turtles too.
4 Read and sing! (10–15 minutes)
•
Tell learners they are going to listen to a song
about the horses in the picture.
•
Direct learners’ attention to the picture and the
words in the song. What are the horses’ names?
(One-one and Two-two.)
•
Get them to explain the names of the horses,
so that they understand the song.
•
Tell them to listen, read and find the words in
the song that sound the same.
•
Tell them to now listen and sing along. Play
the audio again and have the class sing along.
60
Audioscript: Track 60
See Learner’s Book page 88.
5 Describing animals: clever, fast, heavy
(15–20 minutes)
•
Focus on the pictures and elicit the names of
the animals.
•
Tell the class that they are going to read about
each animal and find the matching picture.
61
5 LET’S MEASURE
•
Then they choose a word to describe each
animal.
•
Play the audio, which is an example recording
for the first model, to show how learners can/
should compare the two sentences.
See Learner’s Book page 89.
•
When they have finished, ask learners to think
of another animal that is also clever, fast or
heavy.
Learner’s Book answers
Learner’s own answer.
•
Write the sentences to describe their chosen
animal.
Workbook
Ask volunteers to read the sentences trying to
sound surprised.
Learners do Activities 4, the Challenge and 5 on
page 75.
•
Audioscript: Track 62
Differentiation ideas: More confident learners may
look for information about some more animals to
help the rest of the class complete new sentences,
for example how tall a giraffe is, how heavy a blue
whale is, etc. They write sentences using Activity 5
as a model. The rest of the class completes the
sentences.
Workbook answers
Activity 4
Mary 5, Bea 3, Billy 9, Grandpa 60
Challenge
Finn is 7 years old.
It is 53 years until Finn is 60 years old.
Activity 5
Learner’s own answers.
Audioscript: Track 61
An African elephant weighs the same as 100 men.
An elephant is heavy.
A whale is heavy too.
Plenary ideas
Learner’s Book answers
a 2, b 3, c 1
Learner’s own answers.
62
Consolidation (15 minutes)
•
6 Count in twos. (15–20 minutes)
•
Focus on the activity. Tell learners to use the
number line to count in twos up to 12.
•
Ask learners to listen to the poem. They listen
to the numbers and join in the counting.
•
Play the audio at least twice. Learners count
and point to the numbers they hear.
•
Tell learners to read the poem while you play
the audio.
•
Ask learners to work in pairs and make up a
new verse of the poem starting with ‘22, 24 …’.
•
When they have finished, they read their poem
to the class.
Ask learners to choose a tongue-twister from this
lesson or from Lesson 4.3. They try to say them
as fast as possible. You may wish to do this as a
competition and provide some small prizes for the
winners, for example some sweets.
Homework ideas
•
Learners look for information about nature records,
for example the most intelligent dog, the smallest
bird, the longest river, etc. They choose one or two
and make or print a picture.
•
In the following class, they show it to the class and
explain what it is, following the example of Activity
5 in the Learner’s Book (page 89). The class will
make a suitable exclamation.
•
Home–school link: Learners tell their family about
the amazing animals they have read about.
149
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
5.6 Read and respond: Many ways to count to ten
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a story.
2Sc.02, 2Sor.02
• Speaking: Discuss and act out a story, talk
about qualities of people.
• Learners can listen to and
understand a story.
2Rm.02, 2Rd.02,
2Rd.03
2Wca.05, 2Wc.02
• Reading: Read a story, answer questions.
• Writing: Write sentences, answer questions.
• Language focus: past simple verbs, regular
and irregular forms; adverbs: loudly, quickly,
quietly
• Learners can talk about
personal qualities.
• Learners can read and
understand a story.
• Learners can answer
questions about a story.
• Vocabulary: measure, leopard, contest,
elephant, water ox, chimpanzee, antelope,
king, spear
21st-century skills
Critical thinking: Identify characters, setting, plots and themes in a story.
Communication: Change sound levels and pitch when acting out.
Learning to learn: Learn from mistakes and feedback.
Values: Identify character qualities we admire.
Materials: Learner’s Book pages 90–93; Workbook
pages 76–77; map of the world or globe; ribbon;
scissors; measuring tape; sheets of card; colour pencils;
ice lolly sticks; glue; scissors; Photocopiables 1 and 2
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to bring their picture and show it to the class.
•
They explain what it is, following the example of
Activity 5 in Lesson 5.5 (page 89). The class makes
a suitable exclamation.
150
About the story (15–20 minutes)
CROSS-CURRICULAR LINK
Geography: Bring a map of the world or a globe
to class, and tell learners to find Africa and Liberia.
If learners are not familiar with the area, ask
questions to elicit more information: Is Africa a
country or a continent? What do you know about
Africa?
Ask: Is Liberia far from your country? Ask learners
to measure the distance between Liberia and
their country. Then they measure and cut a piece
of ribbon and pin it from Liberia to their country.
5 LET’S MEASURE
Main teaching ideas
63
1 Read and listen. (10–15 minutes)
•
Focus on the activity. Tell the class that they
are going to read and listen to the story and
follow in their books as far as the bottom of
the second page (page 91).
•
Ask learners to look at the pictures and
describe what they see. Elicit the names of the
animals.
•
Play the first part of the story a few times, up
to the point where the chimpanzee fails the
contest.
•
Then stop and ask learners to make a prediction.
What do they think will happen next? How do
they know? Ask the class what helped them, for
example Look at the pictures for a hint.
•
Play the rest of the story. Were their
predictions correct?
Audioscript: Track 63
See Learner’s Book pages 90–92.
Learner’s Book answers
Learners make predictions about what will
happen next.
2 Talk about it. (20–25 minutes)
•
Focus on the questions. Ask learners to do a
think-pair-share activity.
antelope or the cheetah? Does a turtle walk or run?
How quickly does it do this? Which animal is the
strongest? Provide scaffolding for less confident
learners by breaking questions up into simpler or
Yes/No questions if necessary, for example What
must the animals throw into the air? What do they
have to do then? Do they have to run? etc. Elicit
examples and invite learners to say full sentences,
for example A horse runs quickly. Antelopes jump high.
Digital Classroom: Use the activity ‘How high did
they count?’ to reinforce reading comprehension of
the story. The i button will explain how to use the
activity.
Use the slideshow ‘Many ways to count’ to practise
counting in different ways. The i button will explain
how to use the slideshow.
Learner’s Book answers
a He said he was getting old and tired.
b You must throw this spear high into the air and
quickly count to ten. You must say ‘ten’ before
the spear hits the ground. The winner of the
contest will be the new king of the forest.
c Elephant, Water Ox, Chimpanzee and Little
Antelope
d The elephant and the water ox counted loudly.
e The chimpanzee counted quickly.
f tiny, clever, quiet
g He counted in twos.
h Various possible answers. Encourage learners to
justify their answer.
3 Act out the story. (35–40 minutes)
•
Each learner reads the questions and makes
notes of the answers. Then they pair up with a
partner and discuss the answers, before sharing
them with the class.
Ask learners to choose one of the characters in
the story.
•
Give learners a sheet of card to draw a mask
for their character. They glue an ice lolly stick
to the mask.
•
Encourage learners to explain their answers
and give reasons.
•
•
Elicit the meaning of the six adjectives listed
in the activity (big, strong, tiny, clever, loud,
quiet), and ask learners to decide which
describes the antelope. You may extend this
question by asking them to choose an adjective
for each animal.
When they are ready, play the audio again and
have learners act out their character as they
listen.
•
Divide the class into groups and ask them to
act out the story.
•
Differentiation ideas: Ask more confident learners
questions about how animals do actions, for
example Which animal runs more quickly, the
Differentiation ideas: Less confident learners may
read their parts while the more confident ones can
try acting their part from memory.
151
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK
Drama: Encourage learners to change their
voices and use body language to interpret their
character, for example sound and look tired when
playing the leopard.
5 Writing: Describe and explain
(25–30 minutes)
•
Ask learners to use their notes to write about
the qualities that they like most in their friends.
They also have to explain why they like friends
who have those qualities.
•
With the class, write a set of criteria on the
board that they should use in their writing,
for example use capital letters at the beginning
of a sentence, put a full stop at the end of
the sentence, check for spelling mistakes, use
sentence starters, include adjectives to describe
people, include words for feelings, include a
variety of verbs, write with clear handwriting,
etc. Ask them to use Photocopiables 1 and 2 to
check their writing.
•
Allow plenty of time for learners to write.
Workbook
Learners do Activities 1 and 2 on pages 76–77.
Workbook answers
Activity 1
a Water Ox, b Chimpanzee, c Elephant,
d King Leopard, e Little Antelope
Activity 2
1 was, 2 came, 3 said, 4 must, 5 new, 6 first,
7 very
4 Values: Good qualities we admire
(20–25 minutes)
Assessment ideas: When learners have finished
writing their first draft, ask them to exchange their
text with a partner. They give each other feedback
using the success criteria on the board to help
them assess.
•
They may use the ‘Three stars and a wish’ mode
of assessment: make three positive comments,
three things they like about each other’s work
and one thing they wish was different or could
be improved. When learners get their work
back, they make corrections based on the
feedback and write the final version.
•
Tell the class that there are lots of good
qualities a person can have.
•
Focus on the words on the page. Ask them
to discuss them, for example When do we say
a person is kind? What does a kind person do?
and How does a person show they are patient?
Encourage learners to give examples of these
qualities by describing situations and acting out.
•
Ask learners to read their texts to the class.
•
Encourage learners to ask questions about
each other’s writing.
•
Working individually, learners choose the two
qualities they like best about themselves and
the two qualities that they think are the most
important in a friend.
Learner’s Book answers
Learner’s own answer.
•
Ask them to pair up with a partner and discuss
their choices. Then, they can share their
choices in groups. Do they agree?
Workbook
•
Encourage them to take notes of other
learners’ ideas.
Learner’s Book answers
Learner’s own answer.
Learners do Activity 3 and the Challenge on page 77.
Workbook answers
Activity 3
eight, ten, thirty, fifty
Challenge
six, four, seventy, sixty
152
5 LET’S MEASURE
Plenary ideas
Homework ideas
Consolidation (10–15 minutes)
•
Learners search the internet and look for
information about Liberia. They write a fact file
about Liberia.
•
Home–school link: Learners tell the story to their
family, and ask them their opinion about the
qualities of a good friend.
•
Ask learners to work as a class. Ask them to
discuss a different end to the story, for example the
antelope fails. Which animal tries next?
•
Encourage them to give reasons for their answer.
•
Reflection: As a class, discuss friendships. Would
they do anything for a friend? What would they
do if a friend does something that is not right, for
example tell a lie, be rude to another child, etc?
5.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen to and
follow instructions.
2Sc.03, 2Sc.06
• Speaking: Present your project to the
class, ask questions and answer questions.
• Learners can organise and
carry out a contest.
2Rd.03
• Reading: Read instructions.
2Wca.03, 2Wca.04
• Writing: Write contest results, write
questions, make a book.
• Learners can ask and answer
questions.
• Language focus: review Unit 5
• Vocabulary: review Unit 5
• Learners can make a
measuring book.
• Learners can present their
projects to the class.
21st-century skills
Critical thinking: Record information in different ways.
Communication: Share thoughts with others to help develop ideas and solve problems.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages 94–95; Workbook
pages 78–79; coloured paper; scissors; glue; poster paper
or large sheet of card or stiff paper; clock or stopwatch;
poster; writing supplies; sheets of paper; staples;
Photocopiable 4
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Ask learners to choose a song or a poem they have
learned so far.
•
They recite it or sing it for the class.
153
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Fact files (10–15 minutes)
•
If learners have done the homework, ask them to
present their fact files to the class.
•
Ask them to collect the file cards and make a class
poster about Liberia.
Main teaching ideas
•
Learners choose an end-of-unit project to work on.
Look at the examples in the pictures and help them
to choose. Provide materials. Remember that all the
projects are pair or group projects.
A: Make a picture with 100 shapes
(30–40 minutes)
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
Learners cut out the sets of shapes and make
the picture. They glue the shapes onto a sheet
of card or poster paper.
•
They write questions about the picture.
•
They show their picture to the class and describe it.
•
Extend this activity by asking learners to write
some sums, for example red triangles + yellow
squares = … ; squares + hearts = …
B: Have a contest (30–40 minutes)
They write the questions on the book pages as
instructed. Then they write the actual answer
and make an openable paper flap to cover it on
the book page.
•
The class will try to estimate each answer.
Then, they lift the flap to see if they were right.
Plenary ideas
Project reflection (10 minutes)
•
Learners present their projects to the class.
•
Ask learners to read the question What part of your
project was the hardest? and reflect.
•
They can discuss their ideas with a partner then as
a class.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
You may ask learners to keep a learning log in their
portfolio. They write one or two sentences about
how they perceive their performance and what they
have learned. Help with additional vocabulary if
necessary.
Workbook
•
Read and explain the instructions.
•
Learners start the competition and record the
results on a piece of paper.
•
Then, they make a poster highlighting the winner.
Workbook answers
•
They present the results to the class.
Check your progress quiz
1 b, 2 c, 3 a, 4 b, 5 a
6 17 cm
7 loud
8 for
9 two
10 Learner’s own answer.
Differentiation ideas: You could add alternatives,
for example How many numbers can you write from
1 to 100? You could consider extending the time for
less confident learners; instead of one minute, allow
two minutes.
C: Make a measuring book (30–40 minutes)
•
154
•
Read the instructions. Learners read the
questions and answer them.
Learners do the Check your progress quiz on
pages 78–79.
5 LET’S MEASURE
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1 There are 50 shapes. There are 10 circles,
20 squares and 20 stars.
2 I can see the number 62. Yes, it is 62.
3 The animal is the biggest animal on Earth.
4 Tony went to the shop this morning. He bought
some eggs, some milk, some bread and three
bananas.
5 Sarah bought a cat at the pet shop.
6 Jack’s pencil is 17 centimetres long.
Homework ideas
•
Home–school link: Learners show their family their
project and explain what they have done. You may
also give them copies of the recording of the groups
working to show to their family.
Workbook
Workbook: Learners do the Reflection on page 79.
Workbook answers
Reflection
Learner’s own answers.
7 The elephant is loud.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of the question at the beginning
of the unit: When do we use numbers? Discuss this
question as a class.
155
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
6 All about bugs
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Bugs and
other garden
animals
2.5–3
Read and talk
about insects.
2Ld.04
2Sc.06
2Rm.01
2Rd.02
2Wca.04
2Wc.02
2Ug.04
Learner’s Book Lesson 6.1
Workbook Lesson 6.1
Digital Classroom:
Video − Tiny animals
Activity – Where's the bee?
Activity − What's in the garden?
2 Crickets and
other insects
1.75–2.25
Learn about
insects.
2Ld.04
2Sc.01
2Sor.02
2Rd.02
2Wc.01
2Wca.04
Learner’s Book Lesson 6.2
Workbook Lesson 6.2
Digital Classroom:
Slideshow with activity sheet −
Crickets and butterflies
3 Ants and
spiders
2–2.5
Say how spiders
and insects
are similar and
different.
2Ld.03
2Sc.06
2Rd.02
2Rd.04
2Wca.03
Learner’s Book Lesson 6.3
Workbook Lesson 6.3
Photocopiable 1
Photocopiable 2
Photocopiable 3
Digital Classroom:
Activity − Ant or spider?
4 Writing
questions
1.75–2.25
Write questions
2Sc.06
and answer them. 2Rd.03
2Wca.04
2Wor.01
2Uv.10
Learner’s Book Lesson 6.4
Workbook Lesson 6.4
Digital Classroom:
Video − Life in a beehive
Grammar presentation − What, where,
how …?
5 Rhyming
words, words
with long e
2–2.5
Read and write
words with the
spellings ee and
ea.
2Ld.04
2Sc.04
2Rd.02
2Wca.01
2Wca.03
Learner’s Book Lesson 6.5
Workbook Lesson 6.5
Digital Classroom:
Activity – Rhyming words
Activity − Spelling bee
6 Little Ant
2.25–2.75
Read, discuss and 2Ld.03
act out a story.
2Sc.02
2So.01
2Rd.04
2Wca.05
Learner’s Book Lesson 6.6
Workbook Lesson 6.6
Photocopiable 28
Photocopiable 29
Digital Classroom:
Activity − Little Ant
156
6 ALL ABOUT BUGS
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
7 Project
challenge
1.5–1.75
Work together to
make a project.
2Ld.01
2Sc.02
2Wca.04
2Wor.02
2Rd.03
Learner’s Book Lesson 7.7
Workbook Lesson 7.7
Photocopiable 4
Photocopiable 10
Photocopiable 22
Photocopiable 30
Photocopiable 31
Photocopiable 32
Unit 6 quiz
Cross-unit resources
Unit 6 Audioscripts
Unit 6 End-of-unit quiz
Unit 6 Progress report
Unit 6 Wordlist
BACKGROUND KNOWLEDGE
Unit 6 is about bugs. ‘Bugs’ is an informal word
for small invertebrates, for example insects and
spiders. Lesson 6.2 focuses on people across
the world who keep different animals as pets, for
example in China.
Crickets as pets
Keeping crickets as pets is not new in China. In the
12th century, the Chinese were already keeping
crickets for their songs and for holding
cricket fights.
The business around crickets in China still exists.
The high season for trapping crickets in the fields
peaks in August and extends into September.
Crickets soon end up at the markets of Shanghai
and other important Chinese cities.
TEACHING SKILLS FOCUS
Learning awareness
Awareness-raising activities help learners to improve
their understanding of what they are learning and
why. Learners benefit from being given the time and
the tools to really think about the reason they are
learning something, and the tools to consider how
this learning is actually carried out.
Your challenge
Awareness-raising techniques are particularly useful
in mixed-ability classes, as learners will be able to
process new content according to their level of
competence and respond to it in different ways.
Use the following awareness-raising techniques to
help learners process new content:
• T
hink aloud and describe what you are doing
when modelling an answer.
•Use visuals, gestures and body language to
convey ideas.
•Repeat or reformulate ideas using specific
examples.
•Give learners ‘thinking time’ – enough time to
process information and respond to it.
Reflection
• Am I giving learners enough thinking time?
•Which technique has proved the most
successful with less confident learners?
• Do I need to make any adaptations?
157
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
6.1 Think about it: Bugs and other garden animals
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen for main idea and
details.
2Sc.02, 2Sc.06
• Speaking: Talk about insects,
compare and contrast insects, recite a
poem, say where insects are.
• Learners can read and
understand a text about insects
and spiders.
2Rm.01, 2Rd.02,
2Rd.04
• Reading: Read about insects and
spiders, read a poem.
2Wca.04, 2Wc.02
• Writing: Write short texts.
2Ug.04
• Language focus: prepositions: on,
under, near; determiners: all, some,
most
• Vocabulary: ant, bee, butterfly,
cricket, worm, spider, web, buzz,
quiet, wings, antennae, legs
• Learners can compare how
animals are similar and different
in their body parts.
• Learners can listen to and
understand a text about insects.
• Learners can use prepositions of
location.
• Learners can write a short text
about insects.
21st-century skills
Critical thinking: Compare and contrast how animals are similar and different in their body parts.
Communication: Change sound levels or pitch when reciting a poem.
Materials: Learner’s Book pages 96–97; Workbook
page 81; large sheet of paper, markers, pictures of insects
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Ask learners if they like insects. Show pictures,
elicit a few insect names and write them on the
board.
•
Focus on the title of the unit. Explain that ‘bugs’ is
a more informal word for insects. Sometimes, it is
used to refer to other small creatures that are not
actually insects, for example spiders.
•
158
Ask learners if they think bugs are special.
Encourage them to explain their answers.
Getting started (15–20 minutes)
•
Ask learners: What do you know about bugs? Ask
learners to look at the picture for more ideas.
•
Ask, for example, How many legs does an insect
have? Do all insects have wings? Is a spider an insect?
•
Make a KWL poster (see Unit 4, Teaching skills
focus, page 87). Ask learners what they know (or
think they know) about insects, and write these
ideas in the K column.
•
Then ask learners what they would like to know
about them, and write learners’ questions in the
W column.
•
Tell the class that they are going to fill in the last
column (L) when they finish the unit.
6 ALL ABOUT BUGS
Digital Classroom: Use the video ‘Tiny animals’
to introduce the subject of tiny animals and the
prepositions vocabulary. The i button will explain how
to use the video.
Main teaching ideas
64
1 Listen and point to the animals.
(10–15 minutes)
Learner’s Book answers
The spider, the frog and the bird are not talked about.
Learner’s own answer.
2 Listen, point and say. (25–30 minutes)
•
Focus on the pictures. Tell learners to listen
and point to each insect in turn.
•
Ask learners to look at the picture carefully
and say which insects they can see there.
•
Play the first part of the audio once, up to the
long pause.
•
Tell them that they are going to listen to a
description of the bugs in the picture. They
listen and find which animals are not talked
about.
•
Tell the class to listen again and point to the
parts of insects that are mentioned.
•
Play the first part of the audio again. Ask
about the insects, for example Do spiders have
wings? Does a bee have antennae?
•
Play the audio at least twice. Elicit answers
from the class.
•
•
Ask: Which of these animals live near your
home? Elicit answers.
Play the first part of the audio once more and
ask learners to repeat after each exchange.
•
Play the second part of the audio, the
questions. Pause after each question to allow
learners time to answer.
Critical thinking opportunity: Encourage learners
to compare and contrast the insects in the picture
and in their region or country, and find similarities
and differences.
Differentiation ideas: Less confident learners
may need some scaffolding. Stop the audio after
each question and elicit the answer from the class.
Ask more questions if necessary. More confident
learners can add additional details about each of
the animals mentioned, for example Which insect is
very quiet? Which insect makes a funny sound?
Critical thinking opportunity: You may wish to
extend the activity by asking learners to compare
and contrast the insects. Draw a table on the board
and have learners work in groups and tick the
correct items. See an example table below.
Butterfly
Bee Ant Cricket Worm Spider
Legs
Wings
Antennae
Audioscript: Track 64
Web
Listen. What’s that? It’s a bee. The bee is buzzing
near the flowers. Do you see it?
Colour
There are some other insects flying above the
flowers. These insects are quiet – they don’t make
any sound. Do you know what they are? They’re
butterflies.
In the ground, under the tree, you can see the
home of some other insects. Who lives in that
underground home? They’re ants.
Differentiation ideas: Less confident learners
may need some scaffolding when answering the
questions. You may either play the first part of the
audio once again and ask learners to make notes
about each insect. They can use these notes as a
memory aid. In the meantime, more confident
learners may take additional notes about what each
insect can or can't do and has or doesn't have.
Listen to the sound of another insect. What’s that
insect? Yes. It’s a cricket. Do you see it? It’s hiding
behind some grass.
159
65
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK
Science: Ask learners to draw one of the insects
or the spider. They write the name of the insect
and label its parts. Display the pictures around
the room. More confident learners can add a
short description to their picture. As a class, you
may also visit age-appropriate websites with
images and additional vocabulary for different
insects, such as the Fun Kids English website.
Audioscript: Track 65
Butterfly. A butterfly is an insect. It has four wings.
Differentiation ideas: Less confident learners could
copy the sentences into their notebooks and draw a
picture to remind themselves of the meaning. More
confident learners may draw pictures in pairs to
illustrate the prepositions.
Digital Classroom: Use the activity ‘Where’s the
bee?’ to revise prepositions of place. The i button
will explain how to use the activity.
Learner’s Book answers
a The frog is in front of a rock.
b The cricket is in the grass.
c The web is between two branches.
d The spider is on the web.
eThe bee and butterflies are flying above the flowers.
Bee. A bee is an insect. It has wings too.
Cricket. A cricket has wings, but it can’t fly. It
jumps.
Ant. An ant is an insect. It doesn’t have wings.
4 Read, listen and act out the poem.
(15–20 minutes)
•
Tell learners they are going to listen to a poem.
Play the audio and mime the poem (line 1: hold
three fingers up; line 2: brush off the bug; line 3:
hand above eye, search for the bug; line 4: shrug
‘I don’t know’). Learners listen and read.
•
Play the audio again a few times. Ask learners
to listen and act out the poem.
•
Play the audio once more. Learners recite and
join in the actions.
Worm. A worm lives in the ground.
Spider. This spider is in its web.
Which insect makes this sound? It’s a cricket!
Which insect is yellow and black?
Which insect has wings of different colours?
Which animals live in the ground?
Which animal has eight legs?
Which animal has no legs?
Learner’s Book answers
cricket, bee, butterfly, ants and worms, spider, worm
3 Where are they? (10–15 minutes)
•
Focus on the words in the word box (Learner’s
Book, page 97).
•
Then, ask learners to look at the picture and
say each of the sentences using the words in
the word box.
Assessment ideas: Ask learners to take different
objects and place them in different places to
illustrate the meaning of the prepositions. Ask them
to make sentences.
160
Differentiation ideas: You could ask learners to
make a new poem by changing the insect. More
confident learners may be challenged to change
more things and create a new poem altogether based
on this model.
CROSS-CURRICULAR LINK
Drama: Remind learners of the importance of
body language and intonation when doing a role
play or acting out, even if it is a poem. Using the
right tone and intonation is important to convey
meaning.
Audioscript: Track 66
See Learner’s Book page 97.
66
6 ALL ABOUT BUGS
5 Write some animal clues.
(15–20 minutes)
•
Ask learners to look at the big picture again,
and choose an animal.
•
They think about what the animal looks like.
How many legs does it have? What colour is it?
Does it have wings? They write a description.
•
In pairs, they read their description of their
chosen animal to their partner. The partner
then tries to find the animal in the big picture
on page 96.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activities 1 and 2 on page 81.
Workbook answers
Activity 1
a butterfly, b bee, c spider, d worm, e cricket, f ant
Plenary ideas
Consolidation (30–40 minutes)
CROSS-CURRICULAR LINK
Science: If possible, take learners to the school
garden or a park, and try to find insects and
speak about them. For each insect, elicit colour,
parts of the body, what they eat or do, where
they live.
Learners could draw the insects they find and
make a class display.
•
Reflection: Ask learners what information they have
learned in this lesson that they did not know before.
What would they like to learn more about?
Digital Classroom: Use the activity ‘What’s in the
garden?’ to revise vocabulary learned in the lesson and
the habitats of bugs. The i button will explain how to
use the activity.
Homework ideas
•
Learners look for information about common
insects in their area or country. They choose one
and write a short fact file and add a picture.
•
Home–school link: Learners show the pictures to
their family and teach them the names of insects
in English.
Activity 2
Learner’s own answers based on their drawing.
161
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
6.2 Let’s explore: Crickets and other insects
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a description,
listen to a dialogue.
2Sc.01, 2Sor.02
• Speaking: Compare how animals are
similar and different in their body
parts, talk about insects and spiders.
• Learners can compare how
animals are similar and different
in their body parts.
2Rd.02
• Reading: Read sentences.
2Wc.01, 2Wca.04
• Writing: Complete sentences, write
about insects.
• Vocabulary: insect body parts: legs,
antennae, wings
• Learners can talk about insects
and spiders.
• Learners can listen to and
understand a dialogue.
• Learners can listen to and
understand a description about
insects.
• Learners can classify insects and
spiders.
• Learners can write about insects.
21st-century skills
Critical thinking: Compare and contrast insects, learn how animals are similar and different in their body
parts, classify insects.
Learning to learn: Answer questions after listening to a short paragraph or dialogue.
Values: Looking after pets in a responsible way.
Materials: Learner’s Book pages 98–99; Workbook
pages 82–83; large sheet of poster paper; glue; markers;
map of the world; stickers for Unit 6
Guessing game (5–10 minutes)
•
Ask learners to think of an insect. The class asks
Yes/No questions until they guess what insect it is.
Starter ideas
•
You could allow for a limited number of questions,
for example five.
Beginning the day (15–20 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to explain what insect they have chosen and
what information they have found.
•
Collect all the fact files and glue them to the poster
paper. Ask learners to give the poster a title.
•
Display the poster in the classroom.
162
Main teaching ideas
1 What is an insect? (15–20 minutes)
•
Ask the class: What is an insect? Elicit answers.
•
Focus on the picture of the cricket. Then focus on
the questions. Elicit answers from learners. You
may wish to write their answers on the board.
•
Tell the class that they are going to listen to a
recording.
67
6 ALL ABOUT BUGS
•
Play the audio at least twice as learners listen
and look at the picture.
•
Learners listen and compare the information
they hear with their answers.
Differentiation ideas: Play the audio once again.
Give less confident learners a few sentences about
the listening, for example Crickets have short
antennae, Bees have small wings, etc. They write
True or False next to each as they listen. You can
prepare questions for more confident learners,
for example Do all insects have six legs? Where do
insects have their antennae?
Critical thinking opportunity: Ask learners to look
at the pictures of insects and the spider in Lesson 6.1.
