Harmonize 2 teachers guide

Includes: skills from the corresponding Student Book unitexam-style tasks for each unit and writing practice taskstheir Student Book Project Builder tasksThis course can be used as part

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TEACHER’S GUIDE

Jessica FinnisA2

2

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Great Clarendon Street, Oxford, OX2 6DP, United KingdomOxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries© Oxford University Press 2023

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ISBN: 978 0 19 408253 2 Teacher’s Guide with Digital Pack ISBN: 978 0 19 406772 0 Teacher’s Guide Pack ComponentISBN: 978 0 19 406732 4 Student Book Classroom Presentation ToolISBN: 978 0 19 406733 1 Workbook Classroom Presentation ToolISBN: 978 0 19 408255 6 Teacher Online Practice Pack ComponentISBN: 978 0 19 406775 1 Teacher Online Pack Assessment Pack ComponentPrinted in China

This book is printed on paper from certified and well-managed sources

The publisher would like to thank the following teachers for their involvement in the development of this course: Elena Álvarez, Tina Bermejo, Asunción Bosh,

Olga Carceller, Kati Elekes, Esra Ezici, Eula França, Belén García, Diva Maria A Ghetti, María Teresa Gómez, Danica Gondova, Luis Hernández, Sarah Louise Hills, Tanja Rey Kuhn, Luciana Maia, Cristina Matellán, Yolanda Arrufat Mingorance, David Molina, Júlia Muntal, Almudena Ortiz, Isabel Palomo, Carmen Panuta, Violeta Pena, Victoria Pizarro, Mª Mar Relea, Inés Revilla, Paolo Rodrigues, Beatriz Rossi, Carlos Silva, Helga Nelker Silva, Alberto Sotoca, Misha Trnova, Nuria García de Viedma.

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Video How to do project workAbout the projects

• Sports • Free-time activities • In a town • Animals • Animal body parts • Food

• Question words • like + -ing / noun • Quantifiers • Present simple • Present continuous

• Present continuous: future arrangements • Possessive pronouns

Video Opening a time capsule

• Verbs and their opposites

• Adjectives for feelings

• Past simple: regular and irregular verbs

• Past simple: (there) was / were

Blog: The birth of teenage cultureSkill UP! Reading for gist

Short oral histories: Creepy places!

Skill UP! Using pictures and

labels to predict vocabulary

Video Making and responding to suggestions

Skill UP! Showing interest during

A personal messageSkill UP! Using linkers

Create a time capsule p18

Video Today we’re doing art

• Adjectives and synonyms

• Materials

• Past continuous

• Past continuous and past simple

Article: You know the picture, but did you know … ?

Skill UP! Focus on the most

important words when reading

Podcast: Looks good, works well

Skill UP! Listening for context

Video Describing a photo or scene

Skill UP! Explaining unknown words

An illustrated story

Skill UP! Making your illustrated

story fun to read

Create an art and design gallery p30

display together

Skill UP! Using your own knowledge

to help you understand a text

VideoOutdoor events

Video focus: Round-up videos

Video Asking for and offering help

Skill UP! Showing that you are happy

to help

A speech

Skill UP! Writing a speech

Design a park for the whole

• be going to and will for predictions

Article: Four things you can donate

Video focus: Joining video calls

Video Asking for, giving and

recordings and videos

• can / can’t, could / couldn’t

• Comparative and superlative adverbs

Blog: Memory

Skill UP! Using pronouns

Vox pop: Gaming

Skill UP! Listening for examples

Video Interacting during games and activities

Skill UP! Asking, explaining or

checking something during a game

Video Good morning?

• Exercise and the body

• Personal hygiene

• Present perfect

• Present perfect with ever and never

Article: Dump the junk!

Skill UP! Using your own language to

understand English

Radio programme: Personal hygiene

Skill UP! Listening for detail

Video Talking about health problems

Skill UP! Expressing sympathy

A survey report

Skill UP! Writing a survey report

Create a health and fitness

Video How to learn with the internet

• Verbs and their noun forms

• Verbs

• should / shouldn’t, must / mustn’t

• have (got) to + infinitive without to

Article: You don’t have to be an adult to be the best!

Skill UP! Scanning

VideoSharing skills

Video focus: Using on-screen text

in videos

Video Giving spoken instructions

Skill UP! Using intonation when giving

Instructions and cue cardsSkill UP! Writing cue cards

Create a how-to video p90

Video Looking at our yearbooks

• Things to do during the

Skill UP! Recognizing informal style

Video Dream jobs

Video focus: Asking the viewers

Create a group yearbook p102

Create a health and fitness infographic

To be replaced

• Materials

• Past continuous

story fun to read

display together

to help

A speech

Blog: Memory

Vox pop: Gaming

• Present perfect

understand English

A survey report

• Verbs

in videos

My grammar reference & practice p104–121 Culture 360° p122–126 Irregular verb list p127–128

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• Materials

• Past continuous

story fun to read

display together

to help

A speech

Blog: Memory

Vox pop: Gaming

• Present perfect

understand English

A survey report

• Verbs

in videos

• Materials

• Past continuous

story fun to read

display together

to help

A speech

Blog: Memory

Vox pop: Gaming

• Present perfect

understand English

A survey report

• Verbs

in videos

My grammar reference & practice p104–121 Culture 360° p122–126 Irregular verb list p127–128

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Print components

FOR STUDENTS

Student Book

The Student Book provides everything students need to participate fully in every lesson Includes:

Students consolidate language learned in class with grammar, vocabulary and reading activities in the Workbook The Project Log provides a unique, fun and creative space for learners to develop ideas, reflect on their projects, celebrate successes, and evaluate areas for development. Includes:

skills from the corresponding Student Book unit

exam-style tasks for each unit

and writing practice tasks

their Student Book Project Builder tasks

This course can be used as part ofpreparation for the Oxford Test of Englishwww.oxfordtestofenglish.com

STUDENT BOOK

In your Digital Pack

• Online Practice: Assign and track homework to keep students learning outside

the classroom.

• E-books: Get students learning in class or at home with interactive Student Book

and Workbook.

• Student resources: View or download course audio and video, worksheets,

word lists, and more

Available on Oxford English HubUse the code in this book to get 2 years’ access to Online Practice

Created and aligned to the CEFR using the Oxford English Learning Framework.

97 8 0 1 9 4 0 8 2 5 6 3ISBN 978-0-19-408256-3

with Digital Pack

Collaborate, create, and learn together

Transform the classroom into a collaborative learning environment and spark students’

curiosity as they complete step-by-step projects on topics that matter to them Harmonize

motivates students to work together to achieve success inside and outside the classroom.

• Encourage students to reach their goals with integrated Project Builder activities

throughout each unit.

• Engage learning through a wide variety of videos with realistic language models

• Develop more than language skills with tasks that encourage mediation, communication

and collaboration.

• Explore the world with 360° Interactive Images: Transport students to a real-world

environment to develop digital literacy skills and put English into practice beyond the classroom.

• Assessment for Learning: Help learners to accelerate their progress and achieve their

goals with a set of tools, tests and guidance at each stage of the learning journey.

plans and teaching guidance

skills required for success in a variety of learning situations

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Digital components on Oxford English Hub

FOR STUDENTS

Student e-book

and 360° interactive images

Workbook e-book

Student Online Practice

Student resources

The digital materials and resources for this course can all be found at oxfordenglishhub.com

including vlogs and Project coach videos, grammar

animations, 360° interactive images and answer keys

Course assessment

end-of-year tests

Teacher resources

11 vocabulary, 8 reading and 8 speaking worksheets

three levels – Basic, Standard and Challenge

Teacher Online Practice

progress, and manage classes

Professional Development

to maximize your teaching

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Introducing Harmonize

Harmonize is a new six-level lower secondary English language

course Its unique methodology with integrated projects provides opportunities for students to use language in a real-life context and work collaboratively towards project outputs and presentations The availability of six levels allows for flexible entry and exit, based on each school’s needs The key course features,

which include engaging videos in every unit, Project Logs,

Culture 360° pages and Online Practice, enhance students’

language-learning experiences Project work is supported through

the Project coach videos.

Material in Harmonize employs the latest research in second

language acquisition, and incorporates feedback from practising teachers.

Harmonize key values

Transform your classroom into a collaborative learning environment

Harmonize integrates projects into every unit, motivating students

to work together towards a common goal and learn language and skills they can apply to other contexts Projects give students the opportunity to develop skills beyond language learning for lifelong

success, with tasks that encourage mediation, communication and collaboration

Spark students’ creativity as they research, develop and deliver their projects

Students define the direction of their project work, creating unique projects that are shaped by their own values, interests and creative

skills The Project Builders provide step-by-step project tasks

throughout the unit, encouraging students to build their project in manageable stages.

The Project Log provides a unique, fun and creative space for

students to develop ideas, reflect on their projects, celebrate their successes, and evaluate their progress.

Connect learning with the world outside the classroom with meaningful topics, tasks and videos.

Project tasks help students communicate in English in real-life contexts Through their project work, students explore languages and other cultures whilst developing respect for difference and diversity Students present their final projects in a variety of formats such as a poster, blog, video, or web page.

Content-rich texts and videos, including the Project coach, provide

students with relevant real-world content and realistic language models which keep them engaged with their learning

Online Practice helps students to become competent

autonomous learners by providing them with online skills practice and activities to complete in their own time

Harmonize methodology

Integrated project methodology

Harmonize has an integrated project methodology, which is a

student-centred form of learning that involves students exploring and attempting to solve real-life problems Project-based learning is an important vehicle for the development of global skills for the 21st century, including digital literacies.

