unlock level 5 reading writing & critical thinking pdf

Unlock Level 5 Reading, Writing, & Critical Thinking Student’s Book, Mob App and Online Workbook w/ Downloadable Video

Jessica williams , sabina ostrowska , chris sowton  ( primary contributor ).

272 pages, Paperback

Published December 29, 2018

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Jessica Williams

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Unlock Second edition, Level 5 (C1) Reading, Writing & Critical Thinking Paperback

• Language German, English, English
• Publisher Klett Sprachen GmbH
• Dimensions 7.76 x 0.51 x 10.43 inches
• ISBN-10 3125404371
• ISBN-13 978-3125404373
• See all details

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• Language ‏ : ‎ German, English, English
• ISBN-10 ‏ : ‎ 3125404371
• ISBN-13 ‏ : ‎ 978-3125404373
• Item Weight ‏ : ‎ 1.32 pounds
• Dimensions ‏ : ‎ 7.76 x 0.51 x 10.43 inches

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Unlock Level 5 Reading, Writing, and Critical Thinking Student's Book, Mob App and Online Workbook W/ Downloadable Video

By jessica williams , sabina ostrowska , and chris sowton.

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Chris Sowton with Peter Lucantoni, Jessica Williams, Kate Adams, Michele Lewis and Sabina Ostrowska Listening, Speaking & Critical Thinking Reading, Writing & Critical Thinking TEACHER’S MANUAL AND DEVELOPMENT PACK Second Edition 1–5

University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, 06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108678728 © Cambridge University Press 2019 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in XXXX by XXXX A catalogue record for this publication is available from the British Library ISBN 978-1-108-67872-8 Teacher’s Manual and Development Pack Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

CONTENTS Teacher’s Manual and Development Pack 4 Using the Classroom App 8 Unlock teacher development: Introduction to critical thinking 10 Introduction to mixed-ability teaching 12 Peer collaboration ideas 14 Lesson observation template 15 Flexible lesson plans: Listening, Speaking & Critical Thinking 16 Reading, Writing & Critical Thinking 24 Teacher’s Manuals: Listening, Speaking & Critical Thinking 1 32 Listening, Speaking & Critical Thinking 2 73 Listening, Speaking & Critical Thinking 3 115 Listening, Speaking & Critical Thinking 4 163 Listening, Speaking & Critical Thinking 5 211 Reading, Writing & Critical Thinking 1 268 Reading, Writing & Critical Thinking 2 314 Reading, Writing & Critical Thinking 3 362 Reading, Writing & Critical Thinking 4 410 Reading, Writing & Critical Thinking 5 455 Acknowledgements 512

4 UNLOCK TEACHER’S MANUAL AND DEVELOPMENT PACK We’ve carried out research with teachers across the world to understand their needs and how we can better meet them with Unlock Second Edition. The result is an all-new Teacher’s Manual and Development Pack. A single manual for levels 1–5, so that every answer key and additional activity are conveniently in one book. Better Teaching WITH SECOND EDITION Unlock your teaching potential Be confident Support your teaching with the flexible lesson plans with timings for every unit. Be flexible Decide when to use the optional activities to extend your students’ learning and provide differentiation to meet individual students’ needs. Be flexible Ask students to take roles from the script and read it aloud together, using correct sentence stress. Before they do this, allow lower-level students to listen again and mark the script for stress. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary.