Ask: Are all these insects? Which of these is not an
insect? Why?
CROSS-CURRICULAR LINK
Science: Show pictures of different small animals,
including insects. Ask the class to identify which
of those are insects. Ask: How do you know it
is an insect? Ask learners to identify the typical
features of an insect. As a class, you may also
visit age-appropriate websites with images
and information about different insects such as
National Geographic Kids.
Audioscript: Track 67
A cricket is an insect. How many legs does a cricket
have? Let’s count. 1, 2, 3, 4, 5, 6 legs.
All insects have six legs. Do you see the cricket’s
antennae? The two antennae are attached to the
cricket’s head. All insects have antennae. Some
insects, like the cricket, have long antennae. Some
insects, like the bee, have short antennae. Look for
the antennae on the ant, the bee and the butterfly.
Some insects have wings and some do not have
wings. A cricket has four wings. It makes a sound
with its wings. What other insects have wings? Yes,
bees and butterflies have wings. What insect does
not have wings? An ant does not have wings.
Learner’s Book answers
a six, b yes, c no
2 Sticker activity (10–15 minutes)
•
Ask learners to get their stickers for Unit 6.
•
Ask learners to look at their stickers and
decide: Is the animal an insect or not?
•
Tell them to count the legs to sort the animals.
They sort the stickers into the correct columns.
•
Then, ask learners to add one more animal to
the ‘not insects’ column.
•
They draw a picture and write its name.
•
Check as a class what learners have written
and drawn.
Digital Classroom: Use the slideshow ‘Crickets
and butterflies’ and accompanying activity sheet
to explore the differences between crickets and
butterflies. The i button will explain how to use the
slideshow.
Learner’s Book answers
Insects: ant, bee, butterfly, cricket. Not insects:
worm, spider.
3 Listen to this interview with Maylin and
her grandpa. (10–15 minutes)
•
Tell the class that they are going to listen to
Maylin and her grandfather.
•
Read the two questions to the class and tell
learners to listen to find out the answers.
•
Play the audio at least twice and elicit the
answers.
Values: Looking after our pets: Ask learners if they
have a pet. What is it? Why did they choose it? Who
looks after the pet? What does their pet need?
•
If some learners do not have a pet, ask why
they do not. Some may say there is not enough
room at home for an animal. Highlight the
importance of the responsibility involved in
adopting a pet.
CROSS-CURRICULAR LINK
Geography: Display a map of the world and help
learners locate Beijing on it – this is where Maylin
lives. Ask: Where is it? Have you ever been to
Beijing? What do you know about this city? Elicit
information from learners.
163
68
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Audioscript: Track 68
5 What do you think? (15–20 minutes)
Journalist: It is a chilly winter day. We are in a
marketplace in Beijing, talking to 8-year-old
Maylin and her grandpa.
•
Explain to the class that there are lots of
different animals that people keep as pets.
Different people like different things, and
different people also like different animals
as pets.
•
Ask learners to work in small groups and
discuss the questions in the Learner’s Book.
•
Have them take notes of the ideas discussed in
their group.
•
Give groups a few minutes to discuss, and then
ask learners to work individually to write a few
sentences answering the questions.
Bush cricket chirping: ‘Chirp, chirp. Chirp, chirp.’
Journalist: What is making that sound?
Maylin: It’s my grandpa’s pet cricket.
Journalist: Maylin’s grandpa pulls a tiny cricket
cage out of his shirt pocket.
Grandpa: Crickets need to stay warm. If you go
out in the winter, you need to keep them close to
your body.’
Assessment ideas: Circulate, listening to groups
interacting. Make notes about possible difficulties
and levels of interaction.
Maylin: Next year, I’m going to have my own
cricket!
Journalist: Why do you want a pet cricket, Maylin?
•
Maylin: A cricket is little and fun to watch. I like to
hear it singing when I go to sleep. It makes me feel
happy.
Journalist: How do you take care of a pet cricket?
Learner’s Book answers
Learner’s own answer.
Grandpa: Crickets need a safe home with plenty of
air. They need fresh food and water every day.
Maylin: Sometimes Grandpa lets me feed his
cricket. I feed it little bits of rice and carrots.
Workbook
Journalist: Thank you for showing us your cricket
and teaching us something new!
Learners do Activities 1 and 2 on pages 82–83.
Maylin and her grandpa: You’re welcome!
Workbook answers
Activity 1
1 Crickets are different colours and sizes.
Learner’s Book answers
a his pet cricket
b because it is little and fun to watch
68
2 Crickets jump. Their back legs are very strong.
3 Other crickets understand their songs.
4 Listen to the interview again.
(5–10 minutes)
•
Focus on the sentences. Ask learners how they
think they can complete them.
•
Tell learners that they are going to listen to the
audio of Maylin and her grandpa again, and
complete the sentences.
•
Play the audio at least twice. Elicit the answers.
Learner’s Book answers
a warm, b home, c food, d carrots
164
You could visit some websites with learners
to read more about keeping insects as pets,
for example The Guardian or China Travel
websites.
Activity 2
Learner’s own list of reasons for and against
owning a pet cricket. Learners draw a cricket in
the picture.
Plenary ideas
Consolidation (10–15 minutes)
•
Ask learners to share their opinions about having
crickets as pets with the whole class.
6 ALL ABOUT BUGS
Homework ideas
•
•
Learners write about their pets, describe them and
explain how they look after them.
•
Learners who do not have pets can write about the
pet they would like to have.
Home–school link: Learners tell their family about
the insects they have learned about in class. They
ask parents what pets they had when they were
children.
6.3 Science: Ants and spiders
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02, 2Ld.03, 2Ld.04
• Listening: Listen for information.
2Sc.05, 2Sc.06
• Speaking: Talk about ants and spiders,
compare and contrast.
• Learners can read and
understand texts about
bugs.
2Rd.02, 2Rd.04
• Reading: Read for information, read
about ants and spiders.
2Wca.03
• Writing: Guided writing.
• Learners can compare ants
and spiders.
• Vocabulary: fact, feel, smell, taste,
communicate, build, seed, trail, web,
silk, light, strong, mice
• Learners can write about a
bug.
• Learners can distinguish
between fact and opinion.
21st-century skills
Critical thinking: Distinguish between fact and opinion, compare and contrast using a graphic organiser.
Learning to learn: Use text features to understand a text.
Materials: Learner’s Book pages 100–101; Workbook
pages 84–85; blank bingo cards; counters; drawing
materials; internet access (optional); sheets of paper;
Photocopiables 1, 2 and 3
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to share what they have written with the class.
Vocabulary bingo (15–20 minutes)
•
Create a bingo card for each learner. Have them
write a vocabulary word in each space, for example
insects, parts of their body, etc. Play bingo in the
usual way.
Differentiation ideas: You may wish to give the
game a twist for more confident learners by saying
a definition of each word, for example insects use
them to fly (wings), it’s yellow and black and it can
fly (bee). For less confident learners, you could also
hold up a card with the first letter of the word.
Main teaching ideas
1 Look at the headings in Ants and
Spiders. (10–15 minutes)
•
69
Ask learners to look at the headings in the Ants
and Spiders texts, and discuss how they are similar.
Elicit some answers.
Critical thinking opportunity: Ask them to predict
what they are going to learn about. How do the
headings help them?
165
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CROSS-CURRICULAR LINK
Literacy: Explain that writers use headings to
organise ideas. As readers, headings help us
predict what the text will be about. Headings
can help learners become strategic content-area
readers.
•
•
Tell learners that they are going to listen to a
recording about ants. They listen and follow in
their books. Play the audio at least twice.
Review the text and elicit from learners the
meaning of the new words. Encourage them
to guess the meaning of the words using the
illustrations and the context to help them.
Audioscript: Track 70
Learner’s Book answers
Learner’s own answer.
Key word (5–10 minutes)
•
Focus on the meaning of the word fact. Explain
that a fact is a true piece of information.
•
Ask learners to look for examples of facts in
previous lessons.
Critical thinking opportunity: Give examples of facts
and opinions, for example spiders are awful, spiders have
eight legs. Ask learners to decide which are facts and
which are opinions.
3 Listen and read about spiders.
(10–15 minutes)
•
Tell learners that they are going to listen to a
recording about spiders. They listen and follow
in their books. Play the audio at least twice.
•
Review the text and elicit from learners the
meaning of the new words. Encourage them
to guess the meaning of the words using the
illustrations and the context to help them.
•
Ask learners what they think is the most
interesting fact about spiders.
See Learner’s Book page 100.
Learner’s Book answers
The headings are all similar because they are all
questions.
Learner’s own answer, but possible answer: ants.
2 What do you remember? (10–15 minutes)
•
In pairs, learners tell each other about ants.
They can go back to the Learner’s Book to
look for more information.
Differentiation ideas: Less confident learners may
reread the text before doing the activity. More
confident learners may add information they have
learned from visiting websites or prior knowledge
they had on the topic.
CROSS-CURRICULAR LINK
Science: Ask learners to work in small groups. If
conditions permit, they look for information and
photos of ants on suitable websites or in books.
They make notes of interesting facts and print or
draw pictures. They share their findings with the
class and make a class display.
166
Digital Classroom: Use the activity ‘Ant or spider?’
to reinforce the differences between ants and
spiders. The i button will explain how to use the
activity.
Audioscript: Track 70
See Learner’s Book page 101.
Learner’s Book answers
Learner’s own answer.
70
6 ALL ABOUT BUGS
Learner’s Book answers
Learner’s own answers.
Workbook
Learners do Activities 1, 2 and the Challenge on
page 84.
Workbook
Workbook answers
Learners do Activity 3 and the Challenge on page 85.
Activity 1
They have more than four legs. They can climb.
They carry their food home.
Workbook answers
Activity 3
Learner’s own answers.
Activity 2
Only true for ants: They have antennae.
Challenge
Learner’s own answer.
True for ants and spiders: They have more than
four legs. They can climb. They carry their food
home.
Only true for spiders: They have more than four
eyes. They make webs.
Challenge
Learner’s own answers.
Plenary ideas
Consolidation (15–20 minutes)
Critical thinking opportunity: Discuss with learners
how spiders and ants are similar and how they are
different.
•
Draw a Venn diagram and ask learners how they
think they can use it to show the similarities and
differences between spiders and ants.
Tell learners they are going to make up a bug
and draw a picture of it. They will also give it a
name. Encourage them to be creative.
•
Have learners write the differences and similarities.
•
They copy the diagram in their notebooks.
•
When they have finished the picture, learners
write sentences about their bug. Tell them to
use the questions as a guide.
•
Reflection: As a class, ask learners what they have
enjoyed most in this lesson. What would they like to
learn more about?
•
Have learners use Photocopiables 1 and 2 to
check their own writing, then exchange papers
with a partner. Partner will practise peer
editing using Photocopiable 3.
Homework ideas
•
Learners look for information about spiders in
books or on the internet. They prepare a fact file.
•
When they are finished, they show their bug to
the class and describe it.
•
Home–school link: They tell their parents what they
have learned about ants and spiders.
•
Activity 3 on page 85 of the Workbook
includes a scaffold for children to use to draw
and write about their bug.
4 Make your very own bug.
(20–25 minutes)
•
Assessment ideas: You may wish to ask learners
to do this activity on a separate sheet of paper
and then file it in the learners’ portfolios. You may
video-record learners as they present their bug to
the class and keep a copy in their portfolio.
167
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
6.4 Use of English: Writing questions
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Sc.03, 2Sc.06
• Speaking: Speak about insects, ask
and answer questions, play a game.
• Learners can speak about insects.
2Rd.02, 2Rd.03
• Reading: Read for information.
2Wca.04, 2Wor.01
• Writing: Complete sentences, answer
questions.
2Uv.10
• Language focus: questions: How,
What, How much, Do/Does …?;
subject–verb agreement
• Vocabulary: helpful, honey, silkworm,
silk, spot
• Learners can ask and answer
questions.
• Learners can read and
understand information about
insects.
• Learners can complete
sentences.
• Learners can write sentences.
21st-century skills
Creative thinking: Create new content based on a model, create a game.
Communication: Know how to take turns in conversation.
Materials: Learner’s Book pages 102–103; Workbook pages 86–87; large sheet of paper; drawing materials; cards; glue
LANGUAGE BACKGROUND
Wh- questions
Remind learners of the correct punctuation of
questions. In English, questions have a question
mark only at the end: Where are you going?
Spanish speakers sometimes insert a question mark
at the beginning of questions. Spanish is the only
168
language in which you use the inverted question
mark to open questions.
Highlight word order in questions:
question word + auxiliary + subject + verb:
Where did you put the books?
How do bees help people?
6 ALL ABOUT BUGS
Common misconceptions
Misconception
How to identify
How to overcome
Learners omit the auxiliary in
questions, for example:
Write an example of a correct
question, and another of a wrong
question without an auxiliary. Ask:
What is the difference between
these two questions? Elicit the
answer.
When learners write a question,
ask them to circle the auxiliary in
colour. This will help them to look
and find the auxiliary, and make
sure they have inserted it.
Where <do> you come from?
What <do> you eat for breakfast?
Ask: What is missing here? (Point
at the wrong question.) Elicit the
answer and write the auxiliary in
colour.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
CROSS-CURRICULAR LINK
Science: If learners have done the homework
activity, ask them to present the information they
have found about spiders.
Guessing game (10–15 minutes)
•
Divide the class into two teams. They take it in
turns to say something about either spiders or ants
without mentioning the bug. The other team has to
guess if they are speaking about ants or spiders.
Main teaching ideas
1 Ask and answer. (15–20 minutes)
•
Ask learners to work in pairs and read the
information about bees. Help them with new
vocabulary, for example honey.
•
Focus on the question. Tell learners to answer it.
•
Ask them to continue with the following texts
and questions. They complete the questions
with the missing words and answer them.
•
Check as a class.
Critical thinking opportunity: Tell learners to use
the pictures as an aid to understanding the words
they do not know. These questions will require
learners to understand and apply how questions are
formed in English. These questions will also require
the learners to process the information as they
cannot just copy the answers.
Digital Classroom: Use the video ‘Life in a beehive’
to explore life inside a beehive and further introduce
the topic of bees. The i button will explain how to
use the video.
Learner’s Book answers
Question: How do bees help people? They produce
honey for people to eat.
Question: How do silkworms help people? They
produce silk for people to make clothes with.
Question: Do crickets have ears? How do crickets
hear? They hear sounds through special spots on
their legs.
Question: Do butterflies have mouths? How do
butterflies taste food? They taste food with their
feet.
2 Make a game. (15–20 minutes)
•
Tell learners that they are going to prepare a
game. They work in pairs. Learner A looks at
the information about ants and learner B looks
at the information about spiders in Lesson 6.3.
•
They write three questions, starting as shown
in the activity.
•
They write each of their questions on a card.
On the back of the card, they draw one or two
stars to show the difficulty of the question.
169
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
They can also exchange their cards to check
spelling and correct use of capital letters.
Collect all the cards together.
3 Play the game (15–20 minutes)
Learner’s Book answers
Learner’s own answers.
Workbook
•
Tell learners that they are going to play the
game. They get together in groups and play in
two teams.
•
Read the rules of the games together and
explain how they score. Learners play the
game.
Workbook
Learners do Activities 1 and 2 on page 86.
Learners do Activities 3 and 4 on page 87.
Workbook answers
Workbook answers
Activity 1
a What do, b How many … do, c How many… do
Activity 3
Learner’s own questions.
Activity 2
a How many legs does a spider have? b How do
insects smell? c What do crickets eat?
Activity 4
Learner’s own questions.
Language detective (10–15 minutes)
Plenary ideas
•
Remind learners of the correct use of the present
simple in questions.
Consolidation (10–15 minutes)
•
Revise question words. Ask learners to make a few
questions using the question words.
•
Ask learners to read the question and answer pairs.
Fill in the missing question word.
Digital Classroom: Use the grammar presentation
‘What, where, how …?’ to revise Wh- questions and yes/
no questions with the present simple. The i button will
explain how to use the grammar presentation.
Learner’s Book answers
b What, c How
170
•
As a grand finale, ask the winning teams to play
another round to see who are the champions.
Homework ideas
•
Learners use the questions in the game as a model
and write two or three questions about the content
they have learned in Units 1–5.
•
Home–school link: Learners play the game with
their family.
6 ALL ABOUT BUGS
6.5 Words and sounds: Rhyming words, words with
long e
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04, 2Ld.03
• Listening: Listen to a song and a
poem, identify rhyming words and
long e spellings.
• Learners can listen to and sing a
song.
2Sc.04
• Speaking: Read and sing a song, read
and recite a poem, do a spelling quiz.
2Rd.01, 2Rd.02
• Reading: Read a poem, read and
follow instructions.
2Wca.01, 2Wca.03
• Writing: Complete sentences, make a
chart, do a crossword puzzle.
• Language focus: review spelling
• Learners can listen to and recite a
poem.
• Learners can identify rhyming
words.
• Learners can spell words.
• Learners can pronounce words
with long and short e.
• Vocabulary: cheese, tea, bread, meat,
pest, toe, knee, chest, head, flea,
leaf, bump; review: parts of the body
21st-century skills
Critical thinking: Identify rhyming words, classify words according to rhyme.
Collaboration: Participate actively in group and whole activities.
Materials: Learner’s Book pages 104–105; Workbook
pages 88–89; pieces of string, copies of the picture of a
cricket; scissors; sticky tape; colour pencils; stickers for
Unit 6
•
Ask them to find words that rhyme. Collect some
rhyming words on the board.
•
Ask learners to work in small groups and write a
tongue-twister using rhyming words.
Starter ideas
Main teaching ideas
Beginning the day (10–15 minutes)
1 Find the rhyming word. (15–20 minutes)
•
Do the warm-up routine.
•
Can learners think of words with the ‘a’ sound
or ‘e’ sound? Elicit examples from the class. Ask
volunteers to write them on the board.
•
Ask learners to look at the picture. Ask: Where
is the cricket?
•
Ask learners to read the pairs of sentences.
Each missing word rhymes with the word in
red. Tell them to look at the picture to find
the word.
•
When they have finished, ask them to compare
their findings with another learner.
Rhyming words (10–15 minutes)
•
Remind learners of the words they learned in
Lesson 4 of Units 1–5.
171
71
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
•
Tell them they are going to listen to the poem
to check their answers.
Workbook
Play the audio at least twice.
Learners do Activity 1 and the Challenge on page 88.
Digital Classroom: Use the activity ‘Rhyming
words’ to review the rhyming words that appear in
the poem. The i button will explain how to use the
activity.
Audioscript: Track 71
See Learners’ Book page 104.
Learner’s Book answers
toe, knee, chest, head
72
2 Listen, point and sing! (20–25 minutes)
•
Review parts of the body. You could play a round
of ‘Simon says’ or simply give a few instructions:
Touch your head, shake your arms, etc.
•
Tell learners to listen to the song and point to
where the cricket is while you play the audio.
•
Play the audio at least twice. Learners listen,
mime and join in.
•
Extension activity: Make multiple copies of
a picture of a cricket. Give one copy to each
learner. They colour and cut out the picture
and fix a piece of string with sticky tape. They
use it to act out the song.
Audioscript: Track 72
See Learners’ Book page 104.
3 Long e spellings (5–10 minutes)
•
Ask learners to work in pairs. They read the
words aloud and decide what vowel sound they
all have (a long e sound).
•
Learners write the words in their notebooks
and underline the letters in each word that
stand for the long e sound.
•
Check as a class.
Learner’s Book answers
knee, flea, me, bee, she, leaf, feet, eat.
172
Workbook answers
Activity 1
Across: 1 flea, 5 leaf, 6 three, 7 bee
Down: 1 feet, 2 sleep, 3 eat, 4 tree
Challenge
Learner’s own rhymes.
4 Take a spelling quiz. (5–10 minutes)
•
Divide the class into pairs and explain that
they are going to play a spelling quiz.
•
Each learner asks their partner to spell three
words: How do you spell [bee]? Their partner
then spells out each word.
5 Sticker activity (15–20 minutes)
•
Tell learners that letters ea can make two
different sounds – sometimes they make a long
e sound like in eat, and sometimes they make a
short e sound like in head.
•
Tell learners to get their stickers for Unit 6 and
read the words aloud.
•
Then they answer the questions.
•
They put the stickers on the Food page (page
170) of the Picture Dictionary.
•
Then ask learners to think of a new food word
that is not already on the Picture Dictionary
page.
•
They draw a picture to represent their chosen
food word, and write the word at the bottom
of the page.
Learner’s Book answers
Words with long e sound are: cheese, tea, meat.
Words that have the letters ea are: tea, bread, meat.
The word that has the short e sound is: bread.
Learners stick the stickers on the correct Picture
Dictionary page.
6 ALL ABOUT BUGS
73
6 Listen to the poem. (10–15 minutes)
•
•
•
Tell learners that they are going to listen to a
poem and identify the words with the long e
sound and those with the short e sound.
Play the audio at least twice. Elicit the answers
and ask learners to write the words in two
lists – one for long e sounds and one short e
sounds.
Ask learners to recite the poem. Check that
they make the difference between the long and
short e sound.
Plenary ideas
Consolidation (15–20 minutes)
•
Ask learners to work in small groups. They create a
song similar to the song in Activity 2.
•
Then, they teach it to the class.
Digital Classroom: Use the activity ‘Spelling bee’ to
revise spellings of long ee and short e words. The
i button will explain how to use the activity.
Homework ideas
•
Learners look for information about bees and
fleas and prepare a short text using the texts about
spiders and ants in Lesson 6.3 as models. They
write the text on a sheet of paper or card and draw
pictures or print and glue them to the card.
•
Home–school link: Learners teach their family the
cricket song.
Audioscript: Track 73
See Learner’s Book page 105.
Learner’s Book answers
Long: bee, flea, tea.
Short: breakfast, head, went, bed.
Workbook
Learners do Activity 2 on page 89.
Workbook answers
Activity 2
Learner’s own poem and picture.
173
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
6.6 Read and respond: Little Ant
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04, 2Ld.03
• Listening: Listen to a story.
2Sc.02, 2Sor.01
• Speaking: Discuss and act out a story.
• Learners can read and
understand a story.
2Rd.02, 2Rd.04
• Reading: Read a story and answer
questions.
2Wca.05
• Writing: Complete sentences,
complete a story map.
• Learners can discuss the
characters in the story.
• Learners can complete a story
map.
• Learners can act out a story.
• Language focus: past simple verbs,
regular and irregular forms
• Learners can discuss values.
• Vocabulary: beetle, worm, blow,
shiver, mouse, lift up, busy, chase,
scare, bite, yelp
21st-century skills
Critical thinking: Predict what happens in a story using text features.
Learning to learn: Use a story map to understand the structure of a story.
Social responsibilities: Give examples of how people cooperate and help each other.
Values: Being helpful.
Materials: Learner’s Book pages 106–109; Workbook
pages 90–91; map of the world; writing supplies and
drawing supplies; card for the puppets; large sheet of poster
paper; markers; Photocopiables 28 and 29; craft sticks, glue
•
Starter ideas
1 Before you read (15–20 minutes)
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to share the information they have collected
with the class.
•
174
Main teaching ideas
•
Tell the class that this story is a folktale
from Mexico. If learners are unfamiliar with
the area, tell them to look at the map and
find Mexico. Ask: Is Mexico a country or a
continent? Is it far from your country?
•
Before learners read the story, ask them to
look at the pictures to get information and
describe what they see. Read the questions with
them and elicit the answers.
•
Ask them to write down their ideas and to give
reasons. They will check after they have read
the story.
Collect the sheets of paper and ask learners to help
you make a poster.
Time for a story (5–10 minutes)
•
Do they have a favourite character? They tell the
class about it.
In groups, ask learners to think about the stories
they have read so far and say which they like best
and why.
6 ALL ABOUT BUGS
•
Tell learners they are now going to listen to
the story. They listen and follow the text in the
Learner’s Book.
•
When they have finished, ask them if their
predictions were correct.
Critical thinking opportunity: Play the audio up to
certain key points in the story, for example when
Little Ant starts to walk back home or every time
Little Ant asks a new character for help. Encourage
learners to predict what will happen next. Ask some
questions to help them, for example Will Little Ant
get home? Why can’t Little Ant move the leaf? Why
didn’t the leaf move?
Differentiation ideas: Some less confident learners
may need some help with new vocabulary. Divide
the class into pairs – pair up less confident learners
with more confident learners. They then discuss
together the meaning of new words. Encourage
learners to use the context and the pictures to work
out the meaning.
Audioscript: Track 74
Learner’s Book answers
blow – blew
shiver – shivered
lift up – lifted up
chase – chased
scare – scared
bite – bit
3 Values: Being helpful (15–20 minutes)
•
Do this as a think-pair-share activity. Read the
questions with the class. Then ask learners to
work individually and think about the answers.
•
Allow some time for them to reflect and write
notes.
•
When they have finished, they pair up with a
partner. They discuss their answers.
•
Then they share them with the class.
Encourage them to give reasons for their
answers.
•
Invite them to reflect further. How helpful are
they at home? How can they help more? What
about school? How can they help?
See Learner’s Book pages 106–108.
Learner’s Book answers
The characters are Little Ant, Little Ant’s mother, a
beetle, a worm, a mouse, a cat, a dog and a flea.
Learner’s own answer.
2 Find these verbs in the story.
(10–15 minutes)
•
Focus on the words and ask learners to find
them in the story. They identity them and try
to work out the meaning from the context.
•
Then, they check as a class.
•
In pairs, they take turns acting out one of the
words for their partner to guess.
•
When they have finished, they look for the
simple past form of each verb in the story and
copy the words in their notebooks, making two
lists – the base form and the past simple form.
Assessment ideas: Ask learners which verbs they
know that are similar to shiver, lift, etc.
Learner’s Book answers
Learner’s own answers.
4 Story map (15–20 minutes)
•
Focus on the explanation of what a story
map is.
•
Ask learners to read the story again and decide
what the problem is. Elicit the answer from
the class.
•
Establish the chronology of the events in the
story. Tell learners that stories are usually told
in chronological order. They may number the
events in the story and then answer.
•
Encourage them to find the solution to the
problem. Discuss as a class.
•
Learners copy the story map structure in their
notebooks.
Digital Classroom: Use the activity ‘Little Ant’ to
reinforce reading comprehension and to map out
the story. The i button will explain how to use the
activity.
175
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
1 Cousin Flea bit the dog.
2 The dog scared the cat.
3 The cat chased the mouse.
4 The mouse lifted the leaf.
5 Little Ant ran home to her mum.
5 Act it out! (25–30 minutes)
•
Divide the class into groups and assign a
character to each group member.
•
Hand out Photocopiable 29 and ask each
learner to make their character’s puppet. They
cut out the story characters, colour them and
mount them on card. Then they mount the
pictures on craft sticks.
•
Plenary ideas:
Consolidation (25–30 minutes)
•
Learners do a values poster.
•
Give learners an A4 sheet of paper. They draw an
example of helpful behaviour. Then they write a
sentence about it.
•
Collect all the pictures and glue them onto a large
sheet of poster paper.
•
Learners choose a heading for the poster. Display
the poster in the class.
•
Hand out Photocopiable 28 and ask learners to
play a phonics Pelmanism game in pairs.
•
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
(individuals: spell picture words, check your
spelling with word cards; pairs: learner A spells a
word aloud from word card, learner B writes the
word and finds the correct picture).
•
Learners can also practise writing sentences
using the words. Ask: Can you write a sentence
that includes two of these words? Can you write a
sentence with three of the words?
•
Reflection: As a class, discuss how easy or difficult
it was for them to understand the story. What did
they do to overcome the difficulties? How happy
are they with their own performance in this lesson?
What can they do to improve?
Then they act out the story with their puppet.
Workbook
Learners do Activities 1, 2, 3 and the Challenge on
pages 90–91.
Workbook answers
Activity 1
a big leaf
b No, they didn’t help Little Ant. They were busy.
Activity 2
a bit, b scared, c chased, d lifted, e ran
Activity 3
Learner’s own picture.
Challenge
Learner’s own sentences.
176
Homework ideas
•
Learners look for a story in the Learner’s Book, for
example in Lesson 5.5. They read it again and make
a story map following the model of Activity 3.
•
Home–school link: Learners tell the story to
their family.
6 ALL ABOUT BUGS
6.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.04
• Listening: Listen to and follow
instructions.
• Learners can read and follow
instructions.
2Sc.02
• Speaking: Present your project to the
class, perform a poem.
• Learners can read and perform a
poem.
2Rd.03
• Reading: Read instructions, read
informative texts.
• Learners can read and make
notes about caterpillars.
2Wca.04, 2Wca.05,
2Wor.02
• Writing: Write riddles, create a
cartoon story, write sentences, draw a
life cycle.