The projects in Harmonize contain a number of essential elements,

• A challenging problem or question

• Audience-facing output task

• Key knowledge and skills

• Sustained inquiry

• Authenticity

• Student voice

• Reflection

• Critique and revision

The advantages of a project-integrated approach

Harmonize aims to capture students’ imaginations and inspire

learning with project-based learning and real-world topics A high level of engagement is achieved when learners find project goals meaningful and relatable, and this can in turn lead to deeper levels of learning Outcomes include improved language skills, transferable project skills, and much better retention of learning

How the project-integrated approach works

in Harmonize

In each of the eight main units, students work in small groups

towards a final project Each lesson culminates in a Project Builder task, recorded in the Workbook Project Log, which builds towards

the final project presentation The language systems (vocabulary, grammar and pronunciation) are not taught in isolation, but through the four skills as students work through the projects This empowers students to communicate with confidence and inspires them to take responsibility for their own learning

The syllabus has been developed across all six levels in consultation with teachers so that teachers can choose the entry level to the course based on students’ learning needs.

Skills development

Skills work is supported in Harmonize through a strong focus on

strategies Skill UP! sections give detailed information on specific

strategies, providing students with tips to help them apply these strategies inside and outside the classroom In addition to the

Skill UP! strategies for Reading, Listening, Speaking and Writing,

there are also Video focus tips for working with video, Life skills, and Project skills tips to help students with their final presentation

of their project work.

Each unit of Harmonize has two core vocabulary sets, which are

generally topic-based In addition, there are functional language phrases on the Speaking pages and additional Key phrases in the Project spreads at the end of each unit These elements make up the ‘core vocabulary’ for all students to learn.

For students who can cope with a more extensive vocabulary list, there are Extra vocabulary sets in some units These may come from the unit opener vlog, or reading or listening texts, and are also practised in the Workbook.

The two core vocabulary sets are presented in context on the Student Book page and followed up with practice tasks.

The Language summary pages in the Workbook list all core and

extra vocabulary from the units.

The Workbook has additional graded vocabulary practice in each unit, and the review pages provide cumulative practice of the grammar and vocabulary from the unit through exam-style tasks Worksheets for vocabulary practice at three levels (Basic, Standard

and Challenge) are available on Oxford Hub.

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Listening is an important part of language development and

can help improve oral production Harmonize gives students

opportunities to practise listening in a realistic way Four of the eight listening lessons are video-based, so students can watch and listen as they would in real life There is a variety of video genres, including vlogs, TED-talk style videos and documentaries In addition to this, four of the listening lessons are based around listening extracts.

Each unit has:

• a video or listening comprehension on the Listening pages

• two other videos per unit, on the Warm-up page and Speaking lessons.

These provide lots of opportunities for students to practise their listening skills as they work through the projects.

Speaking activities in Harmonize provide students with many

opportunities to practise accuracy and fluency and to develop

their competence in linguistic communication The Warm-up page presents the unit topic through a vlog and encourages students to

activate language connected to the topic and project Throughout the course, discussion tasks require students to give their own

opinion on a subject, or to relate a personal experience Think tasks

give students an opportunity to discuss in pairs and apply critical

thinking skills The Project Builders offer opportunities for students

to practise the language they have learned while developing their project ideas.

The Speaking pages present and practise useful functional

language from everyday contexts The functional language is

modelled in context in the drama video first before students are guided through a range of tasks

Pronunciation tips also feature at different points in four of the

units and focus on specific sounds, word stress, sentence stress and intonation.

Eight communicative Speaking pairwork worksheets in the Teacher’s Resource Materials offer additional speaking practice with practical outcomes.

There is one page in every unit devoted to guided Writing activities Writing tasks cover a variety of text types, such as emails, articles, video scripts and reports, which relate to the unit project A model text provides a clear example of structure and uses target language from the unit The model text also exemplifies a language point, such as time expressions, conjunctions or punctuation The Writing

Skill UP! also gives specific tips to aid writing skills The writing

page Project Builder includes a carefully staged writing task that links to the final project The Project Log provides a writing task

Planner and a space for students to draft their writing.

The Writing workshop pages in the Workbook also use a model

text, useful language and a carefully staged Writing task to allow students to practise writing a number of different genres The

Online Practice contains further Writing tasks.

Blended learning

Learning materials in Harmonize are provided in a variety of formats

This is to cater for the wide range of learning needs modern teachers are faced with and ensures maximum flexibility with regard to presentation and practice options Lesson presentations

can be teacher-led in class using the Classroom Presentation

Tool, or students can investigate content at home before the

lesson via the Student Book e-book and Workbook e-book, or use the Online Practice for further practice after the lesson

Mediation is integrated in the course through targeted practice in the Student Book.

The approach to grammar in Harmonize is based on the Oxford

English Learning Framework (OxELF) grammar syllabus, which recommends at which level to teach each grammar point for the first time, ensuring that grammar acquisition is accessible to learners

Each unit of Harmonize has two main grammar points New

structures appear in context in a reading or listening text so that the teacher can follow a guided discovery approach to grammar Teachers can also present the new structure using

the Grammar animation or Powerpoint presentation on the

Classroom Presentation Tool

The grammar explanation can be reinforced through the inductive grammar rules on the page, followed by short contextualized tasks Expanded grammar tables, explanations and further essential

practice can be found in the Grammar reference section at the

back of the Student Book Students are also encouraged to practise

the grammar more freely in the Project Builder tasks

The Workbook has additional graded grammar practice in each

unit, and the review page provides cumulative practice of the grammar and vocabulary from the unit via exam-style tasks

Grammar tables are also included in the Language summary

pages in the Workbook

Worksheets for grammar practice at three levels (Basic, Standard

and Challenge) are available on Oxford Hub

Video is integral to Harmonize There are two or three videos in

the main Student Book unit The unit begins with the vlog on the

Warm-up page, which introduces students to the topic and some key vocabulary In four of the eight Listening lessons in the Student Book, there is a video offering listening comprehension practice through a range of engaging vlogs, presentations and dialogues – reflecting the way modern teenagers listen and watch in real life

The Video focus feature in these lessons encourages students to

consider the different ways in which effective videos are made The

video on the Speaking page engages students with an episode

featuring recurring characters and introduces key functional language.

Harmonize includes a wide range of text types, including articles,

web pages, stories, emails and interviews All texts are carefully graded and engage students in a realistic way Reading texts are used in different ways throughout the book:

• To preview and recycle grammar: the main text in each unit is used to preview the new grammar points, increase students’ exposure to recently presented vocabulary and sometimes preview new vocabulary.

• To develop reading strategies: the Skill UP! presents a reading

strategy tip to help students build reading skills and is followed by a relevant practice activity.

• To practise reading skills: a wide variety of comprehension activities accompany each text along with further

comprehension practice in the Online Practice.

Shorter texts appear throughout the course to recycle and practise grammar and vocabulary, to provide a writing sample and to set the context for listening or speaking tasks.

To help students with reading, look at the background information notes in the Teacher’s Guide so that you can pre-teach vocabulary if necessary, and pre-empt any difficulties The Reading lesson

in the Workbook provides further practice of the Skill UP!,

comprehension exercises, and contains examples of the unit grammar Further reading tasks are also included in the

Online Practice.

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How to do project work

Harmonize has project work at the heart of its approach to

language learning In each unit, the language input and practice contributes to five project stages (Project Builders 1–5), and the final project lesson of each unit brings all the project work together – usually in a group presentation The Project Builders encourage groups to be cooperative, creative and inclusive of ideas and are carefully constructed to make the final project presentation achievable and engaging There is an in-built flexibility that allows the projects to be relevant and productive in all classroom situations, but it is true to say that managing project work in the classroom is not always straightforward.

Setting up project groups

We recommend that projects are completed in groups of three students They are designed so that, in one unit, the same group of students works on the five Project Builders and the final presentation together There are eight projects in the book so the teacher is able to organize students into groups in different ways The teacher can learn from the successes of student groups from one unit to the next It’s useful to have a close look at the nature of the unit project before deciding how to group students.

Student choice or teacher choice?

The teacher can try both It’s important for students to learn to work effectively with a range of people, whether it is with their close friends or others It’s good to learn to overcome distractions and be productive when working with friends, but choosing groups randomly can be a good option too It may be necessary to stress to the students the importance of learning to work in a successful group and that the skills required for success can be very different to completing work individually Through the course, students will develop a range of skills such as negotiation, listening skills, cooperation, and constructive criticism, and it is useful for them to be aware of this at the outset.

Group by ability?

A group with different abilities in it can often work well, especially if the project requires a broad range of creative skills that are not heavily dependent on linguistic ability But the teacher will need to make sure that a strong student does not dominate the project group, and that all students partake equally.

Sometimes it is useful to group students by similar ability levels Stronger students working together can push each other to challenge themselves and create a higher level of work A group of weaker students can benefit from the support of a teacher more easily.

Group by interests?

For some projects, especially those that rely on strong personal opinions or tastes, it may work well to group students by interests Otherwise, if students have vastly differing interests it may make it difficult to agree on topics and it could end up with some students becoming disengaged.

Assigning roles?

The projects will make it clear what is expected of each group and the roles they might take It is useful, however, for each group to have a project monitor or coordinator who is responsible for making sure that the group work is completed at each stage and the Project Logs are also completed They could also be responsible for keeping an eye on the time during tasks.

The teacher should keep in mind that groups do not always work well together It is sometimes worth changing a group, even after a few lessons Swapping some students may improve the experience

Organizing group work in the classroom How long should the project work take?

The Project Builders vary but the expectation is that the project work should be done in around 15 minutes, typically, at the end of a lesson The final project lesson is likely to take a whole lesson, with some of the presentations perhaps taking place in a subsequent lesson Before students start their group work, it is important to make sure they are clear about their task and how long they have The teacher could give them some tips on using their time effectively Some Project Builders involve small amounts of research to be done individually outside the classroom Students need to know that it is important to do this work and to come to each lesson prepared so that their group can progress with the project.

Should students always speak English?