UNLOCK 5 Be focUSed Understand the learning objectives for every lesson, so you and your students can be clear on what you’re achieving. Be infoRMed Refer to Common student errors boxes highlighting the challenges your students might meet with the target language, informed by our exclusive Corpus research. This information is downloadable from e-Source for each Student’s Book. Be BetteR Access the broad range of Unlock-specific teacher development material whenever it suits you. ReSUltS teachers are more confident and better equipped in supporting students as they develop their critical thinking skills. Students are better prepared for their academic studies. Learning objectives • Evaluate the eff ectiveness of interview questions against a set of criteria • Create a list of questions for a research interview • Evaluate and refi ne your questions for a research interview Common student errors Japanese, Chinese and Spanish L1 students tend to confuse the order of adjectives and nouns. This is because the adjective comes after the noun in their L1. • I went to the bank to discuss my plan business. • You need to have a partner business you can trust. TEACHER DEVELOPMENT BE INFORMED  Choosing relevant information is an important skill for students because: (1) It is the next logical stage of the research and writing process (after categorizing information); (2) They might think that all research information has the same value and importance, which is clearly not true; (3) A problem area when writing essays is including irrelevant information which does not answer the question. BE CONFIDENT  Develop this skill for yourself by doing the following activity: Look at the website for your educational institution. Think about whether there is any information which is not relevant. Why is it not relevant? inSigHt our research tells us that 93% of teachers believe their students want to develop their critical thinking skills, yet only 18% of teachers have had specific training on how to support their students with this. content teacher development material, on developing critical thinking skills in your students, available in every unit.

UNLOCK SECOND EDITION TEACHER DEVELOPMENT We have reviewed research and reports on teacher development around the world to identify features of teacher development that have been critical for success. There are seven principles which derive from the research, and we’ve kept these at the heart of Unlock Second Edition teacher development. So that teacher development can be successful, it needs to be: Impactful, so that you can see the difference in your teaching and the difference in your students’ learning. There is a teacher development objective for every unit of Unlock Second Edition, with the opportunity to review it. There are also peer lesson observation templates, so that you can see the impact in your classroom. Impactful Needs-based, so that it is useful and relevant to you and your students’ teaching and learning context. One of the elements of teacher development material in Unlock Second Edition is focused on developing critical thinking skills in your students, because we know there is a strong link between critical thinking and academic success. Needs-based Sustained, so that you can build on your teaching skills in the same way your students build on their language skills. There is teacher development material in every unit of the Teacher’s Manual and Development Pack. Sustained Peer-collaborative, so that you can share your development with other teachers. There are a range of ideas on how you can achieve this in Unlock, including peer-to-peer teacher training material. Peer- collaborative In-practice, so that you can apply your learning immediately in the classroom and foster a deeper understanding of what works for your students. Unlock Second Edition teacher development material is directly linked to students’ course material. In-practice Reflective, so that you can develop an awareness of your teaching and then make changes. There are self-reflection questions throughout the manual. Reflective Evaluated, so that change and progress can be tracked and measured. There is Impact Study material to help you consider how your development has impacted on your students’ overall learning. There are also mobile quizzes for the peer-to-peer teacher development workshops. Evaluated INSPIRE 6 UNLOCK

UNLOCK 7 Self-development material • Teacher development material in every unit of the Teacher’s Manual and Development Pack, focused on developing critical thinking skills in your students, including teacher development objectives, in-practice activities and opportunities for review and self-evaluation. • Online teacher training course, Teaching with Unlock Second Edition, in the Cambridge Learning Management System (CLMS). This online training will help you to become more familiar with the content, methodology and components of Unlock, so you feel confident working with the books and the digital and online resources. Peer-collaborative material • Peer-to-peer teacher training materials, downloadable from e-Source via the code inside the front cover of the manual, so that you and your colleagues can develop together and share ideas. • Further ideas to peer-collaborate. • Lesson observation template, so you can get feedback from your colleagues. • Articles for teachers on a range of topics specifically selected to extend your knowledge, downloadable from e-Source via the code inside the front cover of the manual.