• Learners can write riddles.
• Language focus: Unit 6 review
• Learners can create a cartoon story.
• Vocabulary: Unit 6 review
• Learners can compare a child and
a bug.
• Learners can draw a life cycle.
21st-century skills
Collaboration: Collaborate with others to ensure the task is completed successfully.
Communication: Share thoughts with others to help develop ideas and solve problems.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages 110–111; Workbook
pages 92–93; Photocopiable 4; for project A: writing
and drawing supplies, sheets of card or paper, glue,
pictures from magazines or from the internet, books
on caterpillar life cycles, or the internet; project B:
Photocopiable 30, drawing supplies, sheets of paper;
project C: writing and drawing supplies, sheets of paper
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Ask learners to choose a song or a poem they have
learned so far. They recite it or sing it for the class.
Story time (10–15 minutes)
•
Main teaching ideas
Learners choose an end-of-unit project to work on.
Look at the examples in the pictures and help learners
to choose. Provide materials. Remember that all the
projects are pair or group projects.
A: Write bug riddles (30–45 minutes)
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
Learners write riddles about bugs on file cards.
•
They draw or find pictures and prepare picture
cards.
•
They ask the class to match the riddles to the
pictures.
If learners have done the homework activity, they
show their story map to the class and explain what
they have done.
177
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
74
B: Perform a life-cycle poem
(30–45 minutes)
CROSS-CURRICULAR LINK
Science: Learners look up information about
the life cycle of caterpillars in books or on the
internet.
Plenary ideas
Project reflection (10 minutes)
•
Display the KWL poster from the beginning of
the unit. Review what they wrote in the K and W
columns.
•
Ask learners what they now know about insects.
Have they found the answers to their questions?
•
Ask learners to fill in the last column with answers
to their questions.
•
What questions are still unanswered? What can
they do to answer them? For example, look for
information.
•
Hand out copies of Photocopiable 30. They
draw a life-cycle diagram.
•
Then ask learners to listen to the poem and
practise reading it aloud.
•
Ask them to make up actions to go with the
words in groups.
•
Ask learners to read the question How did you help
share your project with the class? and reflect.
•
When they are happy with their reading, they
perform the poem for the class in their groups.
•
They can discuss their ideas with a partner then as
a class.
•
They show the life-cycle diagram to the class
and explain it.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
You may ask learners to keep a learning log in their
portfolio. They write one or two sentences about
how they perceive their performance and what they
have learned. Help with additional vocabulary if
necessary.
Audioscript: Track 74
See Learner’s Book page 110.
C: Draw and write a cartoon story
(30–45 minutes)
•
Tell learners that they are going to write a
story comparing a boy and a bug.
Workbook
•
Before writing, ask them to discuss how a boy
and a bug are the same and different.
Learners do the Check your progress quiz on
pages 92–93.
•
Read the instructions and ask learners to write
the words for each of them in speech bubbles.
Workbook answers
Critical thinking opportunity: Learners compare
how they are similar and different in their external
body parts and skin covering.
CROSS-CURRICULAR LINK
Science: Ask learners to compare how animals,
including humans, are similar and different in
their external body parts and skin covering.
178
Check your progress quiz
1 a, 2 c, 3 c, 4 a, 5 c
6 eight
7 bee
8 tea, she, tree
9 spider
10 It has eight legs.
6 ALL ABOUT BUGS
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1I am thinking of an insect. It has six legs. It also
has wings.
2The bee is on a flower. The butterflies are flying
near the flower. The frog is sitting under the
flower.
3Spiders have eight legs and ants have six legs.
Spiders spin webs and ants do not.
4A bee can hear sounds even though it doesn’t
have ears. Bees hear through their antennae.
5 There is a leaf on a tree, next to a bee!
6This spider has eight eyes.
7Only one insect makes food that people eat.
Bees make honey that people eat. It is sweet
and good.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
Homework ideas
•
Learners choose a question that has remained
unanswered and look for information in books or
on the internet and try to answer it.
•
Home–school link: Learners show their family their
project and explain what they have done. You may
also give them copies of the recording of the groups
working to show to their family.
Workbook
Learners do the Reflection on page 93.
Workbook answers
Reflection
Learner’s own answers.
179
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Check your progress:
Last year and yesterday
Check your progress game Units 4–6
LEARNING PLAN
How to play
•
Explain the rules of the game. Divide the class into
pairs or small groups of three.
•
Materials: Learner’s Book pages 112–113;
Photocopiables 31 and 32; matching word and
picture cards for the vocabulary to be reviewed
(for example, Pelmanism cards previously used);
scissors; small objects, for example coins, paper clips,
pebbles (optional); sticky tape (optional); number
cards – 12 cards with the numbers are provided in
Photocopiable 10
Give groups the materials they need to play. They
cut out the 12 number cards from Photocopiable 10
and shuffle them. They cut out the three game
markers from Photocopiable 31 and fold them so
they stand up. (If you prefer, instead of the game
markers learners could use small objects such as
coins, paper clips, pebbles; or you could tape the
pictures to coins.)
•
Groups play until there is a winner. Groups tell the
class who has won.
Starter ideas
Give each learner a copy of Photocopiable 32 to take
home, so their family can find out more about what they
have learned in Units 4–6.
•
Use of English: past simple form, follow
directions, questions
•
Vocabulary: animals, insects, actions, words
with long u, places
•
Play a game to revise the vocabulary of Units 4–6.
•
Picture competition: Write words or short sentences
on slips of paper for learners to choose. Divide
the class into two teams. Have one learner from
Team A come up to the front and choose a slip
of paper. They have to convey the meaning of the
word or sentence to their team using only drawings.
They cannot speak, write words, symbols or make
gestures. Set a time limit, for example three minutes
maximum. Each correct word or sentence is worth
a point, and the first team to get to a previously
agreed number of points is the winning team.
180
Homework ideas
7 THE WORLD AROUND US
7 The world around us
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Caring for
planet Earth
1.5–2
Talk about caring
for the Earth.
2Ld.04
2Ld.03
2Sc.02
2So.01
2Rd.01
2Us.02
Learner’s Book Lesson 7.1
Workbook Lesson 7.1
Photocopiable 33
Digital Classroom:
Video − Our Earth
Activity − My family
2 Plants and
flowers
2.5–3.25
Learn about
plants.
2Ld.01
2Sc.02
2Rd.02
2Wca.04
2Wc.02
Learner’s Book Lesson 7.2
Workbook Lesson 7.2
Photocopiable 31
Digital Classroom:
Activity – Plants
3 The
importance of
trees
1.25–1.5
Learn about trees 2Ld.03
and recycling.
2Sc.02
2Rd.04
2Rm.01
Learner’s Book Lesson 7.3
Workbook Lesson 7.3
Digital Classroom:
Activity − What’s made from wood?
4 Using this
and these,
that and those
1.25–2.25
Role play
conversations at
a market.
Learner’s Book Lesson 7.4
Workbook Lesson 7.4
Digital Classroom:
Activity − Growing a plant
Grammar presentation − This is
my orange
5 Long o
1.5–1.75
Read and write
2Ld.04
words with long o 2Sc.04
spellings.
2Sc.05
2Rd.01
Learner’s Book Lesson 7.5
Workbook Lesson 7.5
Photocopiable 34
Digital Classroom:
Activity − Long o or ow sound?
6 Wangari
Maathai
2.5–2.75
Read and discuss
a biography.
Learner’s Book Lesson 7.6
Workbook Lesson 7.6
Photocopiable 3
Digital Classroom:
Activity − What was Kenya like?
Slideshow − Planting trees with Wangari
2Ld.02
2Sc.05
2Sor.02
2Rd.04
2Wca.05
2Us.01
2Ld.04
2Sc.02
2Rd.02
2Wca.02
2Wor.02
181
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
7 Project
challenge
1.5–1.75
Work together to 2Ld.01
make the project. 2Sc.02
2Wca.04
2Wca.05
2Wor.02
2Rd.03
Resources
Learner’s Book Lesson 7.7
Workbook Lesson 7.7
Photocopiable 1
Photocopiable 2
Photocopiable 4
Unit 7 quiz
Cross-unit resources
Unit 7 Audioscripts
Unit 7 End-of-unit quiz
Unit 7 Progress report
Unit 7 Wordlist
BACKGROUND KNOWLEDGE
This unit explores the idea of caring for our world. In
Lesson 7.1, learners see an image showing people
participating in an annual bird count, which is an
example of citizen science data collection. A bird
count is a census of birds in the western hemisphere.
It is carried out every year in early winter by volunteer
birdwatchers. People in many places contribute data
to a giant database, which helps scientists to study
trends in bird population, migration patterns, changes
due to climate change, etc.
In this unit, Earth is often referred to as ‘Mother
Earth’ – this is a common way of referring to planet
Earth in many countries and regions, for example
South America. It shows the close connection that
exists between human beings and our planet.
International Mother Earth Day is celebrated on
22nd April every year.
TEACHING SKILLS FOCUS
Cooperative learning
Cooperative learning is an instructional strategy
that enables learners to work together in small
groups on a structured activity. They are sometimes
individually responsible for their share or role in the
task, and at other times the work of the group as a
whole is assessed. While working in their groups,
learners share strengths and also develop their
weaker skills. They also develop interpersonal skills
and learn to deal with conflict.
The key elements of successful small-group
learning are:
•learners interacting and working positively
with others
•learners being aware of their importance as an
individual, and as a member of a group
182
• learners developing social skills
•learners being aware of the group’s ability to
work together.
Your challenge
Try the ‘jigsaw’ cooperative learning strategy. This
could be used in activities such as ‘Grow some
plants in your classroom’ in Lesson 7.2, for example.
Jigsaw: Learners are placed into ‘home groups’ and
are assigned a different task within the same general
task. They then work on their task with others who
have the same task (their expert group). They then
return to their home group to teach them about
their task. When they have all shared what they have
learned, they get a final and complete product.
7 THE WORLD AROUND US
CONTINUED
Reflection
•How successful have the activities been?
• Have learners had problems working together?
• How can these problems be solved?
7.1 Think about it: Caring for planet Earth
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen to a description,
listen for detail.
• Learners can talk about caring for
the Earth.
2Sc.02, 2So.01
• Speaking: Describe a picture, talk
about what people are doing, talk
about caring for the Earth.
• Learners can listen to and
understand a conversation.
2Rd.01, 2Rd.02,
2Rd.04
2Us.02
• Reading: Read a poem.
• Language focus: present continuous;
with (accompaniment), future
simple will
• Learners can describe a picture.
• Learners can talk about what
people are doing.
• Learners can recite a poem.
• Vocabulary: planting, watering,
picking up, bin, recycle
21st-century skills
Critical thinking: Activate prior knowledge, make inferences based on a picture.
Social responsibilities: Identify basic needs in human life, and understand the need to protect resources.
Values: Taking care of the planet.
Materials: Learner’s Book pages 114–115; Workbook
page 95; map of the world; photos of planet Earth;
writing and drawing supplies; sheets of paper; scissors;
sticky tack; pictures of sandwiches
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
CROSS-CURRICULAR LINK
Geography: Show some photos of the Earth,
for example satellite photos, photos of different
regions. You could direct learners to some
age-appropriate websites such as National
Geographic or Space Images.
Ask learners what colours they can see, for example
blue, white, brown, green. Ask them what the colours
show, for example water, clouds, forests, mountains.
Supply additional vocabulary as necessary.
183
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CONTINUED
Display a map, and help learners to locate areas
of the world or in their country where there are
forests, mountains, deserts, etc.
Do they know their names? Help learners to find
out some of the most important names, and ask
them to make name tags. They label the places
they have identified.
Getting started (15–20 minutes)
•
Focus on the question: How can we care for planet
Earth?
•
Focus on the big picture at the beginning of the
lesson in the Learner’s Book and ask about the
banner: What is Mother Earth Day? What do we
celebrate?
•
Ask: Why do we call our planet ‘Mother Earth’?
Elicit ideas, for example we get our food, clothes,
the air we breathe, etc. from the Earth.
•
You may wish to visit suitable websites such as the
United Nations or Earth Day Network, and help
learners to read some of the information included there.
CROSS-CURRICULAR LINK
Science: Ask learners what they do – if anything
– to look after the Earth, for example turn
off lights after leaving a room, saving water,
turning off taps while brushing their teeth. Elicit
answers, and supply any additional vocabulary as
necessary.
Digital Classroom: Use the video ‘Our Earth’ to
introduce the subject of caring for the Earth. The
i button will explain how to use the video.
Main teaching ideas
75
1 Listen and say. (15–20 minutes)
•
184
Ask learners again to look at the big picture
at the beginning of the lesson in the Learner’s
Book, and explain that Su Lyn and her family
are celebrating Mother Earth Day. Ask the
class to describe the illustration in as much
detail as possible. Ask: What are they doing?
Elicit answers.
•
Tell the class that they are going to listen to Su
Lyn. Play the audio once.
•
Ask: Who are the people in the picture? Elicit
the answers. Ask: What are they doing? What
will they do every day? Play the audio at least
twice again and elicit the answers.
Differentiation ideas: You could ask less confident
learners to take turns summarising what each
person in the picture is doing and will do. More
confident learners could make summary notes of
what they hear, and use the notes to help them
answer the questions.
CROSS-CURRICULAR LINK
Science: Explain what Su Lyn’s mother and
grandmother are doing – they are counting
birds for a survey (see Background knowledge,
page 162). Ask the class what the benefit of
observing and counting birds could be. For
example, you can learn about the bird species
in your neighbourhood, observe the changes
in the population of different species, sharpen
your listening and observation skills, enjoy doing
an activity with your family and help to raise
awareness of the importance of local wildlife and
the natural world.
Explain that observing and documenting things in
nature is one way to help our Earth. As we learn
more about our local wildlife, we make more
informed choices about decisions that impact
wildlife.
Audioscript: Track 75
Today is the 22nd of April. It is Mother Earth Day.
I am celebrating Earth Day with my family at the
city park.
My dad is planting trees with my uncle. Trees
help clean the air. That’s important in a city! I am
watering the trees. Newly planted trees need water
every day. My family will come to the park every
day to water them.
My grandma and my mum are counting the birds
in the park. They have a list of birds. They tick off
all the different birds they see. They counted the
birds in the park last year too.
7 THE WORLD AROUND US
Mum: I think there are more birds in the park
this year.
Grandma: I think so, too. That’s wonderful!
My big brother is with his friends. They’re wearing
Earth Day t-shirts. They are picking up litter. My
brother is talking to a little boy in front of the bins.
Do you see him?
Learner’s Book answers
Learners point to each image in turn.
3 Listen to Su Lyn again. (5–10 minutes)
•
Focus on the sentences and the words in the box.
•
Ask learners if they remember who Dad is
planting trees with. Elicit answers. Do the same
with the rest of the sentences.
Big brother: Yes. That straw is made of paper. You
can put paper straws in the recycling bin.
•
Tell the class that they are going to listen to the
audio again, to check their answers.
Little boy: Thanks!
•
Play the audio once. Ask learners if their
answers were correct.
Little boy: Hi! Can I recycle this straw?
Big brother: You’re welcome.
My aunt is with my cousin at the table over there.
Do you see them? They are making paper flowers.
Auntie: Those are beautiful flowers, dear. Who are
they for?
Her young daughter: They’re for my cousin, Su Lyn!
Learner’s Book answers
Su Lyn is celebrating Mother Earth Day with her
family. Her dad and uncle are planting trees. Her
mum and grandma are counting birds. Her brother
and his friends are picking up litter. Her aunt and
cousin are making paper flowers.
76
2 Listen, point and say. (5–10 minutes)
•
Focus on the pictures. Tell learners to listen,
point to the pictures and say the words.
•
Play the audio once through. Then play it
again, pause after each sentence and allow time
for learners to repeat.
Audioscript: Track 76
Planting. My dad and my uncle are planting a tree.
Watering. I am watering the tree.
Digital Classroom: Use the activity ‘My family’
to revise family member vocabulary: grandma,
grandpa, uncle, aunt, brother, sister, cousin. The
i button will explain how to use the activity.
Learner’s Book answers
a my uncle
b my grandma
c his friends
d my aunt
4 Listen, read and act out the poem.
(15–20 minutes)
•
•
Recycle. Do you recycle paper at your school?
Point at the illustration and ask: Can you see a
sandwich in the picture? What are the two slices
of bread? Elicit ideas.
Differentiation ideas: If learners find it difficult to see
the sandwich, say: Look there is the sky up there, and the
Earth under our feet. Mime to make the meaning clear.
•
Ask: Where are we? Mime ‘in the middle’, and
elicit ideas. Say: We are in the middle. We are a
sandwich filling in between the sky and the Earth.
•
Tell the class that they are now going to listen
to the poem. Play the audio while learners
listen and read.
•
Play the audio again. Ask learners to listen and
act out the poem with you: paint the sky with
a brush, then the Earth, then make a sandwich
with the palms of your two hands.
Point to the rubbish bin.
Point to the recycling bin.
Ask learners to look at the illustration and
describe it.
Critical thinking opportunity: Focus on the picture
again and talk about sandwiches. Ask the class if
they like sandwiches. Show pictures of sandwiches
and ask learners what their favourite sandwich is.
Picking up. My brother is picking up litter.
Bin. There are two bins.
77
185
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Audioscript: Track 77
See Learner’s Book page 115.
Consolidation (10–15 minutes)
•
Workbook
Learners do Activity 1 on page 95.
Workbook answers
Activity 1
I’m drawing the birds. Dad.
I’m picking up the rubbish. Uncle.
I’m recycling. Mum.
We’re planting trees. Aunt and Grandma.
I’m watering the trees. Marni.
Play a miming guessing game to extend practice
of the present continuous. Encourage learners
individually or in pairs to act out some of the
actions seen in the big picture. Their classmates
guess what they are doing: Are you planting trees?
No, we are not. Are you picking up litter? Yes, we are!
Homework ideas
•
Using the ideas they discussed at the beginning
of the lesson about Earth, ask learners to make
a small poster. They draw a few things they can
do every day to help our planet, and write a few
sentences to accompany the drawings.
•
Home–school link: Learners teach the poem to
their family.
7.2 Let’s explore: Plants and flowers
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.03,
2Ld.04
• Listening: Listen to and understand
instructions, listen to a poem.
• Learners can read and
understand instructions.
2Sc.02, 2So.01,
2Sc.05
• Speaking: Give opinions, talk about
plants, describe processes.
• Learners can describe how a
plant grows.
2Rd.02, 2Rd.03
• Reading: Read and follow instructions,
read a poem.
• Learners can talk about
plants.
2Wca.04, 2Wc.02
• Writing: Write a poem, record
information, make a spidergram.
• Learners can recite a poem.
• Language focus: imperative for giving
instructions, e.g. Grow some plants in
your classroom. Watch your plants grow
and change.
• Learners can write their own
poem.
• Vocabulary: roots, stem, leaf, flower
21st-century skills
Critical thinking: Record information on a graphic organiser, observe and record information.
Communication: Respect turn taking when giving opinions.
Learning to learn: Take notes about key information.
186
7 THE WORLD AROUND US
Materials: Learner’s Book pages 116–117; Workbook
pages 96–97; large sheets of poster paper; A4 sheets
of paper; markers; glue; seeds (the following are good
choices: flowers: marigolds, cosmos, zinnia; vegetables:
beans, peas, melons, squash); plastic bags; glass jars;
paper towel or cotton; carrots; onions; potatoes; water;
toothpicks; marbles or pebbles; Photocopiable 33;
photos of different flowers and leaves of different
shapes; a stack of 4–6 pieces of tissue paper; pipe
cleaners or wire; pieces of card; stickers for Unit 7
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine.
Poster presentation (15–20 minutes)
•
If learners have done the homework activity from
the previous lesson, ask them to show their posters
to the class and read their sentences.
•
Then ask learners to help you make a class poster.
Ask them to choose a suitable name for the poster,
and glue their pictures.
Plants (10–15 minutes)
•
Ask learners if they have plants at home. Ask:
What plants do you have? Do you know the names of
those plants? What are they like?
•
Draw a KWL chart on the board (see Teaching focus
skills on page 87). Ask learners what they know (or
think they know) about plants, for example colour,
flowers, size, fruit, etc. Ask: Where do plants grow?
What do they eat?
•
Write their ideas in the K column.
•
Ask learners what they would like to know about
plants. Write their questions in the W column.
•
Tell them that they are going to learn about plants
in this lesson, and they will fill in the L column at
the end.
Main teaching ideas
1 Grow some plants in your classroom.
(30–45 minutes)
•
With the class, read the first lines about plants.
Ask learners how they think plants can clean
the dirty air inside and outside.
•
Explain that humans breathe in oxygen and
breathe out carbon dioxide. Mime breathing
in and out. Plants also ‘breathe’ through their
leaves, but they do the opposite – they absorb
carbon dioxide and create oxygen. Therefore,
in this way they clean the air (they get rid of
the carbon dioxide and produce oxygen).
•
You may wish to look for a simple diagram
and show it to the class to help learners
understand the process.
CROSS-CURRICULAR LINK
Science: Tell learners that they are going to grow
some plants in the classroom, and they are going
to watch them grow and change. They will then
draw diagrams, measure the plants and keep a
record of their growth.
For growing plants from seed, some quick
growing options are:
• flowers: marigolds, cosmos, zinnia
• vegetables: beans, peas, melons, squash.
Soaking the vegetable seeds overnight will make
them germinate more quickly.
Give learners the materials they need and model
the process so that they can follow. For example:
place a few seeds in a plastic bag or a glass jar
with a moist paper towel. This will allow learners
to see the early growth of roots and sprouts
taking place under the soil. You could also try
growing plants from the stump of a carrot, an
onion or a potato.
You will find full instructions for sprouting an
onion in water and recording growth (measuring
longest leaf) in Photocopiable 33. If the onion
does not rest on the rim of the jar, stick four
toothpicks into the onion. The toothpicks rest on
the rim of jar so the onion is suspended above
the water; only the roots should touch water.
Provide fresh water every few days.
Growing carrot tops: Cut the tops off several
carrots, leaving 5 cm of the carrot tops. Put
the tops in a shallow bowl or pie plate and cut
any leaves off the carrot tops. Place a layer of
marbles or pebbles on the bottom of the dish.
Set the carrot tops cut-side down directly on the
marbles. Add lukewarm water until it just covers
the marbles, and place the plate in the sun. Add
water regularly.
187
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Critical thinking opportunity: Ask learners to
record the growth of their plants, and count the
leaves and the flowers. As a class, create a table
where they can record their observations. They can
copy it on a sheet of paper and keep a record of
growth. They can also draw pictures of their plant
at different stages.
How tall? Number Length Number
of leaves of
of flowers
roots
1st week
2nd week
3rd week
Assessment ideas: At the end of the observation
period, you could ask learners to present their plant
to the class and explain how it has grown.
2 Sticker activity (15–20 minutes)
•
Ask learners to get their stickers for Unit 7.
They are going to label the parts of the plant
in the diagram.
Critical thinking opportunity: Read the words
on the stickers and ask learners where they think
they should stick each of them. The leaves and
the flowers in the diagram do not mirror the small
pictures on the stickers, so learners will have to
make some generalisations.
Ask: Do all flowers look the same? How about leaves
– do they all look the same?
CROSS-CURRICULAR LINK
Science: Show photos of different kinds of
flowers. Ask learners to describe what shapes
they are, how many petals they have, the colours,
etc. Ask which they like most, and prompt
learners to suggest why.
Bring different types of leaves or show pictures of
different leaves. Explain that different species of
trees have different leaves.
Digital Classroom: Use the activity ‘Plants’ to
revise plant part vocabulary. The i button will
explain how to use the activity.
188
Workbook
Learners do Activities 1, 2, 3 on page 96 and the
Challenge on page 97.
Workbook answers
Activity 1
1 yes, 2 yes, 3 no, 4 yes, 5 no
Activity 2
flower, leaves, roots, ant, bee
Activity 3
I love the Earth.
Challenge
Learner’s own answers.
3 Listen and write. (20–25 minutes)
•
Ask the class: What do you love about planet
Earth?
•
Have a brainstorming lesson. Ask learners
about the plants and animals they like, the sky
and the weather, the things they can see, hear,
smell and feel outside, etc.
•
Write their contributions on the board.
Critical thinking opportunity: Once they have
finished, you may wish to organise their ideas into
a spidergram. Put the question in the centre and
open spokes for the topics they have mentioned, for
example plants, animals, etc. Ask learners to fill in
their ideas in the correct category.
•
Tell the class that they are going to read and
listen to a poem. Have learners read the poem
as you play the audio. Then ask learners to
recite the poem.
•
Tell learners that they are now going to write
their own poem using the ideas they have
brainstormed. Tell them that this type of
poem is called a ‘list poem’. They can use
Activity 5 on page 97 in the Workbook to write
their poem.
Differentiation ideas: With less confident learners,
choose a few things from the spidergram. Then add
adjectives to the nouns. Learners can use the poem
in the book as a model. More confident learners
may experiment a little more, and add more verses.
78
7 THE WORLD AROUND US
Assessment ideas: When they have finished their
first draft, ask learners to exchange their poem with
a partner. Tell them to give feedback using the ‘three
stars and a wish’ mode of assessment: make three
positive comments, three things they like about each
other’s work and one thing they wish was different
or could be improved. When learners get their work
back, they make corrections based on the feedback
and write the final version.
Workbook
Learners do Activities 4 and 5 on page 97.
Workbook answers
Activity 4
Learner’s own answers.
Activity 5
Learners write their own poem.
Audioscript: Track 78
See Learner’s Book page 117.
Learner’s Book answers
Learners write their own poems.
Plenary ideas
Consolidation (20–25 minutes)
CROSS-CURRICULAR LINK
4 Make a paper flower. (25–30 minutes)
•
Read the instructions with the class. Model
each step yourself before learners attempt to
make the flower.
•
Give learners the materials they need and read
each step of the instructions as you carry it
out, so that you make the flowers at the same
time as learners.
•
Circulate, helping as necessary. Some tips that
might be helpful: these flowers can be made
with facial tissues or coloured tissue paper (the
type you would wrap a gift in).
Science: Ask the class to make a leaf poster.
Give learners pictures of different types of leaf or,
if possible, real leaves. Help them to research the
names of the trees they belong to and find a photo
of the tree.
They cut out the pictures, and put leaf and tree
together. They then label the trees.
Display the poster in the classroom.
•
Reflection: Remind learners of the KWL chart they
made at the beginning of the lesson. Ask them what
they have learned. Have they found answers to all
of the questions? Ask them to fill in the L column.
Which questions still remain unanswered?
•
If pipe cleaners are not available, you can
substitute flexible wire, string, a bobby pin, a paper
clip or even just a couple of staples in the centre.
•
First step: an accordion fold. If you are
working with a rectangle, the best thing is to
start folding on the short end. The paper can
be any size.
Homework ideas
•
When learners have finished making their
flower, give them a piece of card and ask them
to make a gift card for a family member, using
the one in the Learner’s Book as a model.
Ask learners to look for information about a flower
or plant they like. They write a few sentences and
draw a picture.
•
Home–school link: Learners give their flower and card
to the family member they have made it for. They tell
their family about the seed growing experiment.
•
•
They can decorate it as they wish.
189
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
7.3 Science: The importance of trees
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen for detail.
2Sc.02, 2Sc.04
• Speaking: Talk about trees and recycling.
• Learners can listen to and
understand a talk about
trees.
2Rd.02, 2Rd.04,
2Rm.01
• Reading: Read for information, read
about trees and recycling.
• Language focus: infinitive of purpose,
e.g. They cut down trees to get more
wood; demonstrative adjectives and
pronouns this, these, that, those
• Vocabulary: What does … mean?, nuts,
cut down, wood, warmth, furniture, lose,
recycling
• Learners can discuss the
importance of trees in our
lives.
• Learners can talk about
recycling.
• Learners can read and
understand a text about
trees.
21st-century skills
Critical thinking: Compare and contrast information, make inferences.
Social responsibilities: Understand that there is a need to share and protect resources.
Values: Looking after the planet.
Materials: Learner’s Book pages 118–119; Workbook pages
98–99; poster paper; markers; sticky-tack; dictionaries
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity, ask
them to show their work and read what they have
written.
•
When they have finished, create a class display of
their work.
CONTINUED
Draw or show a picture of a tree. Can learners
name its parts? Elicit answers.
Ask learners to compare the parts of a plant and of
a tree. What differences and similarities are there?
For example, plants have stems, trees have trunks.
Main teaching ideas
1 Listen and read. (20–25 minutes)
•
Ask learners what they know about trees. Elicit
ideas, for example parts of a tree, species, the
importance of trees.
CROSS-CURRICULAR LINK
•
Science: Remind learners of the parts of a plant
they learned in Lesson 7.2. Ask volunteers to
draw a plant on the board and label it.