This will depend on the level of the students and also the demands of the task There may be times when the practical aspects of the project are much easier to organize in the students’ own language Most of the Project Builders expect the use of English because language from the lesson should also be activated In the final project lesson of each unit, there is always a focus on specific functional language which enables students to carry out their work as a group.

What should the teacher do during project work?

The teacher should use the time to circulate from group to group They should ensure that groups are focused on the task It may be necessary to encourage some of the quieter students to take part and make sure that more confident students are taking ideas from the whole group The teacher should find opportunities to praise individuals and teams on both the content of their work and their approach to teamwork From time to time, it may be useful to stop the class to draw attention to exemplary work from one of the groups that the rest of the class may find useful It may even be useful to stop all the groups except for one so the class can observe some good examples of collaboration in a particular group.

Feedback and output stages

The teacher should try to build in a feedback stage after the final project lesson so that the groups can share any aspects of their work that went well By the end of the unit, students will have put a lot of work into their projects, so it is recommended that the teacher allows time for each group to present their work and for students to critically appraise each other’s work.

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Assessment for learning

• It allows teachers to teach more inclusively By providing more tailored support to individual students, teachers can feel more confident that no one is being left behind.

• It enables colleagues to support each other Assessment for learning offers a consistent approach which teachers and their colleagues can implement collaboratively.

How can I implement Assessment for learning in my teaching?

Effective implementation of Assessment for learning is grounded in three key classroom practices: diagnostics (where the learner is), learning objectives (what the learner needs to learn next), and success criteria (what success looks like) These practices are interrelated and, together, lay the foundations for effective feedback.

The next section explains the three key practices in more detail.

Diagnostics

To be able to provide effective feedback, teachers need to find out what students already know and can do Teachers can gather this evidence through classwork and homework activities, including those that incorporate peer and self-assessment.

For instance, after a speaking activity, students could assess their own and each other’s performance using a set of can-do statements This, combined with the teacher’s assessment, can reveal what students are already doing well and highlight specific areas for improvement.

Classroom dialogue can also provide valuable insights into students’ understanding and there are a number of ways to maximize its potential as a diagnostic tool These include:

• short warmer activities.

• asking students open questions that require deeper reflection.

• allowing plenty of thinking time.

• exploring their answers through follow-up questions.

• providing opportunities for them to ask questions themselves.

Learning objectives

Determining what students already know through diagnostics enables teachers to identify appropriate learning objectives Learning objectives tell students what they are learning in a lesson and why This helps them understand the rationale and value of particular activities, making learning relevant Teachers may choose to present the Lesson objectives at the beginning of each lesson in

Harmonize to help with this.

LESSON OBJECTIVES

• Understand the importance of balanced diets

• Learn food vocabulary

• Talk about quantity

However, it can also be effective to wait until after an activity and then ask students to infer for themselves what skills the activity was aiming to develop, why these might be useful and how they might be applied.

What is Assessment for learning?

Assessment for learning, also sometimes known as continuous assessment, is an approach that builds formal and informal assessment practices into everyday classroom activities to directly encourage learning It is recognized by educators around the world as a way of improving students’ performance and motivation and promoting high-quality teaching.

Assessment for learning relies on a constant flow of information between teachers and their students Students provide evidence of their knowledge, understanding and skills as they engage in learning activities Meanwhile, they receive specific and constructive feedback on their performance and progress, which helps them to move forward in their learning This creates an ongoing cycle of gathering information, identifying next steps and supporting learners to achieve the set objectives.

In an Assessment for learning approach, it does not need to be only the teacher who gathers and interprets evidence about what students know and can do Students are also encouraged to do this for themselves and for each other through self-assessment and peer assessment This helps deepen their understanding of what they are learning, why they are learning it, and what successful performance looks like.

The evidence gathered for Assessment for learning does not always need to be in the form of grades or scores Often, a warm-up activity will give quick insights that will then inform the rest of the lesson or a teacher will offer a brief comment about a student’s performance on a particular task It should not focus only on aspects that students need to improve It is just as important to highlight what students have achieved and are already doing well It can therefore be useful to focus feedback on ‘medals’ and ‘missions’ – what they have done successfully and how they can move their learning forward.

Once students have received feedback, they need time and opportunities to act on it It is by putting feedback into action that students can ‘close the gap’ between their current performance and their desired performance So, for example, after students have received feedback on an essay, teachers could set aside lesson time for students to redraft their work and/or set specific goals for their next essay.

Why is Assessment for learning useful? For students:

• It improves attainment Receiving quality feedback has a positive impact on students’ achievement.

• It deepens learning Students understand not only what they are learning but also why they are learning it and what success looks like.

• It is motivating Assessment for learning emphasizes progress rather than failure, encouraging students to set goals, recognize their achievements, and develop positive attitudes to learning.

• It prepares students for lifelong learning By making students more responsible and self-aware, it equips them to learn independently and proactively in the future.

For teachers:

• It informs teaching decisions Assessment for learning provides valuable information about students’ needs, allowing teachers to decide what to prioritize in their teaching.

• It develops skills and confidence Assessment for learning can encourage more flexible and creative approaches to teaching and give teachers a clear sense that they are helping their

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Is Assessment for learning a new approach?

In many ways, Assessment for learning reflects what most teachers have always done in the classroom Finding out what students can do and giving them feedback are, of course, fundamental and natural aspects of good teaching However, in an Assessment for learning approach, feedback is viewed as part of a continuous cycle of goal-setting and reflection, with each learning activity feeding into the next The Assessment for learning framework also supports you in providing feedback in a way that is systematic and inclusive.

How can teachers use Assessment for

learning with Harmonize?

Assessment for learning is compatible with different approaches to language teaching, from grammar-based to project work The

teaching notes for Harmonize highlight opportunities for teachers

to gather information, identify next steps for students and support them to achieve the set objectives In addition, there is a Reflect task at the end of each unit of the Student Book and the Reflections Log in the Workbook, which encourage students to spend time considering skills acquired during their project work and also areas

For our PROJECT, I … prepared answers for

the interview gave some answers

during the interview recorded / filmed

the interview

I think our group sounded

confidentpolite funny brilliant during the interview.

Next time, try to …

Give more less feedback Ask for more less help.

To ask for advice, I can say: To give advice, I can say: To react to advice, I can say: For example, three good deeds:I think volunteering is for people.

Now I know how to …… talk about good deeds … talk about the future ask for, give and react to advice

… write a formal email … practise for an interview in groups

When we showed our interview to the class, I felt

Research indicates that students are likely to perform better if they have a positive mindset and clear goals to work towards.

More information

Download our position paper ‘Effective Feedback: the Key to Successful Assessment for Learning’ from www.oup.com/elt/expert.

Success criteria

In order for students to make sense of learning objectives, these need to be linked to clear success criteria If students understand and recognize what successful performance looks like, they will be better able to set clear goals, make use of feedback, and measure their own progress This Teacher’s Guide contains many useful tips that suggest ideas about how to agree objectives and establish

success criteria for the Harmonize projects.

One useful approach is to discuss success criteria with the students For instance, if they are learning to write a formal email, the teacher could elicit the key features of a successful formal email and why those features are important The teacher can then add in any key ideas they have missed

Log it! 5 pages in the Project Log section of the Workbook provide

a reminder to students of the key features of a text that they

Here’s my WRITING: a FORMAL EMAIL to a radio station

WHO am I writing to? WHAT is the subject? WHY am I writing?

WHAT is our project about?

WHY will listeners be interested?

• start a new paragraph for each of the boxes

Project Builder 5 Student Bookp65 Project Builder 5 Student Bookp53

Giving and analysing examples of what good writing looks like is another way of drawing out success criteria, and teachers can use

the model writing texts in Harmonize to help with this

Peer and self-assessment are also powerful ways of engaging students with success criteria For example, once students have written an email, they can send it to a classmate, who then gives feedback based on the agreed success criteria.

How is Assessment for learning different from other kinds of assessment?

Assessment for learning is often contrasted with assessment of learning (also called summative assessment), which measures the outcomes of learning by showing where students are at a given moment in time In reality, however, the two kinds of assessment can overlap For example, you might give your students a summative end-of-term test to measure their achievement If you then use their results as feedback on how they can improve, the same test can then become a tool for Assessment for learning

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Professional development

Professional development titles

Our Professional development titles enable teachers to keep up with the latest insights in English language teaching

Position papers and focus papers• Effective feedback:

the key to successful assessment for learning

• Project-based learning

• Mediation in English language teachingBuilt on research and classroom practice, our

position papers offer

practical guidance on the major issues shaping language teaching today Our smaller focus papers offer bite-sized insights and tips on specific topics for the classroom.

Help to get started

Teachers can go to Oxford HUB for everything they need to start using their course and access digital tools and resources (www.oxfordenglishhub.com).

Professional development Methodology support

Harmonize is informed by Oxford’s research and best practice

from our experts in English-language teaching and learning We’ve selected a range of professional development content to help deepen teachers’ understanding of the core methodology in the course:

Explore further

Teachers who would like to develop their skills and knowledge beyond the content selected for their course can find a range of options available at www.oup.com/elt/expert We are delighted to be able to share a wealth of insights informed by research and classroom practice.

Oxford Teachers’ Academy

Here, teachers can advance their skills with online professional development courses certified by Oxford University Department for Continuing Education.

title Teacher Wellbeing, can be

found on Oxford HUB This support section considers the importance of teacher wellbeing and includes practical tips and short activities that will help teachers to focus and reflect on various aspects of wellbeing.

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Unit walkthrough

A helping hand

radio interview about helping others

Project Builders 1–5:

1 Choose some good deeds to do.

2 Choose a volunteering opportunity.

3 Choose things to donate to charity.

4 Prepare to talk about how doing good is good for you.

5 Write a formal email to a radio station.Present your recording or video.

• Personality adjectives

• Phrasal verbsGRAMMAR

• be going to for future plans and intentions

• be going to and will for predictions of the project for the unit and the different stages for creating it They also summarize the vocabulary and grammar presented.