Focus on the illustration. Ask learners how
many animals there are in the tree. Ask
learners to find and count the animals. Can
they name them?
•
Ask learners: What are some ‘gifts’ we get from
trees? Ask them to name five things.
Tree of life (10–15 minutes)
190
79
7 THE WORLD AROUND US
•
Tell the class they are going to listen to a
recording about trees. They listen and follow
the text in their books. Play the audio at
least twice.
•
What new information have they found? Elicit
answers.
Differentiation ideas: Ask more confident learners
to read the text and circle unfamiliar words. Ask:
What does ‘factory’ mean? Invite them to guess the
meaning. Can they think of a simple explanation?
Encourage them to check the meaning in a
dictionary. For less confident learners, you can bring
them together on the carpet or on one table and play
the audio again, asking additional questions, for
example Can you think of a fruit that grows on a tree?
Elicit answers.
•
Talk about recycling and what it means, what
kind of things are recycled, and how popular
recycling is in their city or in their country.
Critical thinking opportunity: Write the word
recycling on the board and ask learners if they
notice anything special in this word – that it
contains the word cycling. Can they make any
connection? (Things going round, being used a
second time, etc.)
•
Ask learners to look for the international
symbol for recycling (three arrows going
round). What do they think it represents?
Audioscript: Track 79
See Learner’s Book pages 118–119.
Learner’s Book answers
Gifts from trees include oxygen, wood, shelter,
fruits, nuts, homes, etc.
2 Find the matching pictures.
(5–10 minutes)
•
Ask learners: What can you make from recycled
paper? Elicit ideas.
•
Focus on the words and the pictures, and
explain that each image is of something that
can be made from recycled paper. Ask learners
to match each image to the correct word.
•
Check as a class.
Learner’s Book answers
Image 1 boxes, image 2 cards, image 3 magazines,
image 4 nappies, image 5 paper towels.
3 Talk about it. (5–10 minutes)
•
Explain to the class that lots of things in their
own classroom have been made of wood.
•
Ask learners what objects made of wood they
can see in the classroom, for example pencils.
You could ask learners to work in pairs,
drawing images of the objects they identify,
and writing the word.
Digital Classroom: Use the activity ‘What’s made
from wood?’ to reinforce understanding of things
that are and are not made from wood. The i button
will explain how to use the activity.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activities 1, 2, 3, 4 and the Challenge
on pages 98–99.
Workbook answers
Activity 1
Learner follows the instructions, and colours and
draws.
Activity 2
Learner’s own answers.
Activity 3
apple, pear, orange juice, nuts
Activity 4
Recycle paper, write on both sides of the paper,
plant new trees
Challenge
Learner’s own answer.
191
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Homework ideas
Consolidation (10–15 minutes)
•
Learners draw a picture about what they will do to
help save trees, and write their promise on a sheet
of paper. They draw a picture to accompany it.
•
Home–school link: Learners tell their family what
they have learned about trees. They can discuss
recycling with their family.
CROSS-CURRICULAR LINK
Science: Ask learners about different ways in
which trees can be saved.
As a class, learners discuss what they will do
to help.
7.4 Use of English: Using this and these, that and those
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02, 2Ld.04
• Listening: Listen for information, listen to
a dialogue and complete sentences.
• Learners can listen to and
understand a dialogue.
2Sc.03, 2Sc.05,
2Sor.02
• Speaking: Speak about plants, fruit and
vegetables, ask questions and answer
questions, act out a dialogue.
• Learners can talk about
plants, fruits and vegetables.
2Rd.04
• Reading: Read for information.
2Wca.05
• Writing: Complete sentences.
2Us.01
• Language focus: Would you like …?,
I’d like …; this one/that one; revision
of: this/these, that/those; subject–verb
agreement; sequencers: first, next, then;
object pronoun one
• Learners can talk about how
to look after plants.
• Learners can read and
understand a dialogue.
• Vocabulary: vegetable, bean, carrot,
tomato, to water, dig, fill, mango,
pineapple, pear
21st-century skills
Creative thinking: Interpret characters in role-play.
Communication: Talk about their interests and other topics suitable for primary school.
Materials: Learner’s Book pages 120–121; Workbook pages 100–101; writing supplies; file cards
192
7 THE WORLD AROUND US
LANGUAGE BACKGROUND
Demonstrative adjectives
SingularPlural
Remind the class of demonstrative adjectives and
pronouns in English: this, that, these and those.
They identify a noun or pronoun by expressing its
position as near or far in place or in time.
This is a bean plant.
These are carrot plants.
That’s an onion plant.
What are those plants?
Demonstrative pronouns can be used by
themselves when the noun they modify is
understood from the context. For example:
Demonstrative adjectives and pronouns are
singular and plural. Demonstrative adjectives
always come before the noun, for example:
Is this OK?
Is that right?
Do you like these?
Yes, those are great!
Common misconceptions
Misconception
How to identify
How to overcome
Learners fail to make the
correct demonstrative –
noun agreement, e.g. I like
this/these flowers.
Underline the incorrect
demonstrative. Ask, for
example, Are we talking
about one flower or many
flowers? Elicit answers.
Revise demonstratives with the class.
Highlight which are used for plural and
singular nouns and which for objects/people
nearby or far away.
Learners choose the
incorrect demonstrative, e.g.
I like that/this one, pointing
at an object nearby.
Underline the incorrect
demonstrative. Ask, for
example, Is it near or far
away?
Use gesture and mime. Point at an object near
you and say, for example, this book. Then point
to a book some distance away and say that
book. Repeat with other items in the classroom
and using full sentences. Add examples with
these and those. Ask, for example, What’s this/
that? What are these/those?
Encourage learners to think in those terms
before doing an activity or saying a sentence.
Starter ideas
Main teaching ideas
Beginning the day (10–15 minutes)
1 Choosing a plant (15–20 minutes)
80
•
Do the warm-up routine.
•
•
Ask learners to show their picture of the promise for
how they will help to save trees from the previous
lesson. Collect them and put them up around the class.
Ask learners if they like vegetables. What
vegetables do they like? Work together to make
a list of names of plants and vegetables.
•
Ask learners what they remember from the previous
lessons. What is the most interesting thing they
learned about trees?
Focus on the picture and ask learners to
predict what the father and the child are going
to do.
•
Tell learners that they are now going to listen
to the conversation between them. They have
to find out which vegetable the child likes.
•
Play the audio at least twice and elicit the answer.
•
What do you buy? (5–10 minutes)
•
Ask learners if they or their parents ever go to the
market. Ask: What sorts of things can you buy there?
How is it different from a supermarket? Which one do
you like more? Why?
193
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Emphasise the importance of following steps
in the correct order.
CROSS-CURRICULAR LINK
Health and nutrition: Ask learners which
vegetable they prefer. Do they eat vegetables
regularly? Why? Why not? Discuss with the class
why it is important to eat vegetables every day.
•
Ask learners if they have ever planted seeds or
a plant in the ground. What do they have to
do? Elicit some ideas.
•
Focus on the pictures and sentences. Explain
that they have to read the sentences and put
the pictures in order.
Audioscript: Track 80
•
They write the four direction steps in the
correct order.
Little boy: What is this plant?
Dad: This is a bean plant.
Little boy: What are these plants?
Dad: These are carrot plants. Which do you like
better, beans or carrots?
Little boy: Err … beans.
Dad: OK. We’ll get the bean plant.
Learner’s Book answers
The boy likes beans.
Learner’s own answer for which vegetable they like.
2 Role play: What is this plant?
(10–15 minutes)
•
In pairs, tell learners to pretend they are
the boy in the picture, and ask and answer
questions following the model.
Differentiation ideas: You may want to play the
audio again so that learners remember the model.
Less confident learners can also write down the
dialogue before doing the role play. More confident
learners may add more questions and answers, for
example ask about colour, position, etc. and review
other language and vocabulary.
Digital Classroom: Use the activity ‘Growing a
plant’ to revise sequencers first, then, next, and
review steps in how to grow a plant. The i button
will explain how to use the activity.
Learner’s Book answers
1 First, dig a hole.
2 Next, put the plant in the hole.
3 Next, fill the hole with soil.
4 Then, water the plant.
Workbook
Learners do Activities 1 and 2 on page 100.
Workbook answers
Activity 1
This is a stem. These are tomatoes. That’s a leaf.
Those are flowers.
Activity 2
a This is a carrot.
b That is an apple.
c These are bananas.
d Those are tomatoes.
Language tip (5–10 minutes)
•
•
Review with learners the use of this/these, that/those.
Ask learners for more examples.
Digital Classroom: Use the grammar presentation ‘This
is my orange’ to revise demonstrative adjectives and
demonstrative pronouns: this, that, these, those. The i
button will explain how to use the grammar presentation.
3 What do you do first? (10–15 minutes)
•
194
Remind learners of the steps they took
to make their plant grow in Lesson 7.2.
4 Listen. (10–15 minutes)
•
Focus on the picture and ask learners to find
fruits. Can they name them? Elicit the names
of fruits and write them on the board.
•
Tell learners that they are going to listen to the
woman in the picture buying some fruit. They
listen and identify the fruit she buys.
•
Play the audio once. Elicit the answers from
the learners.
81
7 THE WORLD AROUND US
•
Now tell them to read the conversation and fill
in the missing words from the word box.
•
Play the audio a few more times. Learners
listen and complete the dialogue.
5 Role play: At the fruit stand
(15–20 minutes)
Audioscript: Track 81
Woman: Hello! Can I have two mangoes, please?
Fruit seller: Of course! Are these OK?
•
Ask the class to work in pairs to make a fruit
stand. Give them drawing materials to draw
the fruit and vegetables, make signs and write
the prices.
•
They role play buying and selling fruit, taking
it in turns to play the buyer and the seller.
Differentiation ideas: More confident learners may
include asking How much …? and talk about the
prices. Less confident learners may read their lines
until they become more confident and can say them
from memory.
Woman: Yes, thank you. Those are great.
Fruit seller: Anything else?
Woman: Yes. A pineapple, please.
Fruit seller: How about this one?
Woman: Yes, that one looks nice. Thank you.
Workbook
Fruit seller: You’re welcome.
Learners do Activities 3 and 4 on page 101.
Workbook answers
Learner’s Book answers
The woman buys two mangoes and a pineapple.
Woman: Hello! Can I have two mangoes, please?
Fruit seller: Of course! Are these OK?
Woman: Yes, thank you. Those are great.
Fruit seller: Anything else?
Woman: Yes. A pineapple, please.
Fruit seller: How about this one?
Woman: Yes, that one looks nice. Thank you.
Fruit seller: You’re welcome.
Language detective (10–15 minutes)
•
Give learners a few examples with these/this –
those/that.
•
Elicit some examples from the class. Ask learners
to write a few on the board and circle these/this or
those/that.
•
Have them write the examples in their notebooks.
•
Focus on the rules in the Language detective box
and ask learners to read them and complete with
the missing words.
•
Check as a class.
Activity 3
a What are these? These are bananas.
b What’s this? This is a pineapple.
c What are those? Those are oranges.
d What’s that? That’s a watermelon.
Activity 4
Learners play a game and guess what sound their
partner is making.
Plenary ideas
Consolidation (5–10 minutes)
•
Ask some of the pairs to act out the dialogue from
their fruit stand role play in front of the class.
Homework ideas
•
Home–school link: Learners role play the dialogue
with their parents or siblings. If possible, they go
to the market with parents and see what they can
buy there.
•
If learners have gone with parents to the market (or
the supermarket), ask them to write a few sentences
about what they have seen there. They can draw a
picture.
195
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
7.5 Words and sounds: Long o
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a song and a poem,
identify long o spellings, variant sounds
of ow/ou.
• Learners can sing and mime
a song.
2Sc.04, 2Sc.05
• Speaking: Read and sing a song, read
and recite a poem.
2Rd.01
• Reading: Read a song and a poem.
• Language focus: review spelling, long
o spellings: o_e, oa, oe, ow, o, variant
sounds of ow: slow, cow
• Learners can identify long o
spellings.
• Learners can recite and
mime a poem.
• Learners can produce words
with long o.
• Vocabulary: goat, crow, cow, ground,
hole, grass, tree, branch, nest, bird,
feathers, seeds, flower, shower, snow
21st-century skills
Critical thinking: Distinguish between sounds.
Creative thinking: Mime a song and a poem.
Materials: Learner’s Book pages 122–123; Workbook
pages 102–103; Photocopiable 34; stickers for Unit 7
Starter ideas
Main teaching ideas
1 Listen, point and sing! (10–15 minutes)
•
Tell learners to listen to the song and follow
along in the Learner’s Book. Play the audio at
least twice.
•
Play the audio again and invite learners to
sing along.
•
Ask learners which words from the song have
the long o sound. Ask them to point to these
words as they sing the song.
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Remind learners of the ‘Cricket on the floor’ song
they learned in Lesson 6.5.
•
Sing the song as a class. Have learners mime as
they sing.
Poems (10–15 minutes)
•
Ask learners to look back at Lesson 5 in
previous units.
•
They choose a poem they like and recite it for
the class.
Assessment ideas: Ask learners to find rhyming
words in the song. Can they think of other words
that rhyme with these?
Audioscript: Track 82
See Learner’s Book page 122.
Learner’s Book answers
holding, out, snow, slowly, our, go, owl
196
82
7 THE WORLD AROUND US
83
2 Listen and write the words.
(10–15 minutes)
•
Focus on the images. Tell the class that they
represent words that have the long o sound.
•
Play the audio to the class so that they can
hear the words.
•
Ask learners to work in pairs. Play the audio
again, and ask pairs to say the words and find
the matching picture.
•
Ask learners to write the words in their
notebooks and underline the letters that stand
for the long o sound in each word.
Assessment ideas: Ask learners to write two
sentences in their notebooks. Each sentence must
have two or more words with a long o sound.
•
Learner’s Book answers
Crow has the long o sound.
Learners stick the stickers on the correct place in
the Picture Dictionary, and draw an animal picture
that is not already on the page.
4 Read and listen to the poem.
(10–15 minutes)
S-N-O-W
2 T-O-E-S
T-O-E-S
3 N-O-S-E
N-O-S-E
Tell learners that they are going to listen to and
read a poem.
•
Play the audio twice, and ask the class to act
out the poem. Model and ask learners to copy
your movements:
•
4 T-H-R-O-W T-H-R-O-W
5 S-T-O-N-E
S-T-O-N-E
6 B-O-W-L
B-O-W-L
7 S-O-A-P
S-O-A-P
8 B-O-A-T
B-O-A-T
Learner’s Book answers
1d, 2b, 3c, 4f, 5h, 6a, 7e, 8g
3 Sticker activity (15–20 minutes)
•
Explain to the class that sometimes ow makes
a long o sound, as in snow, and sometimes ow
makes a different o sound, as in owl.
•
Point to the small images at the top of
Learner’s Book page 123 and ask learners to
say both words snow and owl aloud. Can they
hear that they sound different?
•
•
•
Tell learners to get their stickers for Unit 7
and read the words on them. Which two words
have the long o sound? Elicit answers.
Ask learners to put them on the Animals page
(page 173) of the Picture Dictionary.
84
•
Audioscript: Track 83
1 S-N-O-W
They draw a picture and write the word in the
bottom corner of the page.
•
first verse: learners pretend they are seeds
hiding under the snow.
•
second verse: they form a circle with
fingers overhead for ‘Out comes the sun’.
Wiggle fingers and move hands downward
to act out a rain shower for ‘Down comes
a shower’. This serves also to help learners
understand the meaning of shower. Hold
up fingers of a hand one by one to act out
‘And up come five pretty pink flowers.’
Play the audio again. Ask learners to point at
words that rhyme with crow. Then ask learners
to point at words that have the ow sound as
in cow.
•
Play the audio a few times. Allow learners time
to identify the words.
•
Then, ask learners to copy the two-column
‘Sounds of ow’ chart shown in the Learner’s
Book. They write the four ow words from the
poem in the appropriate columns.
Audioscript: Track 84
See Learner’s Book page 123.
Learner’s Book answers
Sounds of ow like crow
Sounds of ow like cow
snow
shower
grow
flowers
Ask learners to think of an animal that is not
on the Picture Dictionary page.
197
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
(individuals: spell picture words, check your
spelling with word cards; pairs – learner A spells a
word aloud from word card, learner B writes the
word and finds the correct picture).
•
Learners can also practise writing sentences using
the words. Ask: Can you write a sentence that
includes two of these words? Can you write a sentence
with three of the words?
Workbook
Learners do Activities 1, 2 and the Challenge on
pages 102–103.
Workbook answers
Activity 1
The mystery picture is a brown goat.
Activity 2
old, crow, hole, know, stones, throws, stone, slowly
Challenge
The old crow was very clever.
or
The very old crow was clever.
Digital Classroom: Use the activity ‘Long o or ow
sound?’ to reinforce listening and phonics skills, focusing
on the o and ow sounds. The i button will explain how to
use the activity.
Homework ideas
•
Learners use the words from the lesson to make
their own poem, using as many ow words as
they can.
•
Home–school link: Learners teach the song and
their poem to their family.
Plenary ideas
Consolidation (5–10 minutes)
•
As a class, ask learners to sing and mime the winter
owl song from Activity 1.
•
Hand out Photocopiable 34 and ask learners to play
a phonics Pelmanism game in pairs.
198
7 THE WORLD AROUND US
7.6 Read and respond: Wangari Maathai
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen to a biography.
2Sc.02, 2Sc.05,
2Sor.02
• Speaking: Discuss a biography.
• Learners can talk about what
a biography is.
2Rd.02, 2Rd.04
• Reading: Read a biography and answer
questions.
2Wca.02, 2Wca.04,
2Wor.02
• Writing: Complete sentences, write an
autobiography.
• Language focus: past simple verbs, regular
and irregular forms, when clauses
• Vocabulary: biography, village, fig, (to) dry,
blow away, tea, wood, autobiography
• Learners can discuss a
biography.
• Learners can discuss the
importance of small deeds.
• Learners can plan and write
an autobiography.
• Learners can use past simple
verbs correctly.
21st-century skills
Critical thinking: Describe problems in a situation in a factual text.
Learning to learn: Take notes about key information.
Social responsibilities: Understand the need to protect resources.
Values: Looking after the planet, show responsibility and respect.
Materials: Learner’s Book pages 124–127; Workbook
pages 104–105; map of the world; extracts from
biographies; writing supplies and drawing supplies;
pictures of places with plenty of vegetation and dry
places; enough copies of the sentences from Activity 3
written on strips of paper for pairs or small groups;
Photocopiable 3
prefer, and if there are places in their country like
the ones in the pictures.
CROSS-CURRICULAR LINK
Geography: Ask learners to identify places on
the map where there is plenty of vegetation and
places that are very dry. Introduce the words
‘forest’, ‘rainforest’ and ‘desert’.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have written their poems at home from
the previous lesson, ask them to share them with
the class.
Main teaching ideas
Reading tip (15–20 minutes)
•
Show extracts from biographies suitable for the age
group. Ask learners if they think the extracts are
part of a story or of another type of text.
•
Elicit from learners what a biography is. Ask: What
is the difference between a biography and a story?
Elicit answers, but do not say if they are right or not.
Where is it? (5–10 minutes)
•
Show learners photos of places with plenty of
vegetation as well as dry places. Ask which they
199
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Ask learners to read the information in the Reading tip.
•
Focus on the explanation of what a biography is.
Were learners right? Ask them if they have ever
read one. What kind of information can they find in
a biography?
•
Tell learners they are going to read about Wangari
Maathai. She lived in Kenya.
•
Ask learners to look at the map and find Kenya.
Ask: Which continent is it on? Is it far from this
country? What do you know about Kenya?
1 Look at the title and the pictures.
(5–10 minutes)
•
Ask learners to look at the title and the
pictures, and predict what the text is going to
be about.
•
Ask: Why do you think this woman is famous?
Elicit ideas. What helped them decide?
Learner’s Book answers
Wangari planted lots of trees, and she inspired
people all over Africa to plant millions of trees.
•
Discuss the meaning of new vocabulary.
Encourage learners to use the context and
the pictures to work out the meanings of
new words.
Critical thinking opportunity: Discuss with learners
why Wangari’s village had changed so much. What
happened when they planted tea? Encourage
them to think what happens when we change the
environment in a place, for example cutting down
trees, introducing new plants or animals.
Values: Ask learners to reflect on Wangari’s actions,
and on the importance of being respectful and
responsible with our environment.
Digital Classroom: Use the activity ‘What was
Kenya like?’ to reinforce comprehension of the text.
The i button will explain how to use the activity.
Use the slideshow ‘Planting trees with Wangari’ to
further reinforce comprehension of the text and to
discuss Wangari’s legacy. The i button will explain
how to use the slideshow.
Audioscript: Track 85
See Learner’s Book pages 124–126.
Workbook
Learners do Activities 1 and 2 on page 104.
Workbook answers
3 What happened first? What happened
next? (10–15 minutes)
•
Focus on the sentences and the pictures.
Tell learners that they are not in order, and
they will have to order them. The first one is
identified with number 1.
•
Learners work in pairs and order the sentences.
Check as a class.
Activity 1
(from left to right) United States, Germany, Kenya
Activity 2
a tree, b soil, c hole, d water
85
2 Read to find out why Wangari is called
‘Mama Trees’. (15–20 minutes)
200
•
Ask learners why they think Wangari is called
‘Mama Trees’. Elicit ideas.
•
Tell the class that they are going to listen and
read about Wangari to find out.
•
Play the audio at least twice as learners follow
the text in the Learner’s Book. Were their
predictions correct? Elicit answers from the class.
Critical thinking opportunity: Divide the class
into pairs and give each pair a set of the sentences
written on strips of paper. They discuss, then move
them around and put them in order.
Learners will have to use the knowledge they
acquired when they learned about planting seeds
and plants in previous lessons and transfer it to this
activity. When they have finished, they read them to
the class, then copy them in their notebooks.
Learner’s Book answers
1 Wangari took seeds from trees. She planted the
seeds in her garden.
7 THE WORLD AROUND US
Assessment ideas: When learners have written the
first draft, ask them to check it against the criteria
on the board. Then they exchange their draft with a
partner. Have partners edit each other’s text, using
Photocopiable 3. When learners receive their text
back, they edit according to feedback.
2 Wangari watered the seeds every day. They grew
into little trees.
3 Wangari gave the little trees to women and
children in her village.
4 Together they planted many rows of trees.
5 The trees grew big. Fruit grew on the trees.
•
4 Values: Little things can make a big
difference. (15–20 minutes)
Learner’s Book answers
Learner’s own writing about themselves.
Critical thinking opportunity: Ask learners to read
the questions in the activity. Elicit ideas and discuss
as a class.
•
•
Ask them to think of a little thing that
someone did which made them feel happy. Ask
them to share the story.
Workbook
Learners do Activity 3 on page 105.
Then, ask them to think of a ‘little thing’ that
they could do which would make someone else
happy, for example giving a small card to a
friend, helping at home, etc. They share their
ideas.
•
Ask learners to draw a picture of the ‘little
thing’ they could do to make someone happy.
•
Display the pictures.
Learner’s Book answers
Learner’s own answer.
Workbook answers
Activity 3
Learners write notes for their autobiography.
Plenary ideas
Consolidation (15–20 minutes)
•
Ask learners to search the internet to look for
simple ideas to protect the environment. What can
they do to help in their city? Can they take action
like Wangari? In groups, they can make a poster
with some pictures and suggestions.
•
Reflection: Ask learners to think of one thing
they liked about this lesson and one thing they
found difficult. Did they find many unfamiliar
words? What did they do to understand them? Can
they think of ways in which they can remember
new words?
5 Write your autobiography.
(25–30 minutes)
•
Ask learners what they think an autobiography
is, and elicit the difference between a biography
and an autobiography.
•
Focus on the explanation in the Learner’s
Book. Learners check if they were right.
•
Tell them that they are going to write their own
autobiography. Elicit ideas of what they might
include.
•
As a class, write a set of criteria on the board
that learners can refer to when writing, for
example correct spelling and punctuation,
correct use of the past simple tense, inclusion
of the points outlined in the instructions, etc.
•
Read the instructions and ask them to first
write notes of their ideas (see Activity 3 on
page 105 in the Workbook). When they have
finished, they choose the things they want to
include. They write a first draft.
Ask learners to read their autobiographies to
the class.
Homework ideas
•
Ask learners to look for some information about
the countries mentioned in the lesson: Kenya,
Germany and the USA, for example capital
city, language, weather, most important natural
attractions (forests, rivers, mountains, etc.). They
make a mini poster.
•
Home–school link: Learners show their
autobiography to their family. They could ask for a
family photo to include in it.
201
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
7.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow instructions.
2Sc.02
• Speaking: Present your project to the class.
• Learners can listen to and
follow instructions.
2Rd.03
• Reading: Read instructions, read and
summarise information.
2Wca.04, 2Wca.05,
2Wor.02
• Writing: Plan and develop ideas, write
about own heroes, write about countries.
• Language focus: Unit 7 review
• Learners can read and
summarise information.
• Learners can make a poster
about things they can do to
protect the Earth.
• Learners can make a book
about their heroes.
• Vocabulary: Unit 7 review
• Learners can look for
information about two countries.
21st-century skills
Critical thinking: Record information in different ways.
Learning to learn: Show an ability to think about how well they are learning, listen and respond positively
to feedback.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages 128–129; Workbook
pages 106–107; writing and drawing supplies; sheets of
card, or recycled paper, if possible; glue; pictures from
magazines or from the internet; Photocopiables 1, 2 and 4
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Recap with learners what they have learned in
this unit.
•
What things have they liked most? What new things
have they learned? What promises have they made?
Poster presentation (10–15 minutes)
•
•
202
If learners have done the homework activity, they
show their posters to the class and explain what
they have done.
Display their posters in the class.
Main teaching ideas
•
Learners choose an end-of-unit project to work
on. Look at the examples in the pictures and help
learners to choose. Provide materials. Remember
that all the projects are pair or group projects.
•
If possible, leave the end-of-unit projects on display
for a short while, then, consider filing the projects,
photos or scans of the work in learners’ portfolios.
Write the date on the work. Ask learners to write a
few sentences about what they have found the most
interesting or what they have liked most in this unit.
Then they can make a picture to accompany their
sentences.
A: Make a poster: Be kind to our planet
(30–40 minutes)
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
Discuss ideas, especially of things closely
related to the learners’ immediate environment.
7 THE WORLD AROUND US
•
Learners draw their posters and write captions
for their pictures.
•
They display their posters around the class and
explain what they have done.
B: Make a book about your heroes
(30–40 minutes)
•
Read the instructions and give learners writing
and drawing materials for their book.
•
In their groups, learners talk about people
that have made the world a better place. It
can be someone famous, for example Dian
Fossey, community figures such as firefighters,
a doctor, a vet, or someone they know
personally.
•
Each group member makes a page for the
book. Learners use Photocopiables 1 and 2 to
check and correct their writing.
•
When they have finished, they prepare a cover
for the book and show it to the class.
C: Our national tree, flower and bird
(30–40 minutes)
•
You could ask learners to keep a learning log in
their portfolio. They write one or two sentences
about how they perceive their performance and
what they have learned. Help with additional
vocabulary if necessary.
Workbook
Learners do the Check your progress quiz on
pages 106–107.
Workbook answers
Check your progress quiz
1 a, 2 b, 3 c, 4 c, 5 c
6 leaves
7 roots
8 hole, go, road, crow
9 She is recycling.
10 They are planting trees.
Teacher script – Check your progress
•
Ask groups: What is the national flower or
animal of your country? How can you find out?
Read the script aloud, slowly and clearly. Learners
complete the questions.
•
Learners look for information on the internet
or in books. They make notes of their findings,
and collect images for their project. They make
a poster or a slideshow.
1 I am helping to take care of planet Earth. I am
planting a tree.
Ask learners to choose a second country. They
collect information, and make a poster or a
slideshow that shows the national tree, flower
and bird of that country.
3 This is a plant. It is small and has lots of flowers
on it.
•
Plenary ideas
Project reflection (10 minutes)
•
Groups present their projects to the class.
•
Ask learners to read the question and reflect: What
is something you learned from another group’s
project?
•
They can discuss their ideas with a partner, and
then as a class.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
2 Look at the sign. I know what it means. It means
‘Don’t drop litter’.
4 I would like to buy some food from your market
stall. I would like to buy some carrots, two
apples and a banana, please.
5 Wangari and the children are planting rows and
rows of little trees.
6 Trees have green leaves. The leaves reach into the
air. They help clean the dirty air. They give us
fresh air to breathe.
7 The roots of a tree grow under the ground. The
roots drink water from the ground. Trees need
water to grow. Tree roots hold the soil in place
for other plants and grass.
203
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Look what I can do! (15 minutes)
•
•
Review the I can … statements. Learners
demonstrate what they can do.
Remind learners of the question at the beginning
of the unit: How can we care for planet Earth? What
did they say about this? What ways can they now
think of to care for the Earth?
Homework ideas
•
204
Home–school link: Learners show their projects to
their family and explain what they have done.
Workbook
Workbook: Learners do the Reflection on page 107.
Workbook answers
Reflection
Learner’s own answers.
8 HOME, SWEET HOME
8 Home, sweet home
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Different
kinds of homes
2–2.25
Talk and write
about different
kinds of homes.
2Ld.03
2Sc.06
2Rm.02
2Wca.04
2Wca.05
Learner’s Book Lesson 8.1
Workbook Lesson 8.1
Digital Classroom:
Slideshow with Activity sheet −
Looking at tree houses
Activity – Homes
2 Inside a
home
2–2.25
Talk about rooms
and furniture in a
home.
2Ld.04
2Sc.06
2Rd.02
2Wc.01
2Wca.03
2Uv.08
Learner’s Book Lesson 8.2
Workbook Lesson 8.2
Photocopiable 35
Digital Classroom:
Activity – Things we do at home
Activity − Which room?
3 Homes
around the
world
1.25–1.75
Read about
different kinds of
homes.
2Ld.03
2Sc.02
2Rd.02
2Wca.04
Learner’s Book Lesson 8.3
Workbook Lesson 8.3
Digital Classroom:
Activity − What are they made of?
4 Using future
form will
1.5–2.25
Talk about things
in the future,
using will.
2Ld.04
2Sc.06
2Rd.03
2Wca.04
2Ug.05
Learner’s Book Lesson 8.4
Workbook Lesson 8.4
Photocopiable 36
Digital Classroom:
Grammar presentation − It will be
an adventure!
5 Long u
1.5–2.25
Read and write
2Ld.04
words with long u 2Sc.04
spellings.
2Rd.03
2Wca.04
2Wc.02
2Ug.05
Learner’s Book Lesson 8.5
Workbook Lesson 8.5
Photocopiable 37
Photocopiable 38
Digital Classroom:
Activity − ‘oo’ sounds
6 Where do
animals build
homes?
1.75–2.25
Read and discuss
informational
text.
Learner’s Book Lesson 8.6
Workbook Lesson 8.6
Photocopiable 39
Digital Classroom:
Activity − Animal homes
2Ld.03
2Sc.06
2Sor.02
2Rd.04
2Wca.03
2Wc.01
205
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
7 Project
challenge
1.25–1.75
Work together to 2Ld.01
make the project. 2Sc.02
2Wca.05
2Wor.02
2Rd.03
Resources
Learner’s Book Lesson 8.7
Workbook Lesson 8.7
Photocopiable 4
Photocopiable 5
Unit 8 quiz
Cross-unit resources
Unit 8 Audioscripts
Unit 8 End-of-unit quiz
Unit 8 Progress report
Unit 8 Wordlist
BACKGROUND KNOWLEDGE
In this unit, learners find out about different buildings
and different homes.
The Burj Khalifa, Dubai, United Arab Emirates
The Burj Khalifa is a skyscraper that is 829.8 m
(2,722 ft) high and is the tallest structure and building
in the world. But this is not the only record it has
broken. The Burj Khalifa is also the building with the
most floors: 163. It has the world’s highest restaurant
on the 122nd floor and several others.
The cave homes of Ortahisar in Cappadocia, Turkey
The caves were once used as a secret refuge by
people escaping persecution. The walls are very
thick and keep the houses cool in summer, when the
temperature outside is over 40°C, and warm in winter,
when it can be as cold as −25°C. The caves now have
elaborate and beautiful façades of carved stone.
Beehive houses
These houses are made from a circle of stones topped
with a domed roof. They look like a straw beehive.
They are found in many countries, for example the
ancient Bantu in Africa built them, also early European
settlers in South Africa. Some of the oldest known
structures in Ireland and Scotland are like these houses.
TEACHING SKILLS FOCUS
Collaborative learning
Collaborative learning is similar to cooperative
learning – learners work together on a project
as a team. However, with collaborative learning,
each team member is responsible for their own
individual work separately.
Your challenge
In each unit of the Learner’s Book, opportunities
to practise and develop strategies that encourage
collaborative work are highlighted. If we want real
collaboration, we need to intentionally design it as
part of the learning activity.
One example of using collaborative learning
would be in the project ‘Doors in our schools’ in
206
Lesson 8.7. Learners within each group could take
on a different role to complete their project, for
example choosing doors, taking pictures, writing
descriptions, checking information is included,
compiling the poster, reading the descriptions, etc.
This way, the project is completed as a group, but
with learners carrying out their own individual roles.
Reflection
•What steps were the most efficient?
•What problems did learners find? How can you
help overcome them?
8 HOME, SWEET HOME
8.1 Think about it: Different kinds of homes
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen to a poem, listen
for specific information, listen and
answer questions.
• Learners can talk about animals
and their homes.
2Sc.02, 2Sc.06
• Speaking: Recite a poem, explain
things, talk about homes and animals.
2Rm.02
• Reading: Read a poem, read and
identify key vocabulary.
2Wca.04, 2Wca.05
• Writing: Make inferences, explain,
memorise and recite a poem.
• Language focus: present perfect; Have
you ever …?; have + object + infinitive
• Learners can listen to and
understand a conversation.
• Learners can identify and
describe different types of homes.
• Learners can read and
understand a poem.
• Learners can write a poem based
on a model.
• Vocabulary: nest, hive, hole, tree
house, roof, wall, stairs, ladder, railing,
basket, juice, crisps, magazines
21st-century skills
Critical thinking: Classify using a graphic organiser, compare different homes, memorise a poem.
Collaboration: Participate in shared projects.
Materials: Learner’s Book pages 130–131; Workbook
page 109; cards; colour pencils; pictures of animals, for
example bear, birds, rabbits and squirrels; pictures of
different types of houses and of animal homes
•
Show pictures of different animals and ask learners
if they know where each animal lives. Elicit some
ideas.
•
Introduce additional vocabulary using the pictures,
for example cave, nest, hole, house, hive, tree house.
You can add more words if learners require them.
Starter ideas
Beginning the day (10 minutes)
•
Do the warm-up routine.
Getting started (5–10 minutes)
•
Focus on the big picture, and in particular, on the
tree house. Ask learners if they have ever been in
one, and if they would like to have one. Why?
•
Ask: What different kinds of homes are there? Elicit
ideas. Then ask learners to describe the big picture
in as much detail as possible, and point out the
different homes that they can see.
Imagine a house. (10–15 minutes)
•
Ask learners to draw a house. They can be as
imaginative as they wish. They show it to the class.
•
Ask questions, for example Is it big/small? Where is
it – in the city, near the sea, in the mountains?
•
Display pictures of different types of houses and
ask learners to choose the ones they like.
207
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Encourage them to name all of the different homes
they see in the big picture; both homes for people
and homes for animals.
•
Provide new vocabulary as needed, for example hive
and nest.
Digital Classroom: Use the slideshow ‘Looking at tree
houses’ and accompanying activity sheet to explore
more tree houses and to introduce related vocabulary.
The i button will explain how to use the slideshow.
86
Learner’s Book answers
To get to the second floor, you have to climb up
a ladder.
Only children seven years old and older can go up
to the second floor.
2 Listen, point and say. (10–15 minutes)
•
Main teaching ideas
Focus on the pictures. Tell learners that they
are going to listen to a recording.
•
1 Listen to Mia talk about the tree house.
(10–15 minutes)
Play the audio at least twice. Learners listen,
point to the pictures and say the words.
•
Play the audio again and ask learners to listen
to the questions.
•
Pause after each question and allow time for
learners to answer.
•
Discuss the answers as a class.
•
Tell learners that they are going to listen to
Mia talking about the tree house. They listen
and answer the two questions.
•
Play the audio several times. As a class, elicit
answers.
Critical thinking opportunity: Ask learners to
explain their answers as fully as possible. Ask them
to explain why they think small children cannot
go up into the tree house. (It is dangerous; they
might fall.)
Audioscript: Track 87
Roof. What is on the roof of the tree house?
Wall. How many walls does the tree house have?
Stairs. The stairs go up to the first floor of the tree
house. What colour are the stairs?
Audioscript: Track 86
Ladder. Where does the ladder go to?
Mia: Hi! My name is Mia. Welcome to our tree
house! Our tree house is great. It has two floors.
To get to the first floor, you walk up some stairs.
There’s a railing around the first floor so children
don’t fall off. There are lots of children on the first
floor now. Look! They’re walking in a big circle
around the trunk of the tree.
Railing. Why is there a railing around the first
floor?
The second floor of the tree house is only for big
children. You must be seven years old to go to the
second floor. To get to the second floor, you climb
up a ladder. On the second floor there is a little
house with four walls, a roof, a door and three
windows. My friend Jenna is up there now. Do
you see her? She’s at the window. She’s pulling up
a basket on a rope. Look at the food I put in the
basket: water, bananas and a bag of crisps. Now
I’m going to climb up the ladder and go into our
tree house. Jenna and I are going to eat our snacks!
Jenna: Hey Mia! Come up here!
Mia: I’m coming!
208
Basket. What is in the basket?
Learner’s Book answers
On the roof there is a nest with baby birds and a
mother bird.
The tree house has 4 walls.
The stairs are blue and red.
The ladder goes to the second floor of the tree house.
There is a railing around the first floor so children
do not fall off.
There is water, two bananas and a bag of crisps in
the basket.
3 What can you see in the picture?
(5–10 minutes)
•
Focus on the big picture again.
•
Ask learners to work in pairs. They read the
questions and talk with their partner.
87
8 HOME, SWEET HOME
•
Then, they share their answers with the class.
You could encourage learners to make notes of
their partner’s answers so that they can report
back to the class.
•
Assessment ideas: Pairs exchange their poems with
other learners. They give each other feedback using
the ‘three stars and a wish’ mode of assessment:
make three positive comments, three things they like
about each other’s work and one thing they wish
was different or could be improved. When pairs get
their poems back, they make changes as necessary.
They write a final draft and draw a picture to
illustrate it.
CROSS-CURRICULAR LINK
Science: Ask learners to name animals that live in
a tree and animals that live in a hole.
Critical thinking opportunity: Ask learners to
classify the animals using a table.
Learner’s Book answers
Learners write their own poems.
Learner’s Book answers
aThere are birds in a bird’s nest, rabbits in a rabbit
hole, bees in a bee hive. There is a worm, a snail
and a turtle.
b Birds live in trees.
c Rabbits (and worms) live in holes.
88
Workbook
Learners do Activities 1 and 2 on page 109.
4 Read and listen to the poem.
(5–10 minutes)
•
Tell learners they are going to listen to
the poem.
•
Play the audio. Learners listen and read. Then,
they point to the animal homes.
•
Play the audio again. Pause after each line for
learners to repeat the line.
Critical thinking opportunity: Ask learners to
practise reciting the poem to memorise it.
•
If you wish to show learners a video about
words for animal homes, you can show them a
video from Kid’s Pages on YouTube.
Digital Classroom: Use the activity ‘Homes’ to
revise vocabulary from the poem. The i button will
explain how to use the activity.
Workbook answers
Activity 1
Answers include: a birds and squirrels, b rabbits
and worms, c turtle, snail, d duck, goose.
Activity 2
Learners write their own poems.
Plenary ideas
Consolidation (10–15 minutes)
•
Learners read their poems to the class.
•
They make a class display of the poems.
•
Reflection: Ask learners what they have enjoyed
most in this lesson. How easy or difficult was
it to talk about homes? Did they have enough
vocabulary? What did they do when they did not
find the words to say what they wanted?
Audioscript: Track 88
See Learner’s Book page 131.
5 Write your own poem. (20–25 minutes)
•
Ask learners to work in pairs. Tell them they
are going to write a poem about homes for
animals or homes for things.
•
Read the example poem. Brainstorm ideas
with the class and copy ideas on the board so
learners can use them.
Learners write their version of the poem, using
the scaffolded example in their Workbook on
page 109.
Homework ideas
•
Learners draw a picture of their ideal house. They
write some sentences describing it.
•
Home–school link: Learners teach parents and
siblings the poem in the lesson and the poem they
have written.
209
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
8.2 Let’s explore: Inside a home
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04, 2Ld.03
• Listening: Listen for information, listen
for detail.
2Sc.01, 2Sc.02,
2Sc.03, 2Sc.06
• Speaking: Talk about rooms and furniture
in a home, talk about things we do at home.
• Learners can listen for
and identify details in a
description.
2Rd.02, 2Rd.04
• Reading: Read and understand
instructions, read and answer questions,
read and understand a floor plan.
2Wc.01, 2Wca.03
2Uv.08
• Writing: Answer questions, take notes,
write a description of a room.
• Language focus: questions: Where …?;
there is/are
• Vocabulary: parts of a building, rooms,
furniture, bed, refrigerator, sink, table,
toilet
• Learners can talk about
rooms and furniture in a
home.
• Learners can talk about
things we do at home.
• Learners can read and
understand a floor plan.
• Learners can write a
description of a room.
21st-century skills
Critical thinking: Interpret diagrams.
Communication: Talk about their homes and rooms.
Materials: Learner’s Book pages 132–33; Workbook
pages 110–111; sheets of papers; colour pencils;
Photocopiable 35; stickers for Unit 8
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners did the homework from the previous
lesson, ask them to show their ideal house to the
class, and describe it.
•
Elicit names of rooms in the house.
Play a guessing game. (5–10 minutes)
•
Do this activity to review house and home
vocabulary from Lesson 8.1.
•
Divide the class into two groups. One member of
group A comes to the board and begins to draw a
picture very slowly.
210
•
Group B asks Yes/No questions to guess what it is.
•
Then, they swap roles.
Main teaching ideas
1 Listen and point to the picture of Kevin’s
home. (10–15 minutes)
•
Focus on the picture. Explain to the class that it
shows a floor plan, and explain that this gives a
bird’s-eye view of a home as if the roof has been
taken off, and we are looking directly down. Ask
the class what rooms they can see in the floor plan.
•
Distribute Photocopiable 35, a larger version
of the floor plan. Ask learners questions, for
example What do you do see in the living room/
kitchen/bedroom? etc.
•
Tell the class that they are going to listen to
Kevin, and learn what Kevin does when he
comes home from school.
89
8 HOME, SWEET HOME
•
They listen and trace where Kevin goes with
their finger.
•
Play the audio twice. Elicit the answers.
Audioscript: Track 89
Hello! My name is Kevin. Every day when I get
home from school, I take off my shoes and jacket.
I leave them in the hall. Then I run into the kitchen
and say hi to my mum. I open my backpack and
show her my papers from school. Then my mum
says, ‘Change your clothes and wash your hands,
Kevin. Then we can have a snack.’
I take my backpack and go to my bedroom. I put
my backpack on my desk. I take off my school
uniform and put on my play clothes. Then I go to
the bathroom and wash my hands. I go back to the
kitchen and say, ‘I’m ready for my snack, Mum.’
My mum laughs and says, ‘That’s good because I
have your favourite fruit – mangoes.’
My mum and I eat mangos and biscuits. It’s a yummy
snack! ‘It’s a beautiful day,’ says my mum, ‘Let’s go
out to the garden.’ I run to my room and get my toy
cars and trucks. Then we go out to the garden to play.
Learner’s Book answers
Learners trace the following route: hall, kitchen,
bedroom, bathroom, kitchen, hall to garden.
2 Listen again to find the answers.
(5–10 minutes)
•
Ask learners to read the questions. Can they
answer any from what they remember about
Kevin? Elicit ideas.
•
Play the audio again. Learners can mark the
answers to the questions on Photocopiable 35.
Critical thinking opportunity: Ask the class: Which
room does Kevin not go in?
Differentiation ideas: Less confident learners may
benefit from some scaffolding. Instead of writing
down the answers, they can put a cross in the correct
place on the picture. They can write the answer
after they have finished the listening activity. You
could ask more confident learners some additional
questions, for example Where does he go first? What
does he do there? What does he have for
a snack?
Learner’s Book answers
a Kevin puts his shoes and jacket in the hall.
b Kevin puts his backpack in his bedroom.
c Kevin washes his hands in the bathroom.
d Kevin eats his snack in the kitchen.
3 Talk with your partner. (5–10 minutes)
•
Ask learners to work in pairs. Explain that they
have just heard what Kevin does every day when
he gets home from school. What do they do?
•
Learners ask each other where they put their
things, which rooms they go to and what they
do when they get home. They can use the
questions in the Learner’s Book as prompts.
•
When they have finished, ask pairs to tell
the class.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activities 1 and 2 on page 110.
Workbook answers
Activity 1
Learner’s own answers, but likely to be: a garden
or bedroom, b bathroom, c bedroom, d kitchen.
Activity 2
Learners join the dots to show the house, and label
the roof, wall, door and window.
4 Sticker activity (10–15 minutes)
•
Tell learners to get their stickers for Unit 8.
Ask them to read the words on their stickers.
•
Ask: In which room does each thing belong?
Elicit answers.
•
Ask learners to put the stickers in the correct
columns. Tell them to look at the Picture
Dictionary (page 168) for ideas.
•
There will be one empty space. They draw a
picture of one more thing that belongs in that
room. They write the word.
211
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
kitchen
bathroom
bedroom
Hi. My name is Loni. This is how I take care of
myself and help out at home.
sink
table
shower
toilet
bed
learner-drawn image
I wash my hands before I eat and I brush my teeth
before I go to bed.
Sometimes I help set the table before we eat.
After we eat, I put my dishes in the sink.
5 What’s in your room? (15–20 minutes)
•
Tell learners that they are going to draw a
room in their home.
•
First, read the example description as a class.
•
Give learners a sheet of paper and ask them to
draw the room.
•
Then they write the description of their room
using the model.
Learner’s Book answers
Learner’s own answer.
90
6 What does Loni do at home?
(10–15 minutes)
•
Tell learners to look at the pictures, point and
say the words.
•
Play the first part of the audio. Learners listen,
point and repeat the words as they hear them.
•
Then play the second part of the audio.
Learners listen to Loni talk about the things
she does.
•
Play the audio twice. Ask: Which things does
she not do?
Digital Classroom: Use the activity ‘Things we do
at home’ to revise the verb collocations. The i button
will explain how to use the activity.
Audioscript: Track 90
wash my hands
brush my teeth
set the table
put dishes in the sink
tidy my room
make my bed
sweep the floor
put my clean clothes away
212
Saturday is the day that my family cleans the
house. I tidy my room.
My mum washes our dirty clothes. Then I put my
clean clothes away.
Learner’s Book answers
Loni does not make her bed or sweep the floor.
7 How about you? (5–10 minutes)
•
Ask learners to work in pairs and ask each
other: Which things do you do at home?
•
Then, encourage them to ask follow-up
questions.
•
Encourage learners to take notes of their
partner’s answers.
Learner’s Book answers
Learner’s own answer.
Workbook
Learners do Activities 3, Challenge, 4 and 5 on
page 111.
Workbook answers
Activity 3
Learner ticks the ways they help at home.
Challenge
Learner’s own answer.
Activity 4
a chair, b lamp, c refrigerator, d table
Activity 5
Learner’s own answers.
8 HOME, SWEET HOME
Plenary ideas
Homework ideas
Consolidation (10–15 minutes)
•
Ask learners to draw a floor plan of their own
home, and write about what they do when they get
home from school. They can use Activity 1 as a
model.
•
Home–school link: Learners could ask their family
to help them draw a floor plan of their home.
•
Ask pairs to tell the class about their partner’s
answers to Activity 7.
Digital Classroom: Use the activity ‘Which room?’
to reinforce the use of ‘would like’ and vocabulary
for rooms and items found in them. The i button will
explain how to use the activity.
8.3 Geography: Homes around the world
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen for information.
2Sc.02, 2Sc.03
• Speaking: Talk about homes, discuss and
apply information.
• Learners can talk about
homes in different countries.
2Rm.02, 2Rd.02
• Reading: Read for information, read
about homes.
2Wca.04
• Writing: Guided writing.
• Language focus: made of + common
materials
• Vocabulary: cold, cool, warm, hot,
beehive, stilt, cave, skyscraper, mud,
concrete, wood, glass, metal, rock
• Learners can talk about
materials houses are
made of.
• Learners can read and
understand a text about
homes.
• Learners can talk about how
the weather determines
what houses are like.
21st-century skills
Critical thinking: Apply information, make connections and inferences, compare and contrast.
Communication: Talk about their day, family and interests and other topics suitable for primary school.
Social responsibilities: Identify similarities and differences between own and other countries.
Materials: Learner’s Book pages 134–135; Workbook
pages 112–113; map of the world; photos of places where it
is hot, cold, etc.; sheets of paper; file cards; writing supplies
Mime game (5–10 minutes)
•
Play a mime game.
•
Divide the class into two groups. A learner from group
A mimes an action of something they do in their
home, for example eating, having a shower.
•
Group B guesses the room that the action would be
done in, for example the kitchen, the bathroom.
•
Repeat so every learner can have a go at miming
and guessing.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If they did the homework, learners present their
home floor plan to the class and describe it.
213
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Main teaching ideas
1 Before you read (10–15 minutes)
•
Ask learners: What is the weather like where
we live? Encourage the class to describe the
weather in their area in the different seasons
(see Key words section below).
•
Focus on the pictures and ask learners: Are
there houses like these in your country? Elicit
answers, and encourage learners to describe the
houses in the pictures.
Critical thinking opportunity: Learners could
compare and contrast the houses in the pictures
with houses in their country. Ask: How similar or
different are they?
•
Ask learners to look at the headings and
predict what kind of information they can find
in the text. Elicit some answers.
•
Ask learners: What is the weather like in these
places? Why do people build houses like these?
Elicit ideas.
Learner’s Book answers
Learner’s own answer.
Key words (5–10 minutes)
91
•
Focus on the words. Remind learners of the
seasons. Ask them: When is it hot? When is it cold?
•
Ask: What do you wear when it’s cool? And when it’s
warm? Elicit answers.
Different kinds of homes (5–10 minutes)
•
Tell learners that they are going to listen to a
recording about houses. They listen and follow in
the Learner’s Book. Play the audio at least twice.
Critical thinking opportunity: What new information
have they found? Are there any words they do not know?
Remind learners to use the photos and the context to
understand the words.
Focus on the materials used in the buildings and ask
learners to find examples in their classroom.
214
CROSS-CURRICULAR LINK
Geography: Display a map and ask learners to
locate the places on it. What do they know about
these countries? What is the weather like there?
You may wish to show the class photographs of
different and unusual homes around the world. You
can find plenty on the internet on websites such as
Epic Houses, Homedit or The Atlantic. There are
also interesting videos you can show on YouTube.
Audioscript: Track 91
See Learner’s Book pages 134–135.
Workbook
Learners do Activities 1, 2 and the Challenge on
page 112.
Workbook answers
Activity 1
Learners find Ghana, Borneo and Turkey on
the map.
Learner’s own answers.
Activity 2
a stilt house, b adobe house, c cave house
Challenge
Learner’s own answers.
2 True or false? (15–20 minutes)
•
Ask learners to reread the text and decide if
each of the statements are true or false.
•
Check as a class.
Critical thinking opportunity: You could ask
learners to correct the false sentences.
Differentiation ideas: Divide the class into pairs –
pair up less confident learners with more confident
learners. They write three sentences to add to the
activity. Collect the sentences and do the resulting
activity as a class.
8 HOME, SWEET HOME
Digital Classroom: Use the activity ‘What are they
made of ?’ to reinforce comprehension of the text.
The i button will explain how to use the activity.
Workbook
Learners do Activity 3 on page 113.
Learner’s Book answers
a true, b false – Stilt houses keep you cool in hot
weather, c true, d true
3 How does your home keep you cool in
hot weather? (5–10 minutes)
•
Ask the class to work in pairs. They read and
discuss the questions.
•
Then have an open class discussion.
Workbook answers
Activity 3
Learner’s own answers.
Plenary ideas
Consolidation (5–10 minutes)
•
Learner’s Book answers
Learner’s own answer.
4 Where do they live? (5–10 minutes)
•
Ask learners to show the floor plan of their house.
They describe it using vocabulary from this lesson,
for example This is my house. It is a … It is made of
… The walls are …
Homework ideas
Ask learners to work in pairs or small groups.
They read the clues and decide where each
child lives.
•
Learners choose one of the places mentioned in
the lesson. They search the internet for information
about the places and prepare a small poster.
Critical thinking opportunity: In order to do this,
learners need to read the clues carefully. Encourage
them to go back to the text for help. When they have
decided on the answers, check as a class. Encourage
learners to justify their answers.
•
They then make a short presentation.
•
Home–school link: Learners tell their family about
what they have learned about homes around
the world.
Assessment ideas: Circulate, checking for correct
pronunciation and use of language. Make notes of
mistakes for remedial work.
Learner’s Book answers
a a skyscraper
b a stilt house
c an adobe house
d a cave house
215
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
8.4 Use of English: Using future form will
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.03,
2Ld.04
• Listening: Listen to and understand a
description, listen for detail.
• Learners can talk about things
in the future.
2Sc.02, 2Sc.06
• Speaking: Describe a playground, talk
about an experiment, talk about things in
the future.
• Learners can listen to and
understand a description.
2Rd.03
• Reading: Read and follow instructions.
• Learners can describe a
playground.
2Wca.04
• Writing: Write a description, record
results of an experiment.
• Learners can read and follow
instructions.
2Ug.05
• Language focus: Would you like … or …?;
I’d like…; too to add information; will for
future intention
• Learners can record results of
an experiment.
• Vocabulary: towers, tunnel, bridge, slides,
straight, curvy, rope, rings, swings
21st-century skills
Critical thinking: Analyse cause and effect, describe an experiment, compare and contrast places,
record information in a table.
Communication: Share thoughts with others to help develop ideas.
Materials: Learner’s Book pages 136–137; Workbook pages 114–115; writing and drawing supplies; glue; file cards;
pieces of cardboard; sheets of paper; paper clips; coins; pencils; Photocopiable 36
LANGUAGE BACKGROUND
Will for future intentions
We can use the future simple tense to express
future intentions that are decided at the time of
speaking, for example promises, decisions and
216
spontaneous offers. The negative is will not/won’t
+ infinitive.
I’ll help you.
I’ll call you tomorrow.
8 HOME, SWEET HOME
Common misconceptions
Misconception
How to elicit
How to overcome
Some learners are likely to use the present
simple instead of will, especially when
talking about future plans. For example:
Write the wrong sentences
on the board. Circle the
mistakes and ask learners to
identify if the sentences refer
to the present or the future.
How do they know? Elicit
answers, for example time
phrases such as tomorrow,
next (Monday), etc.
Revise with the class when to use
the present simple and the future
simple. Elicit examples from
the class.
I come (will come) at 7 o’clock, with my
family.
I make (I’ll make) the lot of food and we
eat (we’ll eat) together lunch in my house.
I go (I’ll go) to shop and I bring (I’ll bring)
to you food.
Starter ideas
Beginning the day (15–20 minutes)
•
Do the warm-up routine.
CROSS-CURRICULAR LINK
Geography: If learners have done the homework
from the previous lesson, ask them to show their
posters about the places they chose.
Playground fun (5–10 minutes)
•
•
Ask learners if they ever go to the playground.
What do they do there? What are some of the
things they can see and play with there? Elicit ideas
and supply new vocabulary as necessary.
Focus on the pictures. Is there anything like these
things in their playground? Would they like to play
on these? Why?
Main teaching ideas
92
1 How do you plan a playground?
(10–15 minutes)
•
Ask the class to focus on the picture on the
top right of Learner’s Book page 136 and
describe it.
•
Tell the class that these children are going to
have a new playground. The playground designer
is asking them what they want to have in it.
•
Learners listen and point to the things that the
children choose.
•
Ask learners to circle time phrases
in the sentences. Do they refer to
the present or the future?
Ask them to do this before
completing an activity.
Play the audio twice. Learners identify the
different elements.
Critical thinking opportunity: Ask learners to
compare this playground with one they have at
school or in their neighbourhood/local area. Do they
have similar things? What things does the designer
mention that they do not have in their playground?
Audioscript: Track 92
Playground designer: Good morning, everyone! We’re
going to work together to plan your new playground.
Your playground will have two towers. What will we
have between the towers? Will we have a tunnel or a
bridge? It’s up to you. What would you like?
Child 1: A bridge!
Child 2: Yes, a bridge.
Child 3: We want a bridge.
Playground designer: OK, we will have a bridge!
Now let’s choose slides. We can have two slides.
There are straight slides and curvy slides.
Child 1: I want a curvy slide.
Child 2: I want a curvy slide too.
Child 3: Me too!