Your Project states

the context of the project, outlines the steps needed to achieve it and states the project outcome Presenting the context in this way means that teachers can draw students’ attention to the final project outcome and then ask them to think about the real-life situation in which they might be asked to do this, e.g recording or filming a radio interview about volunteering.

Trang 16

1 Complete the phrases with the words in the box.

donate help offer put volunteer write

1 (money / clothes) to charity 4 (an older adult) across the street

2 your seat to (an older adult) on public transport 5 some litter in the bin

3 at (an animal shelter) 6 a thank-you message

2 Match the good deeds in exercise 1 to photos A–F Can you think of any more good deeds?

3 Video Watch Curtis and Amanda’s vlog. Discuss the questions.1 Why is Curtis doing good deeds?

2 What good deeds does Curtis do or plan to do?3 Which of these good deeds were in exercise 1?

4 Video Watch again and answer the questions.1 Why does Curtis donate his jumper to charity?2 Why does Curtis write a message to Mr Thomas?3 Why is Amanda unhappy when Curtis calls her?4 Where does Curtis plan to volunteer?

5 What advice does Curtis give about donating money to charity?

Workbook Project Log p16

5Your project is to record or film a radio interview about helping others Another group will ask the questions and you will answer by talking about your good deeds and the benefits of doing good. Read question 1 below then complete exercises 6 and 7 to help you prepare your answer.

Question 1: What good deeds did you do recently and who did they help?

6 Think about the good deeds from this lesson and discuss the questions.

• Which are easy / more difficult to do?

• Which can you do quickly? Which need more time?

• Which can you do at home or at school?

• Who will the good deed help, e.g a friend, a family member, or the community?

7 Complete the table with two good deeds for each group member Then try to do them this week.

• Learn phrases for talking about good deeds • Talk about everyday good deeds

The topic of each unit and helpful unit with the

Project Builder and

Here’s my volunteering plan:

I think the most helpful good deed is

that are too difficult to do!

DOING GOOD HELPS … DOING GOOD HELPS …

fun and creative space in the Workbook for students to develop ideas, reflect on their projects, celebrate their successes and evaluate areas for development Students can personalize the log by adding notes about their favourite ideas and commenting on the contributions of their team members.

Trang 17

• Learn about different ways to volunteer • Learn personality adjectives

• Use be going to for future plans and intentions

LESSON OBJECTIVESVOCABULARY

1 THINK Which of these is not a reason to volunteer? Which reasons do you think are the most important?

1 to help other people2 to get work experience3 to earn money

4 to meet new people5 to learn new skills6 to feel good

2 MEDIATION Work in groups of three Each read one of the volunteering opportunities on the website Then tell your group about it in English Which volunteering opportunity do you think is the most interesting?

3 Match the adjectives in the box to their opposites from the website

4 17 Listen and match one adjective from exercise 3 to each of the four speakers.

5 Read Keya and Daniel’s messages. Which volunteering role does Keya think will be good for Daniel and why?

Join our team of generous teenage volunteers and

do some good in your community

Dog shelter helper

YOUR ROLE: To play with, feed, clean and walk dogs; use social media to help find homes for dogs.

YOU: You are hard-working, kind and an animal lover.

Theatre group performer

YOUR ROLE: To take part in free music and drama performances in children’s hospitals, kindergartens and community centres.

YOU: You are confident You play a musical instrument, can sing, or can act.

Computer skills trainer

improve their skills with the internet, mobile phones, printers, etc.

YOU: You are patient, polite and helpful You have good communication and IT skills

Today’s opportunities

Click here to apply

Daniel I’m still not sure Are Miko and Charlie going to do it too, or is it just you?

Daniel That sounds perfect for me

Daniel Yes, I am.

Daniel Let’s talk about it later My football match starts in five minutes See you at 7.

Keya So, are you going to volunteer with me in the holidays, or not?

Keya Charlie isn’t going to do it, but Miko is We found a great website with volunteering opportunities I’m going to apply for the role of Dog shelter helper and Miko’s going to apply for the Theatre group performer role They also need a Computer skills trainer You’re good with computers and quite patient and helpful Would that be good for you?

Keya Miko and I are going to meet at my house at seven o’clock Are you going to come over, too?

Keya Great We also need to talk about our final science project What are we going to do?

are an integral part of the course Students

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479 18 Read the Pronunciation, then listen and repeat

sentences 1–3 using gonna.

PRONUNCIATION gonna

Going to is usually pronounced as one word: gonna

1 I’m going to volunteer.2 He’s going to help someone.3 We’re going to plant some trees.

10 Choose one of the goals below or use your own idea Write your goal as a sentence and include a time limit Then write four things you are going to do to achieve it

I want to get better at basketball by next month.• I’m going to practise every day.

• I’m going to …

1 get better at a sport2 learn a new skill3 improve my English4 get fitter and healthier

11 Work in groups of three or four Read out the four things you are going to do to achieve your goal Can you guess what your group members’ goals are?

Choose a volunteering opportunity.

12Read question 2 of your radio interview, then complete exercises 13–16 to help you prepare your answer.

Question 2: Where are you going to volunteer and why did you choose that role?

13Choose three adjectives from this lesson that describe you

14Choose the skills and qualities from the list that describe you Then add two more of your own ideas.

• good IT skills • can play an instrument

• good communication skills • can sing

• an animal lover • can act

15Choose a volunteering opportunity from this lesson or use your own idea Imagine you are going to volunteer in this role in the future Write three or four sentences about your skills and qualities and what you plan to do in the role

I have good IT skills and I’m patient I’m going to volunteer to teach older people about computers I’m going to teach them how to download apps and how to post photos on social media.

16 Tell your group about your choice from exercise 15.

be going to for future plans and intentions6 Find examples of be going to in the messages in

exercise 5 Then complete the table He’s / She’s / It’s

We’re / You’re / They’re

over, too? Yes, I

No, I’m not.What are we 5 do? Let’s talk about it later

MY GRAMMAR REFERENCE & PRACTICE p1127 Complete the answers (A) to the questions (Q) using the

messages in exercise 5

1 Q: What are Miko and Keya going to do in the holidays? A: They’re going to volunteer

2 Q: Is Charlie going to volunteer in the holidays?

8 Complete each sentence with the correct form of be

going to and the verb in brackets.

1 I (do) some shopping for the older people who live in our apartment block My dad (come) with me.

2 Nicolas: How (stay) safe while collecting litter?

Liliana: I (wear) strong shoes and thick gloves.

3 Alex: (you / help) a dog from the shelter?

Beatrice: Yes, I (keep) it.

Log Here’s our good deeds plan:

Here’s my volunteering plan:

I think I help people

a littlea lot.

When I help people, I feel great

I think the most helpful good deed is

• don’t choose good deeds that are too difficult to do!

• for volunteering ideas, think of places you know

Project Builder 2 Student Bookp59

Project Builder 1 Student Bookp45 the grammar They provide a clear and relatable context for the new grammar.

Students can record their work and

reflections for Project

Builder 2 in Log it! 2

in the Workbook.

Trang 19

• Read about things you can donate to charity

• Use be going to and will for predictions

1 What kinds of things do people donate to charity?

2 19 Look at the photos in the article Who might need these donated items? Then read, listen and check.

Homeless people might need the socks and blankets.

3 Answer the questions

1 Who do SAFE give the donated soft toys to?2 Why do charity organizations want people to donate

more socks?

3 What can people donate to Get Well Gamers UK?4 How can video games help people?

5 What can people donate to Lions Clubs International?6 Who do Lions Clubs International send the

donations to?

4 Read the Skill UP! Then answer the questions to help you guess the meaning of the word cuddle from the article.

When you find a word you don’t know, try to guess its meaning by looking at the words around it For example, here we can use the underlined words to help us

understand the word cuddle:

When young children are scared, they feel safer with a soft teddy bear to cuddle.

1 Why are teddy bears soft?

2 What do young children usually do with teddy bears when

they are scared?

5 Now try to guess the meaning of the other words in bold in the article

6 MEDIATION Look online and find three interesting facts about a charity in your local area Tell the class in English

SkillUP!

Four things you can

donate to charity

We don’t all have enough money to donate to charity, but there are lots of things you can give to help other people

Donate your old gaming equipment to Get Well Gamers UK and they will give it to children’s hospitals Playing video games helps entertain bored young people who are in hospital for a long time Research also shows gaming can help reduce pain.

Unfortunately, many homeless people must live, and often sleep, on the streets When it’s

chilly, they need warm clothes and blankets

Charity organizations say that socks are especially necessary because not many people donate them New socks are best,

but clean, used socks (with no holes!) are

also very welcome, especially in winter.SAFE (Stuffed Animals For Emergencies)

is an American organization that collects old teddy bears and other soft toys and gives them to police and firefighters to use in emergencies When young children are scared, they feel safer with

a soft teddy bear to cuddle.

An organization called Lions Clubs International sends used glasses to people around the world Glasses are often expensive

and some families can’t afford to buy them Getting a pair for free can completely change

magnifying glass icon shows students that they can go online to find out more about respect other people’s thoughts and ideas.

Skill UP! tips

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19Unit walkthrough Lesson 3: Reading & Grammar

1 Fold your pieces of paper from exercise 10 in half

so that they all look the same Then mix them up

2 One of you choose a piece of paper If you choose

your own piece of paper, put it back and take a different one Read out the sentences.

3 The rest of the group must listen and try to guess

which person in the group wrote the sentences If you hear your own sentences, don’t say it’s you!

be going to and will for predictions

7 Match underlined sentences A and B from the reader’s comment with rules 1 and 2 from the grammar box below.

1 We use will to make predictions based on what we believe

or know

2 We use be going to to make predictions based on what we

can see / hear / smell / feel

what we see = black clouds prediction = It’s going to rain.