Child 4: I want a straight slide.
Child 5: I want a straight slide too.
Playground designer: Well, we can have one
curvy slide and one straight slide. Does that sound
good?
Child: Yes. That’s good!
217
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Playground designer: Let’s choose a ladder. We can
have a wood ladder or a rope ladder.
Child 1: A rope ladder.
Workbook
Learners do Activities 1 and 2 on pages 114–115.
Child 2: Yes, a rope ladder.
Workbook answers
Child 3 and 4: We want a rope ladder.
Activity 1
Learner’s own answers. Possible answers include:
A scientist: My dream home will have a big slide.
A zoo keeper: My dream home will have a giraffe.
A clown: My dream home will have balloons and a
flag on top.
Playground designer: OK, everyone agrees. We will
have a rope ladder. One more thing to choose. Your
playground can have swings or rings. Let’s vote.
How many people want swings – hands up! Six
people want swings. How many people want
rings – hands up! Two people want rings. Swings
win. Your playground will have swings.
Child: Yay! We’ll have swings!
Playground designer: Thanks so much, everyone,
for helping to plan the playground. I’ll be back
next week and we’ll build you a lovely playground.
Children: Hooray! Thank you! Thank you so much!
Playground designer: You’re welcome!
Activity 2
1 will have, 2 will be, 3 will be, 4 will have,
5 will have
3 Experiment: Will it slide?
(20–25 minutes)
•
Divide the class into groups and give each
group member a copy of Photocopiable 36.
Explain that they will be carrying out an
experiment to see if different objects will slide
down a slide. Learners will each have a copy
of the chart on which to record their own
predictions, and then the results.
•
It is worth you trying the experiment before
the lesson with all three objects (paper clip,
coin, pencil) so that you can see the differences
in the steepness of the ramp required in
order to make the object slide before learners
attempt the experiment. Learners can use
copies of the Learner’s Book as the books in
the support stack, so that each added book
makes the ramp steeper by a standard amount.
•
As a class, read each step of the experiment
and answer any questions learners might have.
Can anyone make a prediction of what might
happen? Divide the class into groups and carry
out the experiment. Elicit the results.
Learner’s Book answers
a bridge, a straight slide, a curvy slide, a rope ladder
and swings
2 What will you have in your playground?
(20–25 minutes)
•
Ask learners to work in pairs. They choose
what they would like for their own playground.
They can look at the pictures for some ideas.
•
Ask them to take notes of what they decide.
•
Then they design their playground – ask
learners to draw pictures and glue them onto a
piece of paper to create their playground. They
then write a description of their playground.
•
Learners could then present their playground
to the class.
CROSS-CURRICULAR LINK
Science: Ask learners to proceed with the next
stages of the experiment. They record their
predictions on the table and then the results.
218
8 HOME, SWEET HOME
Differentiation ideas: In the sliding experiment, the
pencil is placed vertically on the ramp, tip pointing
down. As an extension of the experiment, ask more
confident learners to predict what will happen if you
place the pencil horizontally on the ramp. (It will
roll.) Will the pencil roll down the ramp if it is less
steep? How gentle can the slope be? Will the pencil
roll with just two books supporting the slide? How
about just one book? You may give less confident
learners some clues, then ask them to do the
experiment and decide if the clues are true or not.
Learner’s Book answers
Learners carry out the experiment and record
the results.
Plenary ideas
Consolidation (15–20 minutes)
CROSS-CURRICULAR LINK
Science: When they have finished their
experiment, groups share their findings with
the class.
Critical thinking opportunity: Ask groups to compare
their findings. Did they all get the same results? If they
did not, have them discuss why and what might have
caused the differences.
•
Language detective (5–10 minutes)
•
Focus on the word in the box. Ask learners to
rearrange the letters and make the word.
•
They write the missing word (won’t).
•
Ask learners to make sentences with the
mystery word.
Digital Classroom: Use the grammar presentation ‘It
will be an adventure!’ to revise use of will. The i button
will explain how to use the grammar presentation.
Reflection: Ask learners how easy or difficult
they have found the activities in this lesson. How
did they overcome the difficulties? Have they
understood when to use the future tense? Do they
think they may need more help?
Homework ideas
•
Home–school link: Learners tell their family about
the experiments they did. They do the experiments
with their family.
•
Learners write a report of the experiment they have
done with their family.
Workbook
Learners do Activities 3 and 4 on page 115.
Workbook answers
Activity 3
Now I have three seeds. In a few weeks, I will have
three plants.
Now I have four eggs. In a few months, I will have
four chicks.
Now I have a messy room. In a few minutes, I will
have a tidy room.
Activity 4
Learner’s own answer and picture.
219
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
8.5 Words and sounds: Long u
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Identify long u spellings,
variant sounds of oo, listen to instructions.
• Learners can identify long u
spellings.
2Sc.04, 2Sc.06,
2Sc.02
• Speaking: Describe rooms and houses,
discuss where to put things in a house.
• Learners can describe rooms
and houses.
2Rd.03
• Reading: Read instructions, read words
with long u spellings.
2Wca.04, 2Wc.02
• Writing: Write words with long u spellings.
• Learners can discuss where
to put things in a house.
2Ug.05
• Language focus: Let’s …; How about ...+
-ing for suggestions
• Learners can write words
with long u spellings.
• Vocabulary: cool, glue, tube, bedroom,
bathroom, kitchen, living room, TV,
shower, cooker, chair, cupboard, bookcase
21st-century skills
Critical thinking: Compare different sounds and spellings.
Materials: Learner’s Book pages 138–139; Workbook
pages 116–117; drawing supplies; Photocopiables 37 and
38; stickers for Unit 8
•
Elicit what materials a castle is made of. Ask: Are
those materials the same as the ones in the picture?
•
Tell learners that they are going to listen to the
instructions to make this castle. Play the audio
at least twice and elicit the answer.
•
Ask them to find words that rhyme with zoo
and words where the vowel has the same
spelling as the examples.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners did the homework from the previous
lesson, ask them to tell the class about the
experiments they did at home with their family.
Different types of houses (5–10 minutes)
•
Remind learners of the types of houses they read
about in Lesson 8.3. Encourage them to describe
the houses to revise vocabulary and the structure
made of + material.
Main teaching ideas
93
1 Let’s build a cool house! (10–15 minutes)
•
220
Ask learners to look at the picture and describe
what they see. What do they call that building?
(Castle.) Write the word on the board.
Audioscript: Track 93
See Learner’s Book page 138.
Learner’s Book answers
These words all have a long u sound.
Words that rhyme with zoo: you, glue, too, few
Words where the vowel has the same spelling as zoo:
cool, too, room
Words where the vowel has the same spelling as
blue: glue
Words where the vowel has the same spelling as
new: few
8 HOME, SWEET HOME
94
2 The sounds of oo (10–15 minutes)
•
Write the words too and zoo on the board and
ask learners to say them. How is the vowel
sound spelled? Elicit the answer oo.
•
Focus on the activity. Tell learners to listen to
the words. Play the audio. Ask them to repeat
each of the words.
•
Then ask them to describe the picture using
the words.
•
Point out that the letters oo sometimes stand
for a different sound. Focus on the words and
ask learners to say them. Do they notice any
difference?
•
Ask learners to use the words to talk about
the picture.
Digital Classroom: Use the activity ‘oo sounds’ to
reinforce listening and phonics skills, focusing on
the sounds of oo. The i button will explain how to
use the activity.
Audioscript: Track 94
goose
moon
roof
food
wood
foot
book
look
Learner’s Book answers
Suggested answers:
The goose is on the roof. He is looking at the moon.
There’s some food in the basket.
The goose’s friend is reading a book. There is a bug
on his foot.
The house is made of wood.
3 Sticker activity (10–15 minutes)
•
Ask learners to get their stickers for Unit 8.
They read the words on the stickers. Ask:
Which two words have the long u sound? Elicit
answers.
•
Have learners put the stickers on the Home
page of the Picture Dictionary (page 168).
Critical thinking opportunity: Ask learners to
think of something they find in a home that is not
on the Picture Dictionary page. Learners draw a
picture and write the word in the bottom corner of
the page.
Learner’s Book answers
Roof and bedroom have the long u sound.
Learners stick the stickers on the correct place in
the Picture Dictionary, and draw a home picture
that is not already on the page.
4 Listen, sing and point. (10–15 minutes)
•
Tell learners they are going to sing a song
about houses. They listen and point to the
parts of the house that they hear.
•
Play the song at least twice, and encourage
learners to sing along as they point.
CROSS-CURRICULAR LINK
PE: Learners can make up their own actions for
the song. Play the audio again as they sing and
do the actions.
Audioscript: Track 95
Workbook
Learners do Activity 1 and the Challenge on
page 116.
Workbook answers
Activity 1
Across: 3 goose, 6 wood, 7 moon, 8 glue
Down: 1 tube, 2 food, 4 school, 5 foot
Challenge
wood, foot
See Learner’s Book page 139.
5 Make a pop-up paper house.
(20–25 minutes)
•
Hand out copies of Photocopiable 37 so that
each learner has one.
•
Explain that learners are going to follow the
instructions to make their own pop-up house.
•
Read the instructions and model the steps.
•
Learners work in pairs and make their
pop-up house.
221
95
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Hand out Photocopiable 38 and ask learners to play
a phonics Pelmanism game in pairs.
•
In addition to using the cards in a game of
Pelmanism (partner game), the cards can be used
by partners or individuals for spelling practice
(individuals: spell picture words, check your
spelling with word cards; pairs – learner A spells a
word aloud from word card, learner B writes the
word and finds the correct picture).
•
Learners can also practise writing sentences using
the words. Ask: Can you write a sentence that
includes two of these words? Can you write a sentence
with three of the words?
Workbook
Learners do Activities 2 and 3 on page 117.
Workbook answers
Activity 2
The huge blue goose flew to the moon.
Learner should circle u in huge, ue in blue, oo in
goose, ew in flew and oo in moon.
Activity 3
Learner’s own answers and picture.
Homework ideas
Plenary ideas
Consolidation (15–20 minutes)
•
Learners show their houses to the class.
•
Learners write a description of the house they have
made with their family.
•
Home–school link: Learners teach their family how
to make a pop-up house.
8.6 Read and respond: Where do animals build homes?
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen for information about
animal homes.
2Sc.02, 2Sc.06,
2Sor.02
2Rd.02, 2Rd.04
• Speaking: Describe informational text.
• Learners can listen to and
understand a text about
animal homes.
2Wca.03, 2Wc.01
• Writing: Answer questions, write a fact file.
• Reading: Read an information text and
answer questions, jigsaw reading.
• Vocabulary: beaver, termite, tunnel,
rabbit hole, fox, stamp, enemy, branch,
rock, pond, cut down, sharp, huge,
above, underwater, wolf, lay eggs, queen,
mushroom, air hole
• Learners can discuss a text
about animal homes.
• Learners can read and
understand a text about
animal homes.
• Learners can summarise the
main points of a text about
animal homes.
• Learners can write a fact file.
21st-century skills
Critical thinking: Compare and contrast information, sort and classify information according to key
features, summarise key points.
Social responsibilities: Give examples of ways in which people cooperate.
Values: Working together.
222
8 HOME, SWEET HOME
Materials: Learner’s Book pages 140–143; Workbook
pages 118–119; dictionaries; Photocopiable 39
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners have done the homework activity from
the previous lesson, ask them to present the pop-up
house they made with their family, and describe it.
Animal homes (5–10 minutes)
•
Focus on the pictures and ask learners if they know
the names of the animals. Elicit some answers.
•
Ask them to look at the headings and check if they
were right.
Critical thinking opportunity: Ask learners to predict
what the text is going to be about. What helps them
decide? Remind learners of the use of headings and
illustrations to predict the content of the text.
Main teaching ideas
96
1 Before you read (15–20 minutes)
•
Tell learners they are going to work in groups
of three. Each group member is going to read
one of the texts, for example learners are
divided A, B and C. Each learner designated
A in their group reads the rabbit text, each
learner designated B reads the termite text and
each learner designated C reads the beaver text.
•
They read the texts individually.
•
Ideally, they should listen to their part of the
audio as they read for the first time. If this is
not possible, ask them to read their part and
then listen to the audio as a class.
Critical thinking opportunity: Ask learners to find
two words in the text that they did not know. They
look up the meaning in a dictionary. Before looking
the words up in the dictionary, encourage learners
to discover the meaning using the context. Then
they can check with the dictionary.
Audioscript: Track 96
See Learner’s Book pages 140–142.
2 Share your information. (15–20 minutes)
•
After each group member has read their part,
they come together in their group to pool
their information – each learner A, B and
C discusses their text with the other group
members.
•
Learners then read and answer the questions
about rabbits, termites and beavers. They point
to the diagram of the animal’s home as they
share what they have learned.
•
Tell them to take notes of the other group
members’ information.
Assessment ideas: When each learner has finished
explaining their part, the other members of the
group give feedback: Were the explanations
complete? Could they understand everything?
Critical thinking opportunity: Learners have to
process the information before sharing it. You may
wish to ask learners to collect the information in
a table, as shown in the example below. Then ask
them to share it with the class.
Rabbits
Beavers
Termites
Where does it
build its home?
What is the
home made of?
Does it have
rooms? Who
lives in the
rooms?
Why is the
home a good
home?
223
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
Rabbits
Beavers
Activity 2
1 b an animal that eats rabbits
2 wolf (or other reasonable answers)
3 cat (or other reasonable answers)
Termites
Where does
it build its
home?
under the in the
ground
middle of
a pond
in huge
towers
and in the
ground
below
What is the
home made
of ?
mud
branches,
rocks and
mud
mud
•
Does it have
rooms? Who
lives in the
rooms?
yes –
baby
rabbits
and their
mothers
yes – the
beavers
and their
babies
yes – the
queen lives
there
As a class, discuss how learners feel working
together in their groups. Ask: What is good
about working together? What is the difference
between working together and on your own?
•
Why is the
home a
good home?
It keeps
the
rabbits
warm,
dry and
safe.
It keeps
the
beavers
safe,
dry and
warm.
It keeps
them cool
when the
weather is
hot.
Ask learners to think of some others projects
and games where they have been part of a
team. How did they feel? What are some
examples of things that are better or more fun
when they work together?
•
Ask learners to give examples of ways in which
people cooperate in projects, and discuss if
those projects would have been possible if they
had done them alone.
4 Values. Working together (5–10 minutes)
Learner’s Book answers
Learner’s own answer.
3 Which animal home? (10–15 minutes)
•
•
Focus on the questions. Still in their groups,
learners pool together information to answer
the questions.
Workbook
Learners do Activities 3 and 4 on page 119.
They write the answers in their notebooks.
Workbook answers
Learner’s Book answers
aTermites’ home; special mushrooms grow in
the garden.
b Beavers’ home; the room is dry.
cA rabbit; other rabbits hear the sound as a
warning and run down a rabbit hole for safety.
Activity 3
a 6, b 2, c termites’ tower
Activity 4
1 bunny, 2 hole, 3 sound, 4 jumps, 5 ground
Workbook
Plenary ideas
Learners do Activities 1 and 2 on page 118.
Consolidation (25–30 minutes)
Workbook answers
Activity 1
a R, b T, c B, d R and T, e B, f T
224
•
Distribute Photocopiable 39. Ask learners to look
again at the text and diagram about beaver homes
on Learner’s Book page 143. They will use this
information to fill in the fact sheet.
•
When they have finished, ask learners to discuss the
fact sheet as a class.
8 HOME, SWEET HOME
•
Play a quiz game. Learners get together into groups
A, B and C, depending on the text they have read.
•
Ask each group to write at least five questions
about the text they read.
•
They challenge the other groups to answer.
Digital Classroom: Use the activity ‘Animal homes’ to
reinforce comprehension of the text. The i button will
explain how to use the activity.
Homework ideas
•
Ask learners to search the internet and look for
information about the fox and the wolf. They
prepare a small poster with information and
pictures. Provide some useful age-appropriate
websites for them to work with, for example
National Geographic Kids and LiveScience.
•
Home–school link: Learners tell their family about
the animals they have read about.
8.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow instructions.
2Sc.02
• Speaking: Present your project to the class.
• Learners can listen to and
follow instructions.
2Rd.03
• Reading: Read instructions.
2Wca.04, 2Wca.05
• Writing: Write sentences.
• Language focus: Unit 8 review
• Vocabulary: Unit 8 review
• Learners can read and
understand instructions.
• Learners can write
descriptions of animal homes.
• Learners can design a
playground for children.
• Learners can make a poster
of doors.
• Learners can present their
project to the class.
21st-century skills
Critical thinking: Record information in different ways.
Learning to learn: Show ability to think about how well they are learning, listen and respond positively
to feedback.
Social responsibilities: Use consumable materials wisely, take initiative in group projects.
Materials: Learner’s Book pages 144–145; Workbook pages 120–121; map of the world; writing and drawing supplies;
sheets of card or paper; glue; pictures from magazines or from the internet; internet access or reference books; drawing
supplies; sheets of paper; glue; pictures from magazines; mobile phone or camera; sheets of paper; large sheet of poster
paper; drawing materials; Photocopiables 4 and 5
225
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
•
Beginning the day (10–15 minutes)
They discuss what they will put in the
playroom.
•
They make a poster and write words on the
picture.
•
Do the warm-up routine.
•
Recap with learners what they have learned in this
unit. What things have they liked most? What new
things have they learned? What kinds of homes do
they like most?
The fox and the wolf (10–15 minutes)
•
Differentiation ideas: More confident learners can
write a full description. Less confident learners may
write a few simple sentences next to the labels.
C: Doors in our schools. (30–45 minutes)
If learners did the homework activity from the
previous lesson, ask them to share the information
they found about the fox and the wolf.
•
Ask them to look up where in the world there are
foxes and wolves. Are there foxes and wolves in
their country?
•
Locate the places on a map.
Main teaching ideas
•
Learners choose an end-of-unit project to work
on. Look at the examples in the pictures and help
learners to choose. Provide materials. Remember
that all the projects are pair or group projects.
A: Write about an animal home
(30–45 minutes)
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
Learners choose an animal and look for
information about the animal and its home on
the internet or in reference books.
•
You may want to encourage learners to use a
graphic organiser (Photocopiable 5) to record
researched facts about a specific animal’s home.
•
Learners draw a diagram and label it. They
may add pictures and write a caption for them.
•
They display their posters around the class and
explain what they have done.
B: Design a playroom for children
(30–45 minutes)
•
226
Read the instructions, and give learners writing
and drawing materials.
•
Read the instructions and give learners the
materials they need.
•
Ask learners to take photos or draw pictures
of at least five different doors in their school.
•
Then ask learners to write a description of each
door on a card, making sure they include the
information asked for in the Learner’s Book.
•
They make a poster with the door pictures and
number them.
•
They read the description cards to the class.
•
The class will guess which picture goes with the
description.
Plenary ideas
Project reflection (10 minutes)
•
Ask learners to read the question and reflect: What
would you do differently if you were to do this project
again?
•
They can discuss their ideas with a partner, then as
a class.
•
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
You could ask learners to keep a learning log in
their portfolio. They write one or two sentences
about their project and what they have learned.
Help with additional vocabulary if necessary.
8 HOME, SWEET HOME
Workbook
Learners do the Check your progress quiz on
pages 120–121.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of the question at the beginning
of the unit: What different kinds of homes are there?
Ask the learners to discuss this question, thinking
about everything they have learned in this unit.
Workbook answers
Check your progress quiz
1 b, 2 c, 3 c, 4 a, 5 b
6 rabbit
7 roof, 8 tubes, 9 moon
10 Learner’s own answers.
Homework ideas
•
Home–school link: Learners show their family their
project and explain what they have done.
Workbook
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1 I cook in this room. I do not sleep in this room.
This room is inside my house.
Learners do the Reflection on page 121.
Workbook answers
Reflection
Learner’s own answers.
2 My name is Jill. To get to my tree house, you
climb up a ladder. There is a railing around the
tree house so you don’t fall off. My tree has a
roof, but there are no walls!
3 I am helping out at home. Mum says I need to
lay the table as dinner’s nearly ready.
4 Ahmed lives in a city. He lives at the top of a
very tall skyscraper.
5 This is Nina’s dream house. Nina’s house will
be above the water. It will be on stilts. The water
will flow under the house and the wind will blow
around the walls. It will be very hot.
6 This animal’s house is under the ground. There
are lots of tunnels and rooms in this home.
When this animal hears an enemy, it runs and
jumps down a hole into its home.
227
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
9 Let’s explore the city!
Unit plan
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
Resources
1 Things in
a city
1.5–1.75
Talk about city
things and
places.
2Ld.02
2Sc.03
2Sc.05
2So.01
2Rd.01
2Wca.04
Learner’s Book Lesson 9.1
Workbook Lesson 9.1
Digital Classroom:
Video − What can we see in the city?
2 At the
aquarium
2–2.25
Use describing
words.
2Ld.03
2Sc.03
2Rd.02
2Wca.04
2Ug.06
2Uv.07
Learner’s Book Lesson 9.2
Workbook Lesson 9.2
Digital Classroom:
Activity – It’s scary!
Activity − That one
3 Going places
2–2.75
Follow and give
directions.
2Ld.01
2Sc.06
2Rd.02
2Wca.04
2Ug.06
2Uv.04
Learner’s Book Lesson 9.3
Workbook Lesson 9.3
Digital Classroom:
Activity − Turn left at the
shopping centre
Activity – What would you like?
4 The past,
present and
future
2–2.5
Talk and write
about activities in
the past, present
and future.
2Ld.04
2Sc.02
2So.01
2Rm.01
2Ug.03
2Ug.04
2Ug.05
Learner’s Book Lesson 9.4
Workbook Lesson 9.4
Digital Classroom:
Grammar presentation − Yesterday,
today and tomorrow
5 Opposites
1.5–1.75
Use opposite
words.
2Ld.01
2Sc.06
2Rd.01
2Wor.02
Learner’s Book Lesson 9.5
Workbook Lesson 9.5
Digital Classroom:
Activity – Opposites
6 City Mouse
and Country
Mouse
1.75–2
Read and discuss
a story.
2Ld.04
2So.01
2Sc.04
2Rd.02
2Rd.04
2Wca.05
Learner’s Book Lesson 9.6
Workbook Lesson 9.6
Photocopiable 3
Photocopiable 40
Digital Classroom:
Activity − Town or country?
228
9 LET’S EXPLORE THE CITY!
Lesson
Approximate
number of
learning hours
Outline of
learning content
Learning
objective
7 Project
challenge
1.5–1.75
Work together to 2Ld.01
make the project. 2Sc.02
2Wca.05
2Rd.03
Resources
Learner’s Book Lesson 9.7
Workbook Lesson 9.7
Photocopiable 4
Photocopiable 5
Photocopiable 10
Photocopiable 41
Photocopiable 42
Unit 9 quiz
Cross-unit resources
Unit 9 Audioscripts
Unit 9 End-of-unit quiz
Unit 9 Progress report
Unit 9 Wordlist
BACKGROUND KNOWLEDGE
The story of the city mouse and the country mouse,
which learners will read in Lesson 9.6, is originally
one of Aesop’s Fables. The story was very popular
in Classical Greece, and it has been adapted over
the centuries.
Aesop was a storyteller who is believed to have
lived in Ancient Greece between 620 and 564 bce.
The fables are stories that came from different
sources and were originally intended for adults.
They covered religious, social and political themes,
and always had a moral. These stories changed
over the centuries, and they are now considered to
be mostly for children.
TEACHING SKILLS FOCUS
Formative assessment
Formative assessment is a form of assessment that
occurs when you feed information back to learners,
or when learners engage in a similarly reflective
process, so that they can learn better.
Formative assessment enables you to determine
what learners already know and to what degree.
This helps you to decide what changes you need to
make in your teaching to ensure all learners have a
chance to succeed, create appropriate lessons and
groupings, and inform learners of their progress to
help them set their own goals.
Formative assessment is in essence helping learners
improve in their learning. However, this apparently
simple concept encompasses a range of strategies:
• pre-assessing learners
• observing and monitoring learners
• sharing learning goals with learners
• using rich and challenging tasks
•identifying the gap between learners’ abilities
now and the desired goals
• using self- and peer-assessment
• providing useful and timely feedback
• celebrating success.
Your challenge
Encourage learners to effectively self- and peerassess by asking them to reflect on their progress.
At various points during the unit, for example at
the end of each lesson, ask them what they think
229
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
about their performance, and how they think they
can progress more. They can keep a learning log
and write their reflections there. You can then have
one-on-one lessons and discuss their reflections.
Other suggestions include:
•
Using exit slips. Ask learners to write responses
to questions you can pose at the end of a class
or lesson, for example How would you rate how
well you understood what we did today? Give
them a score, for example 1–4, where 1 means
they have understood very little or nothing, and
4 means they have understood everything and
they can also think of ways to apply this learning.
•
Building a checklist. Write a list of success
criteria with the class in learner-friendly
language. Pairs can then use this checklist to
offer feedback to each other when doing an
independent writing activity or after a speaking
activity.
•
Group feedback. When working in groups, ask one
group member to be an observer and feedbackgiver. While the group is interacting, as in the role
play in Lesson 9.2, the observer listens and uses the
checklist, then gives feedback to each speaker.
Reflection
• What techniques were most successful?
How can you improve the use of time and
•
resources further?
9.1 Think about it: Things in a city
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.02, 2Ld.04
• Listening: Talk about city things and places.
2Sc.01, 2Sc.03,
2Sc.05, 2So.01
• Speaking: Ask and answer questions, make
and explain choices, express opinions, likes
and dislikes.
• Learners can talk about city
things and places.
2Rd.01
• Reading: Recite a poem, ask questions, talk
about places in the city.
• Learners can ask and answer
questions.
2Wca.04
• Writing: Complete a survey.
• Learners can recite a poem.
• Language focus: Do you like? So do I, I
don’t …
• Learners can do a survey.
• Learners can talk about likes
and dislikes.
• Vocabulary: Ferris wheel, helicopter, ferry,
aquarium, traffic light, traffic, skate park,
underground train, rooftop, café, a zebra
crossing, musicians
21st-century skills
Critical thinking: Draw conclusions, make inferences.
Communication: Talk about their interests.
Values: Different people have different tastes and opinions (respecting diversity).
Materials: Learner’s Book pages 146–147; Workbook page 123
230
9 LET’S EXPLORE THE CITY!
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Divide the class into two groups. Each group
chooses around five words from Units 1–8
(you could also ask them to choose words from the
Picture Dictionary). Each group takes it in turns to
ask questions to guess the other group’s words. The
group that guesses the words in the fewest number
of attempts is the winner.
Getting started (5–10 minutes)
•
Ask the class: What can you see and do in a city?
Elicit ideas from the class.
•
Focus on the picture and ask learners to describe
what they see. What buildings are there? Can they
see any vehicles or amusement places?
•
•
Help with additional vocabulary. You may wish
to build a vocabulary list on one side of the board
with learners’ contributions.
You may wish to show learners some YouTube
videos about cities around the world.
Digital Classroom: Use the video ‘What can we see
in the city?’ to introduce the subject of cities and
related vocabulary. The i button will explain how to use
the video.
Main teaching ideas
97
1 Listen and point at the city from the sky!
(5–10 minutes)
•
Focus on the picture again. Ask learners if
they have ever flown in a helicopter. Would
they like to? Why?
•
Tell learners that they are going to listen to
Malik and his father. They are going for a ride
in a helicopter. What do learners think they
have to do first? Elicit suggestions.
•
Play the audio at least twice. Tell learners to
point to the places mentioned in the audio.
Critical thinking opportunity: Ask learners to
explain why they must fasten their seat belts. (It’s
dangerous, and they might fall.) In what other
circumstances do they have to do the same? (When
they go somewhere by car.)
Audioscript: Track 97
Pilot: Hello, Malik. Are you ready to take a
helicopter ride?
Malik: Yes, I am!
Dad: This will be a new adventure for both of us.
Pilot: Great! Malik, you can sit by the window
here, next to your dad. We will all put on our seat
belts and … we’re ready for take-off!
Malik: Wow! I can see the whole city!
Dad: What a fantastic view.
Pilot: Yes, this is the best way to see a city. There’s
a lot of traffic down there! Look over at the river.
Can you see the ferry?
Malik: What’s a ferry?
Pilot: It’s that big boat.
Malik: Oh, yes. I see it.
Dad: What’s that huge glass building over there?
Pilot: That’s the Sunshine Shopping Centre. It’s
really big.
Dad: Maybe we will go there this afternoon. I like
shopping.
Malik: I don’t like shopping. I like skating. Is that
a skate park there?
Pilot: Yes, it is. And the building next to the skate
park is our city library.
Dad: I like libraries!
Malik: I do too.
Dad: What are some other good places to visit?