MY GRAMMAR REFERENCE & PRACTICE p1128 Match sentences 1 and 2 with A and B in each pair.

1 1 A Dad will get tired soon.

2 B Dad is going to get tired soon.

A He always gets tired at this time on Friday evenings B It’s nearly midnight and he’s still working.2 1 She’ll win.

2 She’s going to win.

A She’s first in the race and close to the finish line B She always wins the race.

3 1 He’ll miss the bus.

2 He’s going to miss the bus.

A He’s always late.

B He’s running, but the bus is already leaving.4 1 It’s going to be delicious.

2 It’ll be delicious.

A He’s a great cook Everything he makes is delicious B It smells great.

9 Complete the sentences with the correct form of be going

to or will and the verbs in brackets.

1 I’m sure you (feel) better soon.

2 It’s a job for two people You

(not manage) on your own.

3 He’s driving too fast He

because there isn’t any snow

CHECK IT!

Choose things to donate to charity.

12 Read question 3 of your radio interview, then complete exercise 13 to help you prepare your answer.

Question 3: What are you planning to donate to charity and how will the items help?

13 What do you have at home that you could donate? As a group, think of six items, then complete the table Use the list of categories below to help.

• books

• games • clothes

• glasses • electronics

10 Complete the sentences Make them true for you.1 The weather today looks , so after school I’m

going to

2 I’m good at , so I’ll one day.

3 I can’t stand , so I definitely won’t

4 My best friend is , so he / she will when he / she is older.

11 Work in groups of four or more and follow the instructions

ItemWho will

want it?How will it help?

a winter

coata homeless person It’s going to be very cold this winter The coat will keep them warm.

Readers’ comments

A The weather forecast shows it’s going to be a very cold winter this year B I think homeless charities will need blankets, strong shoes and warm clothes.

Here are my answers:

Here are our donation ideas:

the best reason to do good.

with when you were younger

in the Workbook.

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Lesson 4: Vocabulary & Listening

• Discover how doing good is good for you • Focus on joining video calls

• Learn phrasal verbs

2 Video Watch the video and check your answers to the quiz.

3 Read the Video focus How do you say the words in

bold in your language?

Before you join a video call, remember these tips:1 Ask people around you not to disturb you 2 Make sure the room you are in is not too light or dark.3 Think about what other callers will see through

6 Mute your other devices during the call.

4 Video Watch again Which tips from the Video focus didn’t Professor Perkins follow?

LIFE SKILLS We all make mistakes Often, a mistake is an opportunity to learn something new or change your behaviour Think of a time you learned from a mistake What happened and what did you learn?

5 MEDIATION Imagine a friend who doesn’t speak English asks you for advice on taking part in video calls With your partner, give your friend some advice in your

own language Use the Video focus to help.

1 Talking over someone’s problems with them makes you feel more stressed T / F

Doing a good deed once a week makes you feel happier T / F

Being kind to others helps you feel more confident T / F

Doing good deeds can make your body healthier T / F

Volunteering regularly can help you live longer T / F

4068598 Harm 2 SB Unit4.indd 506/30/22 1:01 PM

Harmonize

approaches listening

in a realistic way, reflecting the way that teenagers listen in real life 50% of the listening lessons are video-based, as teenagers often watch and listen at the same time There

Life skills equip

students with the skills they need

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Lesson 4: Vocabulary & Listening

51VOCABULARY

6 Video Complete the extracts from the video with the correct form of the phrasal verbs in the box Then watch again and check.

1 This week, we’re going to how doing good is good for us.

2 Professor Perkins, we can’t hear you Please

your microphone.

3 When we help a friend their problems, for example, we also feel less stressed.

4 It’s very bright, Professor Perkins Could you the light?

5 After we do something kind, such as the neighbour’s cat, or some litter, we get a nice positive feeling.

6 Another study 11–14-year-olds who regularly help others.

7 Oh no! What happened? How do I make that

8 The researchers tested the helpers’ blood and found

that they were healthier than other students who didn’t the research.

9 American scientists also that people who regularly volunteer have a better chance of living longer This is because volunteering reduces stress.

7 Complete the sentences with the correct form of the phrasal verbs from exercise 6 Use one of the phrasal verbs twice.

1 If you can’t the meaning of a new word, look in a dictionary to what it means.

2 Ask the doctor to your knee She’ll probably give you some medicine to make the pain

3 Please your mobile phone during the exam Do not your phone until you leave the school building.

4 I need to a problem I have at school Will you help me what to do?

5 Will you our eco-day this weekend? We’re going to litter in the local community. exercises 10 and 11 to help you prepare your answer.

Question 4: How is doing good good for you?

10Write answers to the questions How does doing good help:1 your mental health?2 your physical health?3 you live longer?

11 Compare your answers with the other members of your group.

For number 1, I wrote that doing good makes you feel less stressed For example, if you talk over a friend’s problems …

8 Work in small groups Follow the instructions to complete the challenges.

1 Name five things you need to turn on

to make them work.

2 Find out the birthdays of the people

in your group Then work out who is the oldest

3 Name three places where people

need to turn off their mobile phones.

4 Find out what clubs or events the

people in your group are taking part in at school this year.

Each unit presents

two core vocabulary sets and further

Here are my answers:

It was easydifficult to think of ideas for donations.

I prefer working

Here are our donation ideas:

the best reason to do good.

• think of items you used or played with when you were younger

DOING GOOD HELPS …

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1 Are you good at giving advice?

2 Who can young people talk to if they need advice?

2 Video Watch the first part of the video Answer the questions

1 What did Lucy post on social media?2 Why is Alessia’s mum angry with Lucy?3 What advice does Marcel give Lucy?

3 Video Read the Key phrases, then watch again Tick

the phrases they use.

KEY PHRASES

Asking for, giving and reacting to adviceAsking for advice

What do you think I should do? Have you got any advice? What do you suggest (doing / I do)?

I’m not sure that’s a good idea That’s great advice, thanks.I’ll try that, thanks

4 Video Look at the photo Why do you think Lucy is unhappy? Watch the second part of the video and check

5 Read the Skill UP! Then follow instructions

1–3 below.

Use these phrases if you need time to think before you answer a question:

Hmm That’s a good question.Well, let me see.OK, let me think.

1 Choose a problem from the list below or use your

own ideas.

• You wrote a negative comment about someone online when you were angry and now you feel bad about it.

• Someone shared a photo of you online that you don’t like.

• Someone wrote something unkind about you online.

2 Work together to think of some good advice for

the problem.

3 Write and practise a role-play using language from this

lesson Include one of the phrases from the Skill UP!

Student A Explain your problem, ask for advice, then react to the advice you get from your partner

Student B Listen to your partner’s problem and offer them

Students will get to know the characters who appear in each

Trang 24

Lesson 6: Writing

53LESSON OBJECTIVES

• Write a formal email • Learn about writing a formal email, letter or message

1 Who do people usually write formal emails to? Choose two options from the box.

people we don’t know people we know well2 Read Ingrid’s email and answer the questions

1 Why is she writing?

2 How did Ingrid and her classmates decide to help their

friends and neighbours?

3 Why does she think listeners will be interested?

4 Read the Skill UP! and choose the correct option.

Writing a formal email, letter or message

1 Fill in / Don’t fill in the ‘subject’ box with a short phrase

(emails only).

2 Start / Don’t start with Dear plus the correct title,

e.g Mr, Mrs or Ms, and the person’s surname

3 Introduce / Don’t introduce yourself in the

first paragraph.

4 Say / Don’t say why you are writing in the

first paragraph.

5 Use / Don’t use contractions, e.g I am not I’m.

6 Use / Don’t use exclamation marks (!) or emojis ().7 Use / Don’t use short forms, e.g Thanks not Thank you.

8 Finish / Don’t finish with a formal sign-off,

e.g Kind regards or Yours sincerely.

5 Change the sentences to make them more formal.1 Hello Mr Parker!

2 I’m John and I’m a pupil at Grange School.3 I want to ask for your help.

4 Will you come to the school event?5 Write back soon!

6 Thanks and bye.

Write a formal email to a radio station.

6 Write a formal email to one of the local radio stations below Ask if you can come on a show and talk about your project from this unit Work in groups for Part A only.

A Plan

• Why are you writing?

• What is your project about?

• Why will listeners be interested in your project?

B Write

• Follow the tips in the Skill UP! and write your email.

C Read and check

• Check that your email has a formal style.

• Check your spelling and grammar.

SkillUP!

3 Match the underlined informal phrases in Ingrid’s email 1–8 with the more formal phrases A–H.

A Please let me know if you are able to help.

B My name is Ingrid Nielson and I am 13 years old

3 I’m Ingrid and I’m 13 4 Just a quick email to ask if my classmates and I could come on the Morning Show and talk about our project to clean up the local community.

As part of our English course at school, our teacher asked us to think of ways to help our friends and neighbours There is a lot of litter in our neighbourhood so we decided to clean it up We would like to come on your show and talk to you about what we did We think your listeners will be interested to hear from young people trying to make a difference in their community

5 Will you help us?

6 I can’t wait to hear from you 7 Thanks.

8 Bye for now,Ingrid Nielson

RADIO CITY CHAT

Music, news and issues

Contact: Selma Miles

Youth Radio

For young people, by young people

Contact: David Night david_night@radio-city

Here’s my WRITING: a FORMAL EMAIL to a radio station

WHO am I writing to? WHAT is the subject? WHY am I writing?

WHAT is our project about?

WHY will listeners be interested?

for each of the boxes

44 Project Builder 5 Project Builder 5 Student BookStudent Bookp65p53

Students are given time to think and plan in their project groups, noting their decisions in their

Writing plan in the Project Log.

Students then write their text in the

Project Log.