Pilot: We have an amazing museum with lots of
dinosaurs.
Dad: Oh, yes. I see it. I like dinosaurs! How about
you, Malik?
Malik: Yes! I like dinosaurs too!
Pilot: We have a very nice market, with great food
and good musicians. There’s the big Ferris wheel
– do you see it over there? And don’t forget to
visit our aquarium. It has whales and sharks and
penguins. It’s terrific.
Dad: That all sounds wonderful. Thank you so
much for showing us your city!
Malik: Yes, thank you very much.
Pilot: You’re welcome.
231
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Learner’s Book answers
Learner’s own observations.
98
3 I do too! (10–15 minutes)
•
Ask learners to look at the conversation
between Malik and his dad. They are saying
what they like. Ask: Do they like the same
things? Elicit some answers.
•
In pairs or small groups, ask learners to look at
the pictures and act out a similar conversation
to say what things they like and don’t like.
They find out if the other learners like the
same things. You could model first with one
learner.
2 Listen, point and say. (10–15 minutes)
•
Focus on the pictures. Tell learners that they
are going to listen to the sounds of the city.
•
Play the audio at least twice. They listen and
identify what is making each sound. Ask
learners to point at the correct image in the
picture and say the word.
•
Play the audio again and ask learners to listen
to the questions.
•
Pause after each question and allow time for
learners to answer.
Audioscript: Track 98
Traffic. The traffic stops at the traffic light. What
colour light means STOP? What colour light
means GO?
Helicopter. How many people are in the helicopter?
Values: Take advantage of this activity to highlight
the fact that different people have different tastes
and opinions, and it is important to respect diversity.
Differentiation ideas: Less confident learners may
listen to the conversation in Activity 1 again. Elicit
from learners how Malik agrees with his father. In
the meantime, more confident learners may include
other things they like, for example playing sports,
reading, going to the beach, etc.
4 Read and listen to the poem.
(15–20 minutes)
Ferry. Where do you find a ferry? On the land, in
the water or in the sky?
•
Musicians. These musicians play music in the city
market and the city parks. Are there musicians in
your city?
Underground train. There is no underground train
in the big picture – it’s under the ground. Find the
stairs that go down to the underground train.
Critical thinking opportunity: Ask learners why the
girl’s parents are impatient, for example she is tying
her shoelaces when it is time to cross the street. Her
parents are worried she is not paying attention and the
light is about to change. How do they know the light
is about to change? (The quick beeping sound.)
Listen to the sounds of the city. What is making
each sound? Point and say the word.
Use this activity to revise street safety. Ask learners
what the different colours of traffic lights mean.
<sound of helicopter taking off>
Differentiation ideas: After listening, encourage
more confident learners to read the poem as a
two-part choral reading. One group takes the role
of the parents, and reads the title and last line. The
other group takes the role of the child – reading
and acting out the first three lines of the body of
the poem. Less confident learners could mime the
actions in the poem.
<sound of city traffic>
<sound of underground train>
<sound of ferry horn>
<sound of street musicians>
Learner’s Book answers
helicopter, city traffic, underground train, ferry,
musicians
232
•
Tell learners they are going to listen to a poem.
Play the audio at least twice.
Discuss the term ‘zebra crossing’ (a pedestrian
crossing that is striped like a zebra) and
learners’ own experience with zebra/pedestrian
99
9 LET’S EXPLORE THE CITY!
crossings. Can learners find a zebra crossing in
the big picture?
•
What do you have to do before crossing the
street? For example, look at the traffic lights,
look both sides before crossing, cross at the
zebra crossing, cross only with a green light.
Audioscript: Track 99
See Learner’s Book page 147.
Plenary ideas
Consolidation (15– 20 minutes)
Critical thinking opportunity: Learners conduct a
survey to find out which activities their classmates like
doing. They draw a table like the one below and choose
five activities, for example flying a helicopter, playing
football, eating watermelons, etc. They ask five learners
if they like the same activities. They answer using So do
I! or I don’t!
Jimmy
Anil
Claire
Fabio
Amaya
flying in a
helicopter
So do I!
So do I!
So do I!
So do I!
I don’t!
Learners do Activities 1 and 2 on page 123.
playing
football
I don’t!
I don’t!
So do I!
So do I!
So do I!
Workbook answers
eating
So do I!
watermelons
I don’t!
So do I!
I don’t!
I don’t!
Workbook
Activity 1
Malik likes looking at the sharks. Zak likes riding
in a helicopter. Anil likes riding the underground.
Eva likes visiting the library.
CROSS-CURRICULAR LINK
Maths: When they have finished, learners collect
the results on the board and see which activities
are the most popular.
Activity 2
Learner’s own answer.
Homework ideas
•
Ask learners to write a short report about the class
survey they conducted.
•
Home–school link: Learners make a chart like the
one they used to do the class survey, and ask their
family about which activities they like or dislike.
233
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
9.2 Let’s explore: At the aquarium
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.03, 2Ld.04
• Listening: Listen for information, listen
for detail.
2Sc.02, 2Sc.03
• Speaking: Talk about animals, describe
animals, use describing adjectives.
• Learners can listen to and
understand a description of
an aquarium.
2Rd.02
• Reading: Read and understand
instructions, read information.
2Wca.04
• Writing: Complete sentences, write
sentences.
2Ug.06, 2Uv.07
• Vocabulary: sea turtle, jellyfish, penguin,
octopus, otter, alligator, lion fish,
seahorse, shark, eel, dolphin
• Learners can act out
conversations in a shop.
• Learners can use describing
words.
• Learners can write a
description of an animal.
21st-century skills
Critical thinking: Identify missing key vocabulary.
Creative thinking: Interpret characters in a role play.
Materials: Learner’s Book pages 148–149; Workbook
pages 124–125; stickers for Unit 9
•
Ask: Have you ever been to an aquarium? What
can you see there? Elicit animal names, and
check learners’ understanding of what an
aquarium is. You may wish to show learners
some internet videos about aquariums around
the world.
•
Focus on the illustration. Ask: What is
happening at the aquarium today? Ask them to
read the poster and elicit ideas.
•
Tell learners that they are going to listen to the
announcement to learn which animal they can
meet at each time. Play the audio once. Elicit
answers.
•
Ask learners to get their stickers for Unit 9.
Ask them to listen again so that they can put
the stickers in the correct place. Play the audio
once again. Learners place their stickers.
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If learners did the homework, ask them to share the
results of their family survey with the class.
Poems galore! (5–10 minutes)
•
Ask learners to recite the zebra crossing poem in
Lesson 9.1.
•
Then, ask them to choose their favourite poem
from Units 1–9 and recite it.
Main teaching ideas
100
1 Sticker activity (15–20 minutes)
•
234
Ask learners if they have ever been to a zoo.
What animals can they see there? Elicit animal
names.
9 LET’S EXPLORE THE CITY!
Audioscript: Track 100
Welcome to the Aquarium!
Today we have some special times when you can
meet our amazing animals and learn more about
them.
At 10 o’clock, come to the octopus exhibit and
meet a very strange and clever animal. Watch our
octopus use its eight legs to open a jar and then
crawl inside it. There is a lot to learn about the
amazing, clever octopus.
At 11 o’clock, discover the surprising beauty of the
jellyfish. They’re graceful and frilly … you’ll love
watching them move. It’s like watching a strange
underwater dance. Who knew that jellyfish were so
beautiful?
At 12 o’clock, it’s lunchtime and the penguins are
hungry … and they are noisy! They are saying
‘Hurry up, hurry up – we’re hungry!’ Every day at
12 o’clock we throw fish to our penguins. You can
watch the penguins dive and catch the fish. These
black and white birds look clumsy on land, but in
the water, they are fast and graceful.
At 1 o’clock, come to the top of the big tank to
meet a huge and gentle creature – our sea turtle.
Our sea turtle is as big as a motorcycle and 30
years old. We will tell you the story of how this
huge, amazing animal came to our aquarium.
Learner’s Book answers
Learner places stickers: 10:00 octopus, 11:00 jellyfish,
12:00 penguin, 1:00 sea turtle
2 Read the describing words.
(10–15 minutes)
•
Draw learners’ attention to the words on
the page. Read each of them aloud and ask
learners to repeat after you.
•
As a class, talk about their meaning. Ask: Can
you explain this word in your own words? What
animals do they associate with each word? (For
example, ‘beautiful’ means ‘pretty’ and learners
may associate this word with a peacock.)
•
Tell the class to listen to the aquarium
recording again. Which words do they hear?
Divide the class into pairs or small groups.
•
They listen for each word, then clap when they
hear that word on the audio.
•
Ask learners: Which animal is associated with
each of the words? Elicit the answers.
Digital Classroom: Use the activity ‘It’s scary!’ to
revise the adjectives. The i button will explain how
to use the activity.
Learner’s Book answers
amazing, clever, graceful, strange, beautiful, clumsy,
fast, huge, gentle
3 Describe a mystery animal.
(15–20 minutes)
•
Focus on the pictures of aquarium animals
in Activity 1. Can learners think of any other
animals they might see at an aquarium?
(dolphin, crocodile, lion fish, seahorse, shark,
eel, otter, etc.)
•
Read the riddle and ask learners what animal
they think it is. (A shark.)
Critical thinking opportunity: Ask learners why it
cannot be a crocodile. A crocodile is also dangerous
and has big teeth too … but a crocodile does not
have fins!
•
Now ask learners to work with a partner.
They choose one of the aquarium animals and
write a description of it. Tell them to include
describing words listed in Activity 2.
•
When they have finished, they read their
description to the class and the class has to
guess the animal.
Differentiation ideas: Less confident learners may
choose to write about one or two characteristics of
the animal, for example body parts, colour or what
it can do. More confident learners can choose to
include as many details as they wish.
Learner’s Book answers
Learner writes a description of their chosen animal.
4 Listen and write. (10–15 minutes)
•
101
Focus on the illustration. Ask learners what
they would like to buy at the aquarium shop.
Elicit ideas.
235
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
•
Explain that Sami and Nasima are in the
aquarium shop. Ask: What do you think they
will buy? Elicit ideas.
•
As a class, listen to the conversations. Play the
audio once while the learners listen.
•
Play the conversations again. Learners fill in
the missing words from the conversations using
words from the box. Check as a class.
Workbook
Learners do Activities 1 and 2 on pages 124–125.
Workbook answers
Activity 1
jellyfish, eel, turtle, shark, alligator, penguin,
seahorse, octopus
J
S
E
A
H
O
R
S
E
A
Boy: Hello. Can I have that hat, please?
N
E
A
S
H
A
R
K
S
T
Seller: The one with the turtle?
F
E
L
D
O
D
U
E
E
L
U
J
E
L
L
Y
F
I
S
H
D
B
T
U
R
T
L
E
L
M
M
B
O
C
T
O
P
U
S
A
Seller: The ones with the penguins?
E
M
V
R
J
F
I
O
M
T
Girl: Yes, that’s right.
P
E
N
G
U
I
N
S
W
O
Seller: Do you want the red gloves or the grey
gloves?
U
L
U
Y
U
G
C
J
H
E
Girl: The red ones, please.
A
L
L
I
G
A
T
O
R
I
Audioscript: Track 101
Boy: No, the one with the shark.
Seller: Here you are.
Boy: Thank you.
Girl: Can I have those gloves, please?
Seller: Here you are.
Activity 2
Learner’s own answer.
Learner’s Book answers
please, with, penguins, or, Here
5 Role play with a partner. (10–15 minutes)
•
Read the conversations of Sami and Nasima
in the shop again. Then ask learners to work
in pairs and take turns to do a role play of
themselves buying something from the shop.
•
Tell them to use the mini dialogue in the
Learner’s Book as a model.
Differentiation ideas: More confident learners
may extend the dialogue and add more details. Less
confident learners can listen to the audio again
before doing their role play.
Digital Classroom: Use the activity ‘That one’ to
practise this/that/these/those and one/ones. The
i button will explain how to use the activity.
236
Plenary ideas
Consolidation (10–15 minutes)
•
Ask more confident learners to act out their role
play for the rest of the class.
Homework ideas
•
Learners choose one or two animals and prepare a
fact file. They look for information about them and
add a picture.
•
Home–school link: Ask learners to tell their family
about the aquarium animals. They could also do
the role play with their family.
9 LET’S EXPLORE THE CITY!
9.3 Social studies: Going places
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.04
• Listening: Listen for information,
listen for detail.
• Learners can listen to and
understand directions.
2Sc.06, 2So.01
• Speaking: Give directions, give
instructions, do a role play.
• Learners can give directions.
2Rd.02
• Reading: Read and understand maps
and diagrams, read a menu.
2Wca.04
• Writing: Write a recipe.
• Learners can do a role play and
order food.
2Ug.06, 2Uv.04
• Language focus: give directions
• Learners can write a recipe.
• Learners can read and
understand a map.
• Vocabulary: map, straight ahead, on
the right, past, block, turn left, up to
21st-century skills
Critical thinking: Read and interpret maps and diagrams.
Communication: Use polite forms of greetings and address.
Learning to learn: Participate in guided writing activities.
Materials: Learner’s Book pages 150–151; Workbook
pages 126–127; poster paper; sheets of paper; markers;
sticky tack; adhesive tape; maps of the city/area learners
live in; colour pencils
•
Ask: What places in your town do you like most?
Why? Elicit ideas from the class.
•
Ask learners to find the places on a map of their
city or local area.
Starter ideas
Main teaching ideas
Beginning the day (10–15 minutes)
1 Follow directions. (10–15 minutes)
•
Do the warm-up routine.
•
If learners did the homework activity from the
previous lesson, ask them to read their fact file to
the class without mentioning the animal. Can the
class guess what animal it is?
•
When they have finished, ask learners to help
you make a class poster with all the fact files and
pictures. Ask learners to choose a title for their
poster and display it in the class.
My city (5–10 minutes)
•
Elicit from the learners the information they
remember from Lesson 9.1, for example What was
the lesson about?
102
•
Focus on the city map and ask learners to
identify the places they see on it.
•
Tell the class they are going to listen to some
conversations about directions. They trace the
routes on the map as they listen.
•
Play the audio once through and ask learners
to just listen. Play it again. Learners follow the
routes on their map.
Critical thinking opportunity: Ask learners: Have
you seen this city before? Ask them to compare this
map with the picture of the city in Lesson 9.1. Is it
the same city? How do they know?
237
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Differentiation ideas: Less confident learners
may benefit from some scaffolding. Play the audio
again and ask learners to identify the expressions
used to give directions. Write these on the board –
more confident learners can say where each place is
using the expressions in the audio, for example The
skate park is on the right and the library is past the
skate park.
Audioscript: Track 102
Child: Excuse me. Where is the skate park?
Adult: Walk straight ahead. The skate park is on
the right.
Child: Excuse me. Where is the library?
Adult: Walk straight ahead. The library is just past
the skate park.
4Go straight ahead, up to the traffic light. Walk
one more block, then turn right. Walk down
that street and look to your left, near the river.
Where are you?
Learner’s Book answers
1 At the market
2 At the shopping centre
3 At the museum
4 At the Riverside Café
3 Direct your partner around the map.
(10–15 minutes)
•
Child: Excuse me. Where is the Ferris wheel?
Adult: Go straight ahead, up to the traffic light. Keep
walking straight ahead one more block, then turn
left. Walk one block and you’ll be at the Ferris wheel.
103
2 Where are you? (5–10 minutes)
•
Focus on the city map, and ask learners to
identify the places they see on it again.
Assessment idea and critical thinking opportunity:
Give learners the opportunity to transfer their
recently acquired knowledge to another context.
Give them maps of their hometown and help them
to locate the school. In pairs, they choose a place
in town and give each other directions to get there,
using Activity 3 as a model.
Digital Classroom: Use the activity ‘Turn left at
the shopping centre’ to practise following directions.
The i button will explain how to use the activity.
•
Ask learners to imagine that they are walking
through the city. They use their finger to trace
routes through the map.
•
Tell the class that they are going to listen and
follow the directions around the city, and
follow the routes with their finger.
Workbook
Play the audio once through while learners
just listen. Then ask them to place their finger
at the bottom middle of the map and play
the audio again. Learners follow the route by
tracing with their finger, saying where they are
at the end of each direction.
Workbook answers
•
Audioscript: Track 103
1Go straight ahead, then take the first left. Walk
to the end of the street. Where are you?
2Go straight ahead, then turn right at the traffic
light. Walk about a block and look to your left.
Where are you?
3Walk straight ahead, up to the traffic light.
Turn left. Walk half a block. Where are you?
238
Ask learners to work with a partner. They
choose a place on the map and give their partner
directions to get there. Ask them to use some of
the example phrases in the Learner’s Book.
Learners do Activities 1 and 2 on page 126.
Activity 1
Learners follow the directions around the map to
the dinosaur museum.
Activity 2
Learners write their own directions.
4 At the Riverside Café (10–15 minutes)
•
Ask learners what things they like to eat and
drink when they go to a café. Elicit some
answers and write the words on the board.
•
Focus on the menu. Is there anything they like
from it? Elicit opinions.
104
9 LET’S EXPLORE THE CITY!
•
Tell them they are going to listen to Rosa and
her dad talking to the waiter. Ask them to take
notes of what Rosa and her dad order.
•
Play the audio a few times. Check as a class.
Audioscript: Track 104
Waiter: Hello! Welcome to the Riverside Café. My
name is Stefan and I will be your waiter. Can I take
your order?
•
If conditions permit, you could prepare the
smoothie in the school kitchen or cafeteria.
Possible variations with this recipe: If using
a fresh (not frozen) banana, you could use
frozen strawberries instead of fresh, or you
could add a couple of ice cubes.
•
Ask learners to make their own recipe using
the one in the book as a model. They can also
draw a picture as if it was in a menu.
Rosa: Yes, can I have a chicken sandwich, please?
Workbook
Waiter: Of course. And something to drink?
Learners do Activities 3 and 4 on page 127.
Rosa: Yes. A strawberry smoothie, please.
Workbook answers
Waiter: Excellent. How about you, sir?
Activity 3
Learner writes their own menu for a café.
Dad: A salad, please.
Waiter: And something to drink?
Dad: I think I will have a strawberry smoothie too!
Learner’s Book answers
Rosa orders a chicken sandwich and a strawberry
smoothie. Dad orders a salad and a strawberry smoothie.
5 Over to you! (10–15 minutes)
•
•
•
Play the audio of Rosa and her dad talking to
the waiter again. Focus on the language used
by the waiter and the children. Ask learners to
help you write the examples on the board.
Ask learners to work in pairs and role play
being at the café with a partner. One of
them will be the waiter. The other will order
something to eat and drink.
Activity 4
Learner’s own answer.
Plenary ideas
Consolidation (20–25 minutes)
•
When learners have finished writing their smoothie
recipe, ask them to share it with the class.
•
They can vote for the yummiest smoothie!
•
Then, they can make a giant smoothie menu for the
class smoothie café. Collect the recipes and pictures,
and ask learners to help you make a poster. They
give their smoothie café a name.
•
Reflection: Ask the class how easy or hard the
lesson was. Are they happy with their work? How
would they have done things differently today, if
they had the choice?
Tell them to use the phrases in the book.
Assessment ideas: Circulate, checking for correct
pronunciation and use of language. Make notes of
mistakes for remedial work.
Digital Classroom: Use the activity ‘What would
you like?’ to reinforce listening skills and revise
asking for food in a restaurant. The i button will
explain how to use the activity.
Homework ideas
•
Ask learners to find out information about a café in
their local area. They can search the internet or ask
parents for information about it, and then prepare
a small poster. If possible, they can go to the café
with their parents or carers and look at the menu.
Then they can make their own menu with some of
the foods on offer.
•
Home–school link: Learners teach their family how
to give directions in English.
6 Strawberry smoothies (30–40 minutes)
•
Ask learners if they like smoothies. What’s
their favourite one? Elicit ideas.
•
Focus on the recipe. Ask learners to read the
ingredients. Do they think they would like it?
239
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
9.4 Use of English: The past, present and future
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen for detail, listen to a
dialogue.
• Learners can listen to and
understand a dialogue.
2Sc.02, 2So.01
• Speaking: Talk about activities in the
past, present and future.
• Learners can talk about activities
in the past, present and future.
2Rm.01
• Reading: Read information in a
brochure.
• Learners can write about activities
in the past, present and future.
2Wca.05
• Writing: Write about activities in
the past, present and future, write a
postcard.
• Learners can write a postcard.
2Ug.03, 2Ug.04,
2Ug.05
• Language focus: revision of present,
past and future
• Learners can classify activities
according to time.
21st-century skills
Critical thinking: Classify information, making inferences.
Communication: Talk about their day, interests and other topics suitable for primary school.
Values: Work together according to own capacities to achieve an objective.
Materials: Learner’s Book pages 152–153; Workbook pages 128–129; poster paper; strips of paper; card; different
coloured cards (red, green and yellow); drawing materials
LANGUAGE BACKGROUND
Remind learners of the form and use of the present simple, past simple and future simple. You could ask
learners to work together and make a poster comparing the three tenses.
Tense
Form
When to use
Useful words
Past simple
was – were
Something happened
in the past.
ago, yesterday, last
(year)
Habits, things that
happen in the present.
always, never,
sometimes
Things that happen in
the future.
tomorrow, next (month)
Regular verbs: verb + -ed = e.g. played
Irregular verbs: go – went
Auxiliary: did
Present
simple
Verb – I, you, we, they
Future
simple
Will + verb
240
Verb + -s – he, she, it
9 LET’S EXPLORE THE CITY!
Common misconceptions
Misconception
How to elicit
How to overcome
Learners frequently confuse the
past and the present simple, for
example I go to school yesterday.
Write the wrong sentence on the
board, for example I go to school
yesterday. Ask learners When
did you go to school? Elicit the
answer. Ask: How do you know?
Some learners will point out the
word ‘yesterday’.
Remind the class of when they use
the past tense. Elicit words that
indicate that an action happened
in the past, for example last …,
ago, yesterday.
Starter ideas
•
Beginning the day (10–15 minutes)
Play the audio at least twice and learners put
the activities in the correct place.
•
Check as a class.
•
Do the warm-up routine.
•
Ask learners to show the menu they did for
homework from the previous lesson. Invite them to
tell the class about the café and the food they offer.
Critical thinking opportunity: Ask learners what
elements in the dialogue helped them to decide
whether the children do things today or will do
things tomorrow.
•
Ask learners to imagine they are going to open a
café. Ask them: What will you include in the menu?
Will you include cakes? Elicit ideas from the class
using the future tense.
Audioscript: Track 105
Past and present (10–15 minutes)
•
Revisit informative texts from earlier units with the
class. Ask: Do you remember what firefighters do?
Where do termites live? How long is your shadow
at midday? Ask a variety of questions and elicit
answers using the present simple.
Main teaching ideas
105
Ask them to look for these time
indicators in sentences. They circle
the time indicators and decide
what tense to use. You can use this
strategy to help them identify all
three tenses.
1 A great day today! A great day
tomorrow! (10–15 minutes)
•
Ask learners what exciting things they can do
in the city. Elicit ideas.
•
Focus on the brochure. Ask learners to read
and look at the pictures. What activities are
included? Which would they like to do?
•
Tell the class they are going to listen to two
children talking about what they did in the city
today, and what they will do tomorrow.
•
They listen and fill in the chart. Ask: Did they
do it today or will they do it tomorrow?
Boy: I had a great day today!
Girl: I did too! We did a lot of fun things.
Boy: Yes, we went skateboarding ...
Girl: And we watched a puppet show ...
Boy: And we ate at the Rooftop Café!
Girl: What will we do tomorrow? Let’s look at
the brochure.
Boy: OK, let’s see ... Hmm ... I know! We will visit
the zoo!
Girl: Good idea! And we will watch a
dolphin show ...
Boy: And then we will ride the Ferris wheel!
Girl: That’s an excellent plan! We’ll have a great
day tomorrow too!
Learner’s Book answers
Today – skateboarding, puppet show, Rooftop Café
Tomorrow – zoo, dolphin show, Ferris wheel
241
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
2 Write and draw. (15–20 minutes)
•
•
Ask learners to pretend they are the brother or
sister that they heard on the audio.
What are you doing now at the zoo?
Ask them to write a postcard telling a friend
what they did in the city today, and what they
will do tomorrow.
I am talking with a turtle.
•
Tell them to use the notes on the Today/
Tomorrow chart to write their postcard.
•
When they have finished, ask learners to draw
a picture of a city place they wrote about, on
the other side of their ‘postcard’.
Assessment ideas: When learners have finished
writing a first draft, they exchange their postcard
with a partner and comment on each other’s
postcard using the ‘three stars and a wish’ mode
of assessment: they make three positive comments
about their partner’s postcard, and one thing
they wish was different or could be improved.
When learners get their postcard back, they make
improvements if necessary, and write the final
version.
•
When all learners have finished, ask them to
share their postcards with the class.
I am dancing with a duck.
What did you do yesterday at the zoo?
I ran with a rabbit.
I waved to a whale.
Activity 2
a What will you do at the zoo? I will wave at the
animals.
b What will you play at the swimming pool? I will
play catch.
c What will you see at the museum? I will see my
favourite dinosaur.
d What will you buy at the market? I will buy
some bananas.
3 Sort and write. (10–15 minutes)
•
Focus on the photos that show a brother and
sister visiting the Rooftop Café. Explain that
the images are in the wrong order, and learners
need to work in pairs to put them in the
correct order.
Language detective (5–10 minutes)
•
Ask learners to read and answer the questions.
•
Ask: What words help you decide if a sentence
refers to the past or the future? Elicit answers
and prompt learners to explain how they know.
•
•
Ask learners to provide more examples of
sentences about something that happened in
the past and in the future.
Learners put a number in each image’s box to
show the order. They then write a caption for
each image using the present continuous.
•
Tell them to use the first caption as a model.
•
When they have finished, pairs share their
work with the class.
Digital Classroom: Use the grammar presentation
‘Yesterday, today and tomorrow’ to revise past
simple, present continuous and future (will). The
i button will explain how to use the grammar
presentation.
Workbook
Learner’s Book answers
Order is firm, but sentences can vary. Picture C: The
brother and sister are going to the Rooftop Café
with their parents. Picture: D They are ordering
food. Picture: A They are eating the food. Picture B:
They are saying goodbye and leaving the café.
Learners do Activities 1 and 2 on pages 128–129.
Workbook answers
4 It’s your turn to choose! (15–20 minutes)
•
Ask learners to read the ‘Discover the fun’
brochure again. Ask: What would you like to
do tomorrow?
•
Each learner chooses one activity and writes
their choice on a strip of paper using the
future tense.
Activity 1
I will build with a bee.
I will play catch with a cow.
242
9 LET’S EXPLORE THE CITY!
•
When they have finished, ask learners to sort
the sentence strips into piles as a class. Then
they tape each pile together into one long strip.
Values: When they have finished, display their poster
and praise the fact that they have all worked together
and contributed to achieve a goal.
•
The longest strip is the winner – this is the
activity that most learners would like to do.
Assessment ideas: Video-record learners as they work
together. If appropriate, send a copy to parents. Keep a
copy in their portfolios.
•
Workbook
Learners do Activity 3 on page 129.
Workbook answers
Activity 3
Learner’s own answers.
Reflection: Bring red, yellow and green cards to
class. Ask learners to think how easy or difficult
they found the lesson, and how happy they are with
their performance. Tell them to choose a card to
reflect this – green for very happy, yellow for OK
and red for not happy. Once everyone has chosen
their card, ask volunteers to explain why they have
chosen it. Can they think of ways to improve, or
ways in which they can help each other?
Homework ideas
Plenary ideas
Consolidation (20–30 minutes)
•
Learners create a class brochure with activities of
their choice.
•
They make a poster advertising the activities using
the brochure in the book as a model.
•
Learners pretend they are on holiday their family,
and they write a postcard for the class.
•
Home–school link: Learners show the brochure to
their family and ask them to choose the activities
they will do.
9.5 Words and sounds: Opposites
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01, 2Ld.02
• Listening: Listen for detail.
2Sc.04, 2Sc.06
• Speaking: Use opposite words,
dramatise opposites, read a song.
• Learners can listen to and
understand a song.
2Rd.01
• Reading: Sing a song.
2Wca.02, 2Wca.04,
2Wor.02
• Writing: Complete a text, write
sentences.
• Language focus: opposite words
• Vocabulary: bridge, plane, traffic light
• Learners can sing a song.
• Learners can dramatise
opposites.
• Learners can identify opposites.
• Learners can complete sentences
with opposites.
21st-century skills
Creative thinking: Respond to songs and rhymes in different ways.
Communication: Change sound levels and pitch to dramatise a text.
Materials: Learner’s Book pages 154–155; Workbook pages 130–131; file cards; pencils; stickers for Unit 9
243
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
If they have done the homework activity from the
previous lesson, ask learners to share their family
postcards with the class.