In this Project

Builder, students

prepare to write their own text based on the model they can see, and following the guidance given.

The Project Log

Trang 25

Project lesson

Project head A subhead

about helping others

SHARE AND REVIEW

1 Look back at your Project Builders 1–5 for this unit Check that you have:

• a list of good deeds that you did.

• your plans for volunteering work

• a list of six things that you could donate to charity.

• some reasons why doing good is good for you.

2 Share and review the work from your Project Builders Is there anything you want to change?

• Make sure all the members of the group will speak.

• Use Project Builder 5 to help you with the introduction.

• Use Project Builders 1–4 to answer questions 1–4.

Question 1

“What good deeds did you do recently and who did they help?”

Question 2

“Where are you going to volunteer and why did you choose that role?”

Question 3

“What are you planning to donate to charity and how will the items help?”

Question 4

“How is doing good good for you?”

“Welcome to the show Recently, you wrote an email to the radio station Please could you introduce yourselves, then tell us about your email and why you’re here today.”

The Project lesson

brings all the work students have done throughout the unit together The lesson is divided into five sections.

Share and Review:

Students work in groups and share their Project Builders with each other By sharing and discussing ideas they improve the outcome of their final task.

Decide: Students

continue to work collaboratively to make important decisions about their final project They share tasks and build on their individual strengths to improve the final project.

Trang 26

Project lesson

4 Read the Project skills Then practise your interview Use the Key

phrases below to give and respond to feedback while practising

• Listen carefully to the other members of your group while they are practising

Are they speaking slowly and clearly?

• Be honest, but respectful, when giving feedback to each other.• Help each other with your English, but remember that it doesn’t need to

be perfect

• Practise until all members of the group feel confident.KEY PHRASES

Giving feedback

• It was great when you …

• I noticed that you (spoke a bit too fast).

• Maybe you could (speak more clearly).

Responding to feedback

• Yes, you’re right.

• OK, I’ll try that, thanks.

• I’m not sure I think it was OK.

5 Find another group to work with Group As ask the interview questions and Group Bs answer. Record or film the interview. Then change roles

Group As:

• Welcome the radio listeners at the beginning.

• Ask Group B to introduce themselves and explain their project (see exercise 3).

• Take turns asking the questions from exercise 3, as well as any other questions you think of.

• Listen carefully and respond positively to what Group B says.

REFLECT

8 Think about your project work in this unit Read the statements and choose your reaction.

1 Our group can give respectful

feedback and respond to it. 2 Our group can record or film

an interview. 3 Our group can speak slowly and

clearly in an interview.

9Complete these sentences for you.

1 I am pleased with our radio interview because 2 I want to improve

PRESENT

6 Show your recording or video to the rest of the class.

7 Give feedback to each of the groups on their recording

or video Use the Key phrases above to help.

For our PROJECT, I …

prepared answers for the interview gave some answers

during the interview recorded / filmed

the interview

I think our group sounded

confidentpolite funny brilliant during the interview.

Next time, try to …

Give more less feedback Ask for more less help.

To ask for advice, I can say:

To give advice, I can say:

To react to advice, I can say: For example, three good deeds:I think volunteering is for people.

Now I know how to …

… talk about good deeds … talk about the future ask for, give and react to advice

… write a formal email … practise for an interview in groups

When we showed our interview to the class, I felt to look back through the unit, review the language and skills they have learned, and consider how they might improve next time.

Students set their own clear, achievable learning goals for their next project.

The Project skills

feature gives tips

Reflect: Students think about

their project work in this unit, and consider how well they worked together as a group.

The final Project Log

page of the unit facilitates self-assessment and enables students to reflect on their own performance and that of their group.

Trang 27

My grammar reference and practice

• We can answer yes/no questions with a short answer.

‘Are you going to donate some money?’ ‘Yes, I am.’‘Are they going to volunteer to help?’ ‘No, they’re not.’

• We form wh- questions with:

Question word + am / is / are + subject + going to + verb Whenishe / she / itarrive?Whatareyou / we / theydo?

• We can use both be going to and will to make predictions

about the future.

• We usually use be going to when there is some evidence

in the present to support the prediction, for example what we can see, hear, smell or feel.

There isn’t a cloud in the sky It’s going to be a lovely day.I’m not going to finish There isn’t enough time.

• We usually use will to make predictions based on what

we believe or know.

You’ll love Australia It’s beautiful.He won’t come He never comes to parties.

• We use the infinitive form of the verb without to after both be going to and will

Affirmative and negative: be going toSubject be going to Infinitive

without to

+ It ’s going torain.

- I ’m not going to win this race.

Affirmative and negative: willSubject will / won’t Infinitive

without to

+ You ’llhavea great time.

- Sam won’tbelate.

We often use I don’t think with be going to or

will when we are less certain about a prediction:

I think people won’t / aren’t going to drive flying cars

I’m going to visit my aunt in hospital this evening.‘Are they going to meet us for lunch later?’ ‘Yes, they are.’

• We often use be going to with future time phrases, e.g tomorrow, next week, tonight, next year.

I’m going to cycle to work tomorrow.

‘What are you going to do this summer?’ ‘I’m going to visit my friends in Kenya.’

• We can also use be going to with adverbs of (definite) frequency, e.g every day, twice a week, monthly.

I’m going to exercise every day.

• We form affirmative sentences with:

Subject + am / is / are + going to + infinitive without to

swimin the sea.He’s / She’s / It’sridea horse.You’re / We’re / They’revisitfriends.

• We form negative sentences with:

Subject + am / is / are + not + going to + infinitive without to

driveto the beach.He / She / It isn’tcometo the party.You / We / They aren’tgoto the library.

• We form yes/no questions with:

be + subject + going to + infinitive without to + ? 4 Match sentences 1–6 to A–F.

1 D She looks miserable.

2 I’m really hungry.

3 There’s a lot of traffic

4 They practised hard

5 Don’t climb so high

6 Holly’s sorry she hurt your feelings

A I think I’ll order a pizza.B You’re going to fall.C She won’t do it again.D It looks like she’s going to cry E They’ll win.F We’re going to be late.

5 Choose the best option.

1 That boy is travelling very fast on his bike

He ’s going to / will have an accident.2 Katy’s usually in the library after school, so I’m sure that

I ’ll / ’m going to see her later

3 That smells great – dinner will / ’s going to be delicious!4 Grandma is planting lots of new flowers The garden

will / ’s going to look really colourful in the summer.5 Fiona is a very confident person She ’ll / ’s going to

meet new people easily.

6 James is quite lazy – he won’t / isn’t going to get a job

in the summer holidays.

6 Complete the dialogue with will or (be) going to and the

correct form of the verbs in brackets.

Mum Look at all the cars It 1 ’s going to be (be) busy in town today I wanted to take these old trousers to the charity shop.

Fin Mum, they only take things they can sell They

2 (not want) Dad’s old trousers.

Mum Yes, they 3 – I’ve washed them! I took them a pair like this last week

Fin Dad 4 (not be) pleased Wait, those are his favourite pair!

Mum Not so loud! He 5 (hear) you I can hear him in the room next door

Fin At least tell him, Mum Anyway,

you 6 (be) late The charity shop 4 (a time of your choice)

1 Complete the sentences with the correct form of be going

to and the verbs in the box.

do help pay take not travel volunteer walk not watch

1 Oh no! I ’m not going to watch this film Turn it off!

2 We to the shops for our neighbour She needs some milk and she can’t get there.

2 Choose the correct option.1 I’m going to my driving test next year.

A to take B take C taking2 going to be at home this weekend?

A You are B Is you C Are you3 I invite Ula to my party.

A ’s going to B ’m going to C ’m go to4 Tanya isn’t going to her seat.

A offer B to offer C to offering5 going to play football this weekend?

A Is Ben B Ben is C Ben isn’t6 We going to buy a new car this year.

A not B isn’t C aren’t7 Which charity donate your money to?

A are you going to B you are going to C you going to8 Where is Lily next year?

A study B going to study C going study

3 Complete the dialogue with the correct form of the verbs

in brackets and be going to.

Ben1 Are you going to help out (you / help out) this weekend at the charity book sale?

Lara Yes, I am I 2 (get) there early so that I can organize the books.

Ben What time 3 (you / arrive)?

Lara At eight o’clock Do you want to come?

Ben Yes, please

Lara My mum 4 (take) me Would you like to come with us?

Ben Thank you I 5

(not stay) for long because Nick consolidating the key grammar points from the unit.

Grammar explanations are supported by clear examples.

The Remember! box reminds

students of key grammar rules, or draws attention to common grammar mistakes to be avoided A summary of the grammar from the unit

provides students with a handy reference that enables them to revise and test themselves on what they have learned.

Varied exercises, graded to a standard level, give important support to students who may need it and provide extra practice of every grammar point covered in the unit.

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Culture 360° lesson

• Learn about communication in Ancient Egypt • Talk about historical tombs

1 Look at the photo of Ramses the Sixth’s tomb in Egypt What can you see?

Access the interactive 360° content now!2 Look at the timeline of Ancient Egypt and answer

the questions.

1 Which three things or people below came from Egypt?Rulers CleopatraJulius CaesarKing Arthur

Writing

of Giza

2 Did Cleopatra rule Egypt before or after Ramses

the Sixth?

3 Read about Ramses the Sixth’s tomb Match the words 1–4 to their meanings A–D.

1 What did the symbols represent?

2 Which direction did they write hieroglyphics in?3 Where did the Egyptians write hieroglyphics?

4 When did scribes start to learn how to write hieroglyphics?

5 Look at the hieroglyphic alphabet Then translate the hieroglyphic message below into English, from left to right Watch out! Some different letters have the same symbol.

REFLECT ON CULTURE

6 Discuss the questions in pairs.

1 Can you think of any famous historical tombs in

your country?

2 Do you think historical tombs should be opened or

kept closed?