What will you do? (10–15 minutes)
•
Ask learners to play a mime game. Divide the class
into two groups.
•
One member of group A asks group B: What will
I do tomorrow? They mime an action. Group B
guesses and says: You will …
Main teaching ideas
106
1 Listen, sing and act it out. (15–20 minutes)
•
Tell learners they are going to listen to and
sing an opposites song. Ask them to read the
words of the song through before they listen.
•
Divide the class into two groups: Group A will
sing the red words. Group B will sing the blue
words. Everyone will sing the black words.
Activity 2
Learner changes the picture by following the
instructions.
2 Words that end in -ly (5–10 minutes)
•
Ask the class to look at the words ending in
-ly. Ask them to read each of the words aloud.
•
Tell learners that they are going to listen to a
recording of these words. When they hear each
word, they point to it and say it with feeling –
for example, if the word is slowly, they say the
word slowly. If the word is happily, they say it
in a happy voice.
•
Play the audio once and ask the learners to
just listen.
•
Then play it again and ask learners to repeat
with feeling.
Audioscript: Track 107
s-l-o-w-l-y
•
Play the audio a few times and encourage
learners to join in.
quickly!
•
Ask learners to work in pairs (or as a class)
and look at the opposite words at the ends of
the sentences. How many pairs can they make?
Ask volunteers to write the pairs on the board.
quietly
•
Ask learners to act out the pairs of opposites.
Digital Classroom: Use the activity ‘Opposites’ to
revise the opposites’ pairs. The i button will explain
how to use the activity.
Audioscript: Track 106
LOUDLY
happily!
sadly
angrily!
3 Team game: Guess the word!
(15–20 minutes)
•
Divide the class into teams of four and give
each team four cards. Each team member
writes a sentence on one card. Each sentence
must end with a different word that ends in -ly.
•
Then choose one team and ask them to pick
one of their cards. They act out the sentence as
a group.
•
The other teams try to guess the -ly describing
word they are acting. They write the word on a
piece of paper.
•
If they guess the correct word, they get one
point. Repeat until all groups have acted out
and guessed words. Who is the winner?
See Learner’s Book page 154.
Workbook
Learners do Activities 1 and 2 on page 130.
Workbook answers
Activity 1
up – down, right – wrong, lost – found, strong –
weak, low – high, hot – cold
244
107
9 LET’S EXPLORE THE CITY!
4 Sticker activity (10–15 minutes)
•
•
•
Plenary ideas
Tell learners to get their stickers for Unit 9.
They put them on the City page of the Picture
Dictionary (page 171).
Consolidation (5–10 minutes)
•
Sing the ‘Opposites’ song as a class.
Then ask them to think of something they
find in a city that is not already on the Picture
Dictionary page.
•
Ask learners to mime the opposites as they sing.
They draw a picture and write the word in the
bottom corner of the page.
Workbook
Homework ideas
•
Learners choose words ending in -ly and write
sentences using them. Then they draw a picture or
make a collage to illustrate the sentence.
•
Home–school link: Learners teach the ‘Opposites’
song to their family.
Learners do Activity 3 on page 131.
Workbook answers
Activity 3
a quickly, b slowly/sadly, c loudly, d angrily,
e quietly, f happily, g sadly
9.6 Read and respond: City Mouse and Country Mouse
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.04
• Listening: Listen for detail.
2So.01, 2Sc.02,
2Sc.04
• Speaking: Discuss a story, give
reasons, act out a story.
• Learners can listen to and
understand a story.
2Rd.02, 2Rd.04
• Reading: Read and understand a story.
2Wca.05
• Writing: Answer questions.
• Vocabulary: change places, show,
wonderful, bright, lights, party,
amazing, picnic, berries, nuts, hide,
owl, scary
• Learners can discuss a story.
• Learners can give opinions and
justify preferences.
• Learners can discuss living in the
city or in the country.
• Learners can act out a story.
21st-century skills
Critical thinking: Make predictions and estimations from given information, identify characters, setting,
plots and themes in a story.
Communication: Change sound levels and pitch of voice when doing drama or acting a role in a play to
communicate different emotions.
Values: Appreciate own home.
245
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Materials: Learner’s Book pages 156–159; Workbook
pages 132–133; samples of fables; dictionaries;
Photocopiables 3 and 40; lollipop sticks; scissors; glue;
card to mount the puppets; coloured pencils; pictures
from magazines of different environments: a cinema,
lots of cars, a farm, mountains, an underground train,
etc. (optional)
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Divide the class into two groups. Groups choose
five words from Unit 9. They take it in turns to
mime the words. The other group guesses what
they are.
Stories (15–20 minutes)
•
Ask learners what they like more – city life
or country life. Are they country mice or city
mice? Tell them to think about this as they
read the story.
City Mouse and Country Mouse
(10–15 minutes)
•
Ask learners to read and listen to the story.
•
Play the audio twice.
•
Ask learners to circle unfamiliar words. Then in
pairs, they discuss the meaning. If necessary, they
can look the words up in a dictionary.
•
Focus on pronunciation. Draw attention to the
difference between scary/scared and to the different
pronunciation of the hard c and the soft c in: city,
Cindy, country, Callie, Carlos, cat, picnic.
•
Remind learners of the many texts they have read
during the year – stories, poems and informative
texts. Ask them to explain the characteristics of each.
Digital Classroom: Use the activity ‘Town or
country?’ to reinforce comprehension of the
story. The i button will explain how to use the
activity.
•
Focus on the pictures on pages 156–159 in the
Learner’s Book and ask learners to predict what the
text is going to be about. Do they know this story?
Audioscript: Track 108
•
Tell the class that ‘The City Mouse and the Country
Mouse’ is a very old story. It first appeared as one
of Aesop’s Fables.
CROSS-CURRICULAR LINK
Literature: Ask if anyone knows what a fable
is. If possible, bring two or three fables to class
and read short extracts. What do the learners
notice about all of them? For example, the main
characters are all animals, they act like people,
some animals are very clever, they always teach
something.
Main teaching ideas
1 Making connections (5–10 minutes)
246
•
Focus on the introduction text. Tell the class
that some people like the city. Others like the
country. Why do they think this is so?
•
Encourage the class to make a connection
between what happens in the story and what
happens in real life.
See Learner’s Book pages 156–159.
2 Talk about it (10–15 minutes)
•
Discuss the story as a class. Focus on the
questions and elicit answers from learners.
•
Alternatively, you could ask learners to work
in pairs and answer the questions.
•
Then check as a class.
Learner’s Book answers
aCallie liked the city because the streets were full of
life. There were shops and cafés, bright lights and
music. She said it was amazing.
bShe did not like the scary cat. The city was too
scary.
cCindy liked the country because it was beautiful. She
also liked the food and the birds singing.
d She did not like the scary owl.
108
9 LET’S EXPLORE THE CITY!
•
Remind the class of the question you posed
before reading: Are you a country or a city
mouse? Which do they like better, the city or
the country?
•
Ask learners to talk about it with a partner.
They explain what they like about the city or
the country.
•
Then they share their ideas with the class.
How many of them prefer the city? How many
prefer the country?
•
Ask learners to pair up with a partner who
prefers the same place. Together, they plan
a trip to the place they like best. They write
some sentences about it, and about what they
will do there.
Workbook
Learners do Activity 1 and the Challenge on page 132.
Workbook answers
Activity 1
a shop, b café, c nuts, d building, e owl, f bees,
g taxi
Challenge
We like the places that we know best.
3 Values. East, west, home is best.
(10–15 minutes)
•
Carry out this activity as think-pair-share.
•
Ask learners to read the question and then
reflect on it individually, and think of the answer.
They could write a few notes about their ideas.
•
Then, ask learners to pair up with a partner
and compare their answers.
•
When pairs have discussed, they then get together
with other pairs and share their thoughts.
Critical thinking opportunity: Ask the class what
they think the title of the activity means. (It does
not matter where you go or how pretty the place
may look – your own home will always be the best
place.) Encourage learners to justify their ideas.
Assessment ideas: When they have written their
sentences, ask learners to exchange their plan with
another pair and give each other feedback, using
the peer editing checklist on Photocopiable 3. In
addition, ask learners to use the ‘three stars and
a wish’ mode of assessment: make three positive
comments, three things they like about each other’s
work and one thing they wish was different or could
be improved. When learners get their work back,
they make changes according to feedback. They
write the final version.
•
When they have finished, they draw a picture.
Learner’s Book answers
Learner’s own answer.
4 Write and draw. (25–30 minutes)
•
•
Prepare the learners for this activity by talking
about cities and countryside. Come up with
some ideas through an oral discussion as some
learners may be familiar only with one or other
environment.
Provide a list of things found in the city and
things found in the countryside, or show
pictures from magazines, for example birds
and animals, a cinema, lots of cars, a farm,
mountains, an underground train.
Critical thinking opportunity: Learners decide
where they would find them, town or country or
both. You could help learners make a graphic
representation on the board through a Venn
diagram and ask learners to fill it in.
Workbook
Learners do Activities 2, 3 and the Challenge on
page 133.
Workbook answers
Activity 2
a Callie, b Cindy, c Cindy, d Callie
Activity 3
It is an owl. It lives in the countryside.
Challenge
Learner’s own answer.
247
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Plenary ideas
Drama: Remind the class of the importance
of changing the pitch of their voice and the
intonation to impersonate their character. Also,
emphasise the importance of using the correct
body language.
Consolidation (35–45 minutes)
CROSS-CURRICULAR LINK
Arts and crafts: Ask learners to work in small
groups. They decide which character they want to
be. Give out Photocopiable 40 so that they can
make their characters.
Provide the necessary elements for learners to
cut out and colour the characters. They mount
them on card and glue them onto lollipop sticks
to make puppets. When the puppets are ready,
learners use them to rehearse and then act out
the story.
Differentiation ideas: Less confident learners
could read their parts from the book, while more
confident learners may try to memorise their lines.
Homework ideas
•
Ask learners to make a small poster of the things
they can do in a city and things they can do in the
countryside.
•
Learners search the internet or ask their family for
another fable. They can read it and make a series
of pictures that tell the story. They then write a
caption for each picture.
•
Home–school link: Learners read the fable to their
family.
9.7 Project challenge
LEARNING PLAN
Learning objectives
Learning intentions
Success criteria
2Ld.01
• Listening: Listen to and follow
instructions.
• Learners can listen to and follow
instructions.
2Sc.02
• Speaking: Present your project to
the class.
• Learners can read and understand
instructions.
2Rd.03
• Reading: Read instructions.
2Wca.04, 2Wca.05,
2Wor.02
• Writing: Write sentences.
• Learners can write a poem about
their favourite place.
• Language focus: Unit 9 review
• Vocabulary: Unit 9 review
• Learners can make their own café.
• Learners can plan an end-of-school
celebration.
• Learners can present their projects
to the class.
21st-century skills
Critical thinking: Record information in different ways.
Communication: Share thoughts with others to help develop ideas and solve problems.
Learning to learn: Show ability to think about how well they are learning, listen and respond positively to
feedback.
248
9 LET’S EXPLORE THE CITY!
Materials: Learner’s Book pages 160–161; Workbook
pages 134–135; writing and drawing supplies; sheets of
card or paper; glue; pictures from magazines; sheets of
poster paper; internet connection (optional); magazines;
scissors; Photocopiables 4 and 5
B: Make your own café (30–45 minutes)
Starter ideas
Beginning the day (10–15 minutes)
•
Do the warm-up routine.
•
Recap with learners what they have learned in this
unit. What things have they liked most? What new
things have they learned? What kinds of holidays
do they like most? What is their favourite word in
this unit?
If learners have read a fable at home, ask them to
bring their pictures in and retell it to the class.
Main teaching ideas
•
Learners choose an end-of-unit project to work
on. Look at the examples in the pictures and help
learners to choose. Provide materials. Remember
that all the projects are pair or group projects.
A: Write a poem about your favourite place
(30–45 minutes)
Read the instructions and give learners writing
and drawing materials.
•
They discuss the questions and the menu.
•
They write the menu and role play the
situations.
C: Plan an end-of-school celebration
(30–45 minutes)
Fables (10–15 minutes)
•
•
•
Ask learners to think about what they want to
do for their end-of-school celebration. Some
examples could include playing games, singing
karaoke, putting on a sports event, planning a
special assembly.
•
They brainstorm ideas, then they make a
poster outlining their ideas.
•
Ask learners to write and draw what they will
do at their celebration on the poster.
•
They could write invitations for the party.
Plenary ideas
Project reflection (10 minutes)
•
Learners present their projects to the class.
•
Ask learners to read the question and reflect. Ask:
What part of this project did you like best?
•
Read the directions in the Learner’s Book.
Give out drawing and writing supplies.
•
They can discuss their ideas with a partner, and
then as a class.
•
Learners write poems about their favourite
place using the questions as a guide.
•
•
You may want to encourage learners to use a
graphic organiser (Photocopiable 5) to record
answers to questions as the first step in writing
their poem (What can you see, hear, do? How do
you feel?).
You may want to distribute Photocopiable 4. This
photocopiable invites learners to reflect on their
project experience and assess their strengths and the
challenges within 21st-century skills: collaboration,
communication, creativity and critical thinking.
•
Ask the class to reflect and think what they would
have done differently if they had the choice. Then
discuss as a class. Ask learners how they could help
each other do things differently (and better!).
•
You could ask learners to keep a learning log in
their portfolio. They write one or two sentences
about how they perceive their performance and
what they have learned. Help with additional
vocabulary if necessary.
•
Learners draw the pictures to illustrate their
poem, and give it a title.
•
Ask learners to collect their poems to make a
class poem book. They write the book title and
the authors’ names on the cover.
•
They then display their book, and read the
poems to the class.
249
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Workbook
Learners do the Check your progress quiz on
pages 134–135.
Look what I can do! (15 minutes)
•
Review the I can … statements. Learners
demonstrate what they can do.
•
Remind learners of the question at the beginning of
the unit: What can you see and do in a city? Ask them
to discuss the things they have learned in this unit.
Workbook answers
1 b, 2 a, 3 b, 4 b, 5 b
6 stand
7 She is at a café, sipping a drink.
8 They are having a picnic in a park.
Homework ideas
•
Home–school link: Learners show their parents the
projects and tell them what they have done.
Workbook
Learners do the Reflection on page 135.
Teacher script – Check your progress
Read the script aloud, slowly and clearly. Learners
complete the questions.
1 Can I have that hat? The one with the alligator.
2 Oh, there are a lot of books to choose from!
3 Can I have some cake? I love cake.
4Can I have some orange juice? Only a small
glass, please.
5 I would like to go to a big city for my holiday.
250
Workbook answers
Reflection
Learner’s own answer.
CHECK YOUR PROGRESS
Check your progress:
Thinking in 3s
Check your progress game Units 7–9
LEARNING PLAN
•
Use of English: past simple, present simple,
future simple, questions, follow directions,
spelling
•
Vocabulary: clothes, plants, weather,
opposites, cities, things in a house, things to do
Materials: Learner’s Book pages 162–163;
Photocopiables 41 and 42; matching word and
picture cards for the vocabulary to be reviewed (for
example, Pelmanism cards previously used); scissors;
small objects, for example coins, paper clips, pebbles
(optional); sticky tape (optional); number cards – 12
cards are provided in Photocopiable 10
How to play
•
Explain the rules of the game. Divide the class into
pairs or small groups of three.
•
Explain the rules of the game. Divide the class into
pairs, or small groups of three.
•
Give groups the materials they need to play. They
cut out the 12 number cards from Photocopiable
10 and shuffle them. They cut out the three game
markers from Photocopiable 41 and fold them so
they stand up. (If you prefer, instead of the game
markers learners could use small objects such as
coins, paper clips, pebbles; or you could tape the
pictures to coins.)
•
Groups play until there is a winner. Groups tell the
class who has won.
Starter ideas
Homework ideas
•
Play a game to revise the vocabulary of Units 7–9.
•
Mystery picture: Ask a volunteer to come to the
board and show them a picture, or whisper a word
into their ear. The learner draws the picture on
the board, and the first learner to guess what the
picture is can come up to the board to draw the
next one. This can also be played in teams with a
point system.
Give each learner a copy of Photocopiable 42 to take
home, so their family can find out more about what they
have learned in Units 7–9.
251
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Index of
photocopiables
The following photocopiables can be downloaded from Cambridge GO.
1 Writer’s checklist A (multiuse)
22 Family letter (Unit 3, Lesson 7)
2 Writer’s checklist B (multiuse)
23 Make hand shadows (Unit 4, Lesson 2)
3 Peer editing checklist (multiuse)
24 Phonics Pelmanism game (Unit 4, Lesson 5)
4 Reflect on your learning (multiuse)
25 Weather symbols (multiuse)
5 Graphic organiser (multiuse)
26 Group game: Smile! (Unit 5, Lesson 1)
6 The alphabet in pictures (Starter unit, Lesson 1)
27 Ruler (Unit 5, Lesson 3)
7 Introduce your partner (Starter unit, Lesson 1)
28 Phonics Pelmanism game (Unit 6, Lesson 5)
8 Family letter (Starter unit, Lesson 2)
29 Puppets: Little Ant (Unit 6, Lesson 6)
9 Days of the week (Unit 1, Lesson 1)
30 Life cycle of a caterpillar (Unit 6, Lesson 7)
10 Number words 1–12 (multiuse)
31 Last year and yesterday (Unit 6, Lesson 7)
11 Prompts for chapter writing: This is our school
(Unit 1, Lesson 6)
32 Family letter (Unit 6, Lesson 7)
12 Survey chart (Unit 1, Lesson 7)
13 The people in my family (Unit 2, Lesson 1)
14 Phonics Pelmanism game (Unit 2, Lesson 5)
15 Treasure map (Unit 2, Lesson 4)
16 Survey chart: Jobs (Unit 2, Lesson 7)
17 Chatterbox game: Pick a colour, pick a number
(Unit 3, Lesson 2)
18 Chatterbox game: Make your own game!
(Unit 3, Lesson 2)
19 New verses for a song (Unit 3, Lesson 5)
20 Phonics Pelmanism game: long vowels
(Unit 3, Lesson 5)
21 Check your progress game: Treasure hunt
(Unit 3, Lesson 7)
252
33 Grow an onion in water (Unit 7, Lesson 2)
34 Phonics Pelmanism game (Unit 7, Lesson 5)
35 Kevin’s house (Unit 8, Lesson 2)
36 Experiment: Will it slide? (Unit 8, Lesson 4)
37 Make a pop-up paper house (Unit 8, Lesson 5)
38 Phonics Pelmanism game (Unit 8, Lesson 5)
39 Fact sheet: Animal homes (Unit 8, Lesson 6)
40 Puppets: City Mouse and Country Mouse
(Unit 9, Lesson 6)
41 Thinking in 3s (Unit 9, Lesson 7)
42 Family letter (Unit 9, Lesson 7)
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 1: WRITER’S CHECKLIST A, UNITS 1–7
PHOTOCOPIABLES
Name ___________________________________ Date _____________
Photocopiable 1 – Writer’s checklist A
Words that begin with a capital letter
The first word of a sentence begins with a capital letter.
This is a book.
The word I is always written with a capital I.
Look, I can jump!
A name begins with a capital letter.
Tanya
Mr Kim
England
The name of a city, country or school begins with a capital letter.
Mecca
Korea
International School
The days of the week begin with a capital letter.
Monday
Tuesday
The names of the months begin with a capital letter.
January
February
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
253
1
CAMBRIDGE GLOBAL
ENGLISH
2 PHOTOCOPIABLE
2: WRITER’S
CHECKLIST B, UNITS 4–7
CAMBRIDGE
GLOBAL
ENGLISH
2: TEACHER’S
RESOURCE
Name ___________________________________ Date _____________
Photocopiable 2 – Writer’s checklist B
Final punctuation
Most sentences end with a full stop.
My name is Tony.
A question ends with a question mark.
What’s your name?
A sentence that shows surprise or excitement ends with an exclamation mark.
My name is Tony too!
Check the verb form!
Present simple
We usually add ‘s’ to a verb after one person o
or thing.
I sing.
The birds sing.
The boy sings.
With verbs that end in sh, ch, ss or x, we add ‘es’.
I wash my hands.
Amy washes
her hands.
Tomas and Daniel
wash their hands.
Present continuous
Use I am . . ., You are . . ., He is . . ., She is . . ., We are . . ., They are . . .
I am talking.
We are waving.
You are talking.
You are eating.
He is sitting. She is standing.
They are painting.
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
254
2
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 3: PEER EDITING CHECKLIST, UNITS 5, 7 AND 9
PHOTOCOPIABLES
Name ___________________________________ Date _____________
Photocopiable 3 – Peer editing checklist
Writer: __________________________________
Peer editor: ______________________________
Check your partner’s writing for these things.
Circle any mistakes.
Tick each box when you are done.
The first word of each sentence begins with a capital letter.
Each sentence ends with a full stop or question mark.
The writer followed the directions for this writing activity. (If not, talk
to the writer.)
I can understand what the writer is saying. (If not, talk to the writer.)
I checked for missing words.
I checked the grammar.
The handwriting is clear and easy to read. (If not, talk to the writer.)
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
255
3
CAMBRIDGE GLOBAL
ENGLISH
2 PHOTOCOPIABLE
4: REFLECT
ON YOUR LEARNING, UNITS 2–9
CAMBRIDGE
GLOBAL
ENGLISH
2: TEACHER’S
RESOURCE
Name ___________________________________ Date _____________
Photocopiable 4 – Reflect on your learning
I can work with my gro
group to make a project.
I can read and understand.
 Yes! It’s easy.
 Sometimes. It’s pretty hard.
I can talk and plan.
 Yes! It’s easy.
 Sometimes. It’s pretty hard.
I can draw.
 Yes! It’s easy.
 Sometimes. It’s pretty hard.
I can write.
 Yes! It’s easy.
 Sometimes. It’s pretty hard.
I can share with the class.
 Yes! It’s easy.
 Sometimes. It’s pretty hard.
256
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
4
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 5: GRAPHIC ORGANISER, UNITS 1, 2, 4, 8 AND 9
PHOTOCOPIABLES
Name ___________________________________ Date _____________
Photocopiable 5 – Graphic organiser
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
257
5
258
δʹ̴’Š ’̴
͹Ǥʹε
ʹͲš
ʹͲε
δʹ̴’Š ’̴
͹Ǥ͵ε
ʹͲš
ʹͲε
δʹ̴’Š ’̴
͹ǤͶε
ʹͲš
ʹͲε
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
δʹ̴’Š ’̴
͹Ǥͺε
ʹͲš
ʹͲε
δʹ̴’Š ’̴
͹Ǥͳε
ʹͲš
ʹͲε
δʹ̴’Š ’̴
͹Ǥͷε
ʹͲš
ʹͲε
Photocopiable 6 – The alphabet in pictures
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 6: THE ALPHABET IN PICTURES, STARTER UNIT LESSON 1
δʹ̴’Š ’̴
͹Ǥ͸ε
ʹͲš
ʹͲε
δʹ̴’Š ’̴
͹Ǥ͹ε
ʹͲš
ʹͲε
6
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 7: INTRODUCE YOUR PARTNER, STARTER UNIT LESSON
1
PHOTOCOPIABLES
Name ___________________________________ Date _____________
Photocopiable 7 – Introduce your partner
Interview your partner. Complete these sentences.
Then introduce your partner to the class.
Draw two things your partner likes.
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
7
259
CAMBRIDGE GLOBAL ENGLISH 2 PHOTOCOPIABLE 8: FAMILY LETTER, STARTER UNIT LESSON 2
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Photocopiable 8 – Family letter
Dear family,
It’s a new school term and we are excited to be starting Cambridge Global
English Stage 2.
In the Starter unit, children say hello to each other and talk about their
name, age and things they like. They review the alphabet as they spell their
names aloud. They learn the months of the year as they sing a calendar
song and talk about their birthdays.
Family fun
In class, we encourage children to look up English words they do not know using
a dictionary or online app. You can help your child to build this skill at home.
 Words of the week. With your child, think of something you would like to say
in English. It can be a word or a phrase. Look it up together. Write it down.
Practise saying it as often as you can.
 Sing! Songs are a wonderful way to learn a new language. Look up simple
children’s songs on the internet and sing along.
Finger puppets
Help your child cut out the puppets. (Fold to cut out the finger holes.)
Your fingers will be the puppets’ arms! Put the puppets on and have a puppet
conversation with your child. Ask: What’s your name? How do you spell
your name? How old are you? When is your birthday?
260
Cambridge Global English – Elly Schottman © Cambridge University Press 2021
8
CAMBRIDGE GLOBAL ENGLISH 2: END OF UNIT 1 QUIZ
UNIT 1 QUIZ
Name ___________________________________ Date _____________
End of Unit 1 quiz
Vocabulary 1
Write the days of the week.
Example:
d
y
e
1
2
5
d
W
s
e
a
r
y
a
d
F
i
a
u
3
4
n
_________________
y
s
d
e
T
S
y
n
d
a
u
d
u
t
y
S
r
a
a
y
M
n
d
o
a
Wednesday
_________________
_________________
_________________
_________________
261
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
1
CAMBRIDGE GLOBAL ENGLISH 2: END OF UNIT 1 QUIZ
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Vocabulary 2
Match the pictures and words.
Example:
clock
6
book
7
calendar
8
tablet
9
map
10
backpack
262
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
2
CAMBRIDGE GLOBAL ENGLISH 2: END OF UNIT 1 QUIZ
UNIT 1 QUIZ
Grammar 1
Look at the pictures. What belongs to each child?
Example:
Chau’s
book
11 ________________ key
12 ________________ lunchbox
13 ________________ pencil
14 ________________ phone
15 ________________ notebook
263
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
3
CAMBRIDGE
GLOBAL
ENGLISHENGLISH
2: END OF UNIT
1 QUIZ
CAMBRIDGE
GLOBAL
2: TEACHER’S
RESOURCE
Grammar 2
Draw a circle round the correct word.
Example:
This is Philippe’s
backpack.
What does he
have in it / one?
How many books
are there?
16
There is / are
four books.
How many red
backpacks are there?
17
There is / are one
red backpack.
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
264
4
CAMBRIDGE GLOBAL ENGLISH 2: END OF UNIT 1 QUIZ
UNIT 1 QUIZ
What does Marco
do on Wednesday?
18
He play / plays
football.
Is this lunchbox
yours?
19
Yes, it’s mine / yours.
Is this your
pencil?
20
Which one / mine?
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
5 265
CAMBRIDGE
GLOBAL
ENGLISH
2: PROGRESS
QUIZ 1 RESOURCE
CAMBRIDGE
GLOBAL
ENGLISH
2: TEACHER’S
Name ___________________________________ Date _____________
Progress quiz 1
Vocabulary
Write the numbers.
Example:
ten
1
seventeen
2
eleven
3
eight
4
twelve
5
fifteen
266
10
___________
CAMBRIDGE GLOBAL ENGLISH 2: PROGRESS QUIZ 1
PROGRESS QUIZ
Grammar 1
Match the words to make sentences.
Example:
Li Wei likes oranges
are three birds in the tree.
6
Wave your
but I don’t.
7
I like
is wearing a green t-shirt.
8
Rasha
ride a bicycle.
9
Look, there
running and swimming.
10 Tom can’t
left hand.
267
Cambridge Global English – Helen Tiliouine © Cambridge University Press 2021
2
CAMBRIDGE GLOBAL ENGLISH 2: PROGRESS QUIZ 1
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Grammar 2
Draw a circle round the correct word.
Example:
How do you spell / spelling your name in English?
11 I can’t swim or / but ride a bicycle.
12 This is my / mine classroom.
13 Nandi live / lives in a city.
14 Who / Where is the sports shop?
15 What / Where does Daniela have in her backpack?
268
CAMBRIDGE GLOBAL ENGLISH 2: PROGRESS QUIZ 1
PROGRESS QUIZ
Reading and writing 1
Look at the picture. Write yes or no.
Examples:
There is an apple next to the scissors.
yes
There are some pencils in the boxes.
no
16 There are some books next to the boxes.
17 There is a ball under the table.
18 There are some scissors on the paper.
19 The ball is between the boxes.
20 There is a pencil under the books.
269
CAMBRIDGE GLOBAL ENGLISH 2: PROGRESS QUIZ 1
CAMBRIDGE GLOBAL ENGLISH 2: TEACHER’S RESOURCE
Reading and writing 2
Let's talk about YOU! Read the questions. Write the answers.
21 What’s your name?
____________________________________________________________________
22 How old are you?
____________________________________________________________________
23 What colours do you like?
____________________________________________________________________
24 What’s your favourite day of the week?
____________________________________________________________________
25 How many brothers and sisters do you have?
____________________________________________________________________
270