Look online and find out:

Which animal did the Egyptians think was special and brought good luck? which can be used flexibly at any time during the course cultural angle of the lesson and encourage them to apply it to their own experience.

Look UP! boxes encourage students

to extend their learning by doing their own online research.

The Think section has

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Language objectives for the unit

Core vocabulary

Sports: do athletics, go surfing, do judo

Free-time activities: take photos, play video gamesIn a town: library, bus stop, theme park

Animals: giraffe, sharks, monkeys, ants, bee, eagle, spiderAnimal body parts: legs, teeth, wing, tongue

Food: bananas, oranges, salmon, grapes, salt, eggs, sugar,

yoghurt, cheese, pasta, ice cream Find out about the courseLearn how to do project work

Key phrases

Planning: We need to (design a poster) (Tom), why don’t

you (find photos online)? I can (write the presentation) Can you help me, (Sara)?

Project video

How to do project work Project extension ideas

To find out which of the topics the students are really interested in, write the eight project titles on the board Tell students to individually write the top five they think are the most interesting Then divide them into pairs to discuss their choices and agree on a combined top five Finally, join two pairs together to compare their choices and agree on a group top five Ask each group to feedback their top five and justify their choices

Unit summary

The Welcome unit reviews vocabulary and grammar from Harmonize Level 1 Students play a game in pairs and review question words, like + -ing / noun, quantifiers, present simple

and continuous, present continuous for future arrangements and possessive pronouns with the vocabulary sets of sports, free-time activities, places around town, animals and food They are introduced to the concept of project work and how the Project Builders function in the course They do a quiz to familiarize themselves with the project topics and watch a video with tips on how to do the projects successfully.

Lesson objective

Revise grammar and vocabulary

where it is difficult to find a way to the exit).

ask different students for their examples (film: The Maze Runner, book: Harry Potter and the Goblet of Fire, public:

Hampton court maze, London).

If necessary, students could make their own with a bit of card and colour them You will also need one die per group, too If you don’t have any dice, then students can make simple number spinners

them on the board (e.g monopoly, chess, snakes and ladders).

the relevant squares.

types of questions in the squares, e.g

Vocabulary: I lots of photos on holiday

Grammar: I usually go / am going to school by bike.

more examples on the board.

take turns to throw the dice, move the number of squares indicated in the key and answer a grammar question if the question mark is blue and a vocabulary question if it’s orange.

if you land on these squares.

already been answered so they don’t repeat them.

example for the class.

small groups to play the game Alternatively, divide the class into teams with yourself leading the game

answer They should be able to do it themselves, so you could prompt rather than give the correct answer.

different students for the answers.

Vocabulary answers:

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Grammar answers:

questions Tell them to make a note of the square number for the questions they found easy and/or difficult.

page 104 and explain this provides more explanations and practice of the grammar.

students felt were difficult, you could ask them to do these sections in class or for homework.

 My grammar reference & practice p104

Further practice

Vocabulary and grammar, Workbook p4–5

Lesson objectives

Find out about the course Learn how to do project work

page spread of the Student Book and ask what they can

see Ask: What do you think the project is about?

the students Ask a few questions to check understanding,

e.g How many different projects are there? (eight) Where do you write your project ideas? (in the Project Log) What helps you with your project presentation? (the Project coach video).

what to do.

to compare their answers in pairs before you check with

explain any unknown vocabulary.

motivate them or say the top three pairs to finish first get to choose a game to play at the end of the class.

which projects are the most interesting now that they have more information.

You design and describe a piece of street art: Unit 2 You create a wordsearch puzzle: Unit 5

You plan the events for a park’s opening weekend: Unit 3

You write a formal email to a radio station: Unit 4 You prepare information for a yearbook section about future jobs: Unit 8

You make a list of possible topics for a how-to video: Unit 7

You choose items to include in a time capsule: Unit 1

You prepare a Fitness section for an infographic:

Unit 6

Optional activity

students could write their own quiz about the course

through the Student Book, choose five units and write a question for each unit.

you see a picture of a …? What’s the reading about on page …?

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PROJECT SKILLS

Sharing work3

what in the projects (e.g skills, interests, negotiation).

students for suggestions.

SUGGESTED ANSWERS

Students may get annoyed if they’re doing all the work Time is limited so the group may not finish the project, which affects evaluations.

are in a group? (three or four) What’s the goal? (design a poster) How many tasks are there? (five).

(technology, research, design, writing, presenting).

and what they learned from other groups.

How did you agree? Did everyone participate?

HOW TO DO PROJECT WORK

6  Video script p128

video the whole way through for students to answer the question (making a cake).

the answers for question 1 in their Student Book.

is good, and then play the final section of the video Why is project work a good idea? for students to check their answer to

question 2.

(Use time well Listen and give positive feedback Use the Project Logs Speak English Listen to other groups’ presentations.)

conduct class feedback (Do different tasks to learn new skills, use the language from the unit to practise, help each other, ask questions, share your work with family, enjoy.)

or if anything isn’t clear.

interesting about the new course.

2 & 3 Students’ own answers

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1 Then and now

Language objectives for the unit

Core vocabulary

Verbs and their opposites: agree – disagree, appear –

disappear, borrow – lend, buy – sell, connect – disconnect, lose – win, receive – send, save – spend

Adjectives for feelings: annoyed, bored, embarrassed,

excited, relaxed, scared, surprised, tired, unhappy, worried

Extra vocabulary

Time capsules: close, container, discover, hide, include,

inside, items, outside, safe

Past simple: regular and irregular verbs

Past simple: (there) was / were; past time phrases

Key phrases

Making and responding to suggestions: We could choose

(a sports hero) How about choosing (an environmental hero) Let’s think of something else instead Why don’t we choose (a human rights hero)? That sounds good That’s a great idea! I’m not sure about that I’m not so keen on that idea I’d rather not (write about the environment again).

Project objectives

Project description

Create a time capsule.

Students will work in groups of three for this project

Project skills

Deciding together

Key phrases

Giving reasons: This is a (photo of a) … We put this in

our time capsule because … We chose this because … This shows that … is / are important in the present day Teenagers today can’t live without …

Project coach video

Choosing ideas for your projectProject extension ideas

To continue and develop the theme of the Then and now

topic, students could create a group video to go into their time capsule Have a discussion with the class about what they could include in the video that people in the future may be interested in (e.g a sport, a video game, a famous person, a device) Students then work in their group to plan, produce and record their video The videos can be uploaded for students to watch and think about which video would be the most interesting and/or informative for people in the future.

Unit summary

The topic for this unit is Then and now By the end of the unit,

students should be able to narrate past events confidently and make and respond to suggestions They should feel more comfortable about making decisions in groups, be able to write a well-organized, interesting message using

linkers and understand how the projects work and the importance of the log.

The final project is to create a time capsule including information about a place, their lifestyle now and a description of a fun day out they had, which students present to the class This will consolidate all the language they have learned in the unit

Introducing the topic for the unit

Read out the title of the unit and the objectives Explain to students that this unit is all about comparing life in the past to their lives now and collating information to include in a time capsule for people in the future Tell them that the project at the end of the unit is to create and present a time capsule.

Identifying a real-life context for the topic

Ask students to consider in what situations it might be useful to create a time capsule offering an insight into everyday life at a moment in history Answers could include to consider how items such as personal notes, pictures, videos and documents could give future historians a broader understanding of the people of our time, or to gain an understanding of the importance of social history.

Discover different ways to learn about the past Learn vocabulary related to time capsules

Warm-up 1

we can connect to the past This will prepare them for the first part of the project

and who they can see

page 9, ask what clues in the sentences helped them identify the photos.

A 2 B 3 C 1

2

into pairs to discuss the questions.

3  Curtis’s vlog script p128

before they watch the vlog to check.

A box or container where you put objects and information so people in the future will know how people lived at that time in the past.

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4 

follow-up questions, e.g Why does Curtis smile when he says museums also have gift shops? (because they sell new, modern things that he likes to buy) What can experts use fossils for? (to create pictures of what dinosaurs looked like) What does Amanda like doing? (visiting ruins).

people

dinosaurs really looked like.

ASSESSMENT FOR LEARNING

capsule is made Prompt them with a few questions,

e.g What do you put everything into? (a container) What can you put in it? (items / objects / photos) What do you want people in a few years’ time to do? (discover it).

know before they continue with the exercise If necessary, pre-teach some of the vocabulary to support students.

check if their instructions were similar.

them with the verbs

you check with the class

divide the class into pairs and ask them to use the words to create instructions on how to make a time capsule

check their instructions.

for this exercise.

PROJECT BUILDER 1 (10 minutes)

Write a note for the people who find your time capsule.7

that they will now start preparing their ideas for it.

they will stay in the same group for the whole project Tell students to write the names of the people in their group

discussion and make sure everyone gets a chance to speak.

workbook ready Explain that they will use the information in the Project Log for the final project task and the discussion they are going to have will help them to complete this log.

need to discuss to complete the log.

creating the time capsule (to help people understand their life, for future people to compare lifestyles)

of the key points they want to include in their note.

their log Remind them all to sign it.

their group shared ideas and what could be done better next time

they can bring in to include in their time capsule  Workbook Project Log p4

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1.2 90s time capsule

Learn what life was like for young people in the 1990s Talk about the past using regular and irregular verbs

Vocabulary Warm-up

by playing a version of Hangman On the board, draw dashes to represent the individual letters of a word,

e.g _ _ _ _ _ _ _ (include).

is in the word, write it in the correct place If it isn’t in the word, start to draw an unsmiley face (starting with a circle for the face) Continue drawing parts of the face for every incorrect letter (eyes, nose, ears, etc.) If the students guess the word before you draw the unsmiley mouth, they win If you complete the face before they guess, you win.

interesting are they? Can you see a big difference between the 90s and now?

the past or present? (past) Why are you learning about the time capsules with the past tense? (because we need to use the past simple to talk about past events)

talk about life in the 1990s and their past forms.

a magazine advert for a 90s computer, a mobile phone, some CDs, a video cassette and DVD, a Nintendo Game Boy, a pair of boots

2

for students to discuss in pairs.

different now? Do you know any of the bands? How are computer games different now? Does anyone have a pair of these boots?

verbs before they read the labels again to check.

the verbs.

lend and borrow and then read through the explanation in the Tick feature

buy – sell, disagree – agree, disappear – appear, disconnect – connect, lend – borrow, lose – win, send – receive, spend – save

Past tense verbs: sold, won, agreed

to compare their answers in pairs before you check with the class

before dividing them into pairs to interview each other.

it with the person opposite them

the back of the line That line then moves down one so students are standing opposite a new student.

6

and which ones they knew / didn’t know before Ask if they can think of anything else that was different (e.g people didn’t listen to music on headphones so much, children had toys rather than gadgets, students used books for research).

1 E 2 F 3 C 4 D 5 B 6 A

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9

them questions 1–3.

books and Students B ask questions 4–6.

podcasts (People didn’t listen to podcasts They listened to the radio.), smart TVs, bluetooth, Wi-Fi, apps.

have a pet when you were eight? What sports did you do? What films did you like? Where did you spend your holidays?).

practice before they move on, refer them to the My grammar reference & practice on page 106 You could read

through the reference with the class, then students could work through the practice exercises.

already, move on with the lesson and refer them to the

My grammar reference & practice for homework

Choose items to include in your time capsule.12

them to prepare for the project at the end of the unit

to choose a new monitor for the task today

items do you choose? (five) Look at the mind map What are the four categories? (recent events or news stories,

entertainment, fashion, technology)

students so they know what they have to record.

limited, they could complete the log for homework.

information (e.g photos, audio, objects, newspaper articles, infographics).

ask the monitors to check.

make sure they divide up the things they need and decide who’s going to bring in which items.

on group work Explain to students that it’s important to learn to assess themselves Tell them to think back over how they felt about the group work and complete the evaluation in the log

Project Log for you to check and tick completed  Workbook Project Log p4

Vocabulary, Workbook p6Grammar, Workbook p8

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1.3 The birth of teenage culture

Learn about the beginning of teenage culture in the USA Read for overall meaning (gist)

Talk about the past using was / were

Reading Warm-up

grammar from the previous lesson.

noughts or crosses

sell, buy, win, make, send, do, go, spend, have) for them to

say the past simple form If the answer is correct, they get a cross or nought in the square The first team to get a line of three wins.

1

they can see, if the photos show the past or the present and how do they know (past – they are black and white photos, and the content, e.g clothes, activities).

1 C 2 A 3 B

Skill UP!

2

decide if you want to read a full blog / article? Do you look through quickly to see if it looks interesting first?

and what they were.

in English or are doing their Workbook readings.

New laws improved education and work and there was more free time for teenagers.

their meaning from the context.

they can’t work out from context.

SUGGESTED ANSWERS

adult – a person over 18 years old, who is legally responsible for their actions

choice – the noun for choose dangerous – not safe

identity – who or what someone is, i.e their personality laws – the system of rules for a country that everyone must obey

modern – not old

well paid – having a good salary

answer before they read the text again.

more time at school)

LIFE SKILLS

personally – to the text, so make sure students have some ‘thinking’ time to formulate their answers.

make a list of their reasons.

discussion and prompt with additional questions, e.g

What do children and teenagers do differently? What laws are different? (driving, staying home alone) How is school different? What can adults do you can’t do? What different interests / worries do you have?

Past simple: (there) was / were; past time phrases

6

practice of the grammar point, refer them to the My grammar reference & practice on page 106 to complete in

class or for homework.

their answers with a partner.

Eighteen per cent of all working Americans were under the age of 16.

The work wasn’t well-paid, and it was often dangerous There were new laws about education and work This was the birth of teenage culture.

8

them complete the exercise.

you check with the class Ask: How many of your true answers for yourself are similar?

ANSWERS

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to report back their partner’s answers to the class, e.g Ava was tired when she woke up because she didn’t sleep well.

examples in the exercises.

in 1900 – exercise 8

at midnight last night – exercise 8 this morning – exercise 8

yesterday – exercise 9

11

which one is the most recent (an hour ago).

their answers in pairs before you check with the class.

Suggested answers depending on day of the week: an hour ago, this morning, at midnight last night, yesterday, on Friday evening, last week, two weeks ago, over the summer holidays in the 1920s and 30s, in 1900

Tell students to choose five of the past time expressions

and write a sentence with each one using was and were.

12

you questions and then work out your false answer.

Ask two students to model the dialogue to focus them on the language they should use to complete the exercise successfully It provides a clear example of what

is expected of them to achieve the objective of using was and were Depending on your class, once the class has

done the exercise, you could choose a confident pair to demonstrate their conversation for the class.

Complete a personal profile.13

to nominate a different group monitor.

the ideas if students finished it for homework.

show their group members.

clothes, music, food or drink, apps).

the name of a group member that they have a ‘favourite’ in common with.

think about the similarities in their profiles  Workbook Project Log p5

Grammar, Workbook p9Reading, Workbook p10–11

Grammar worksheets, Teacher’s Resources, Oxford English HubReading worksheets, Teacher’s Resources, Oxford English Hub

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1.4 Creepy places!

Describe feelings with adjectives

Listen to teenagers talking about creepy historical places Use photos and labels to predict vocabulary

TEACHER WELLBEING: IT’S ALL ABOUT ME!

We all have different needs in the various roles we play in our lives It’s important to think about your own wellbeing and take time for the things that are important to you Make a list of ten things that are important to you (e.g hobbies, socialising, good working relationships) Then rank each one from 1 to 10 to reflect how important they are for you Look at your ranking: How satisfied are you with the amount of time you spend on each thing? How can you improve your satisfaction rating to benefit your wellbeing?

Vocabulary Warm-up

lesson by saying one of the words for the class to define, give an example or a synonym.

open their book on page 12 and choose three words.

give an example or a synonym.

can see Ask: How does it make you feel?

tell you what they are talking about (Hugo’s holiday).

it’s creepy, it’s more than 80 years old, it was in an accident in 1994 and now it’s stuck

means? Take all suggestions for the meaning of creepy and

ask students to justify their answers (A place is creepy if it’s strange and makes you feel afraid or uncomfortable.)

3

to use dictionaries This is so you can get an idea of which adjectives they know and don’t know.

the whole class in feedback

the L1 translation and times when they feel annoyed, bored, etc.

could ask them to do the vocabulary worksheets for

emojis for the four feelings not illustrated in the online

text chat (i.e annoyed, relaxed, surprised, unhappy) and one more feeling of their own choice (e.g interested, friendly, confident, funny).

4  02 Audio script p128

your answers the same or different?

again, pausing after each one to confirm the answer

(It’s raining.) Why is Hugo relaxed? (He’s on the beach.) Why is Hugo annoyed? (Miguel ate his chocolate.) Why is Lucia surprised? (She thought Hugo was on holiday, but he’s at

If available to you, show students a range of different emojis.

Ask why students like the particular emojis.

students to guess.

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Skill UP!

7

information they can predict from photos (topic, places, types of people, activities).

divide them into pairs to share and discuss their lists.

8  03 Audio script p128–129

on their lists.

lists and what they were.

are missing (e.g dates, adjectives, things, jobs).

complete any of the sentences before they listen to the

into groups to discuss the questions.

access to a device to watch the virtual tour.

Would you like to visit Scott’s hut? Why? / Why not? What’s similar about the hut to a time capsule? (things from history that give you an idea of what it was like for Scott) What other places can you visit like Scott’s hut in your country?

(palaces, middle age villages, farms).

Write a description of an interesting place that you know 12

to nominate a new group monitor.

their list

Don’t forget and Tip boxes in the Project Log

chosen and write a draft for the writing task.

their final version into their Project Log

find pictures to go with their description Explain they can download photos or find pictures from leaflets or magazines Make sure they share out the task.

Project Log, either in class or for homework.

leave the class, e.g Tell me one thing you learned about the place you chose.

Project Log to check and tick completed  Workbook Project Log p5

Vocabulary, Workbook p7

Vocabulary worksheets, Teacher’s Resources, Oxford English Hub

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1.5 Today’s heroes

Talk about your heroes

Make and respond to suggestions

Learn how to show interest during conversations

Speaking Warm-up

a few as anagrams on the board, e.g racsde (scared).

1

(= a person who is admired by many people for doing something brave or good).

questions individually before dividing them into pairs to discuss them.

heroes Ask: Which one is the most interesting hero? Why?

they wanted to know is mentioned.

4  Drama video script p129

Wonder Woman? (because it has to be a real person) Why doesn’t Lucy want to write about an environmental hero? (because she doesn’t want to write about the

environment again).

they can before playing the video again to check.

6  Drama video script p129

a talk? (London) What does Marcel say they might do after the talk? (meet Amandla).

They’re surprised and delighted because Marcel can arrange for the girls to go to a talk with Amandla Stenberg.

Skill UP!

7  04 Audio script p129

important to show interest (to be polite, encourage the person to continue and keep a conversation going).

encourage students to copy the rising intonation of the surprise expressions

(e.g Lady Gaga, Marcus Rashford, Greta Thunberg).

for each.

suggest their options Remind them to listen and respond and show interest.

to practise making and responding to suggestions in a realistic way

Write the error, without the correction, on a slip of paper and put it face down in front of students without disturbing them

to read their slip of paper and make the corrections

This gives you an opportunity to assess how well they

can produce the Key phrases and self-correct

in a feedback session at the end.

Speaking pairwork worksheet, Teacher’s Resources, Oxford English Hub