8 USING THE CLASSROOM APP As part of our extensive market research, one of the common things we hear from teachers is the need for more practice activities for classroom use. We also hear again and again how much students enjoy using their mobile phones for learning purposes in the classroom. With the new Unlock Classroom App, students are motivated by having relevant extension material on their phones to maximize language learning. Teachers can be reassured that the Classroom App adds real-language value to lessons. • Content is fully integrated into every unit with Unlock-specific content to extend the lesson. • Offers extra motivating practice in speaking (engaging discussion activities), critical thinking and language to develop what’s been learnt in the classroom. • Provides a convenient bank of language and skills reference material, informed by our exclusive Corpus research. • Easily accessible and navigable from students’ phones. • Students can stream the Class Video. • Students can review their answers to interactive activities. • Scores feed into the CLMS gradebook. • Extends students’ vocabulary by providing quick access to Cambridge Dictionaries Online. All Unlock content is integrated with the Cambridge Learning Management System (CLMS), so students only need to be enrolled once to access the Online Workbook, Classroom App and Student Resources. What makes the Unlock Classroom App special? How to access the Classroom App 1 Download the Cambridge Pocket App from the Apple App Store or Google Play. 2 Students need to register on the Cambridge Learning Management System (CLMS) before they can log in to the app. (See full instructions on the inside front cover of their Student’s Books on how to get their CLMS access code.) Once registered on the CLMS, they can log in to the app using the same user name and password. Students only need to log in to the app once and they are logged-in for one year. 10:01 LTE Cambridge Pocket Forgot your password? Create an account Need Help? Username Password Log in Sign in as Guest USING THE CLASSROOM APP

Unit 2: Festivals and celebrations Online Content My Downloads 10:25 LTE access) Classroom App Video – Unit 1: Places • Exercise 1: Unlock your knowledge • Exercise 2: Critical thinking plus • Exercise 3: Understanding key vocabulary • Exercise 4: Nouns and adjectives • Exercise 5: Countable and uncountable... • Exercise 6: Capital letters and punctuation Class Online Content My Downloads 3 Access the content in three easy steps:

10 INTRODUCTION TO CRITICAL THINKING TEACHER DEVELOPMENT: INTRODUCTION TO CRITICAL THINKING We know from a wide range of research that critical thinking is becoming increasingly important in English Language Teaching, especially on Academic English courses and as part of 21st Century Skills. We also understand from speaking with teachers that very few have had specific training on how to teach critical thinking, or perhaps even overt teaching of critical thinking skills in their own educational backgrounds. The critical thinking in Unlock Second Edition is informed by Bloom’s Taxonomy. Taking some time to inform yourself about the thinking skills within it, and what they mean in your teaching practice, will boost your confidence and prepare you to support your students’ critical thinking development. BE INFORMED Benjamin Bloom was an educational psychologist who, in 1956, published a taxonomy allowing us to classify specific critical thinking skills and therefore better understand them. This work has often been described by the educational community as one of the most influential of the 20th Century, and it now finds a place in 21st Century Skills, following revisions by Lorin Anderson and David Krathwohl in 2001. The six discrete skills Bloom identified are divided into Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) as below, with the higher-order skills being more cognitively challenging and therefore more difficult to develop. Study the detail of information to find out more. ANALYZE UNDERSTAND EVALUATE APPLY REMEMBER CREATE explain, contrast, examine, identify, investigate, categorize Judge information and come to a conclusion, or make a recommendation. HIGHER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS decide, rank, rate, choose, recommend, justify, assess, prioritize Make something new. create, invent, plan, compose, construct, design, imagine Recall information. name, describe, relate, find, list, write, tell Know what information means. compare, discuss, restate, predict, translate, outline Use information in another way. show, complete, use, classify, illustrate, solve BE FOCUSED Learn about the six critical thinking skills and what they mean in the classroom. Unlock your teaching potential

INTRODUCTION TO CRITICAL THINKING 11 BE CONFIDENT Match the example activities (1–6) to the critical thinking skills (a–f). Check your answers on page 512. 1 Categorize the features of the two cities. a Remember 2 Complete the table with the information. b Understand 3 List the problems the speaker mentioned. c Apply 4 Rank these items in order of importance. d Analyze 5 Restate it in your own words. e Evaluate 6 Compose a survey to find out more. f Create BE READY Insights into classroom practice reveal that most questions teachers ask their students during a lesson require students to use their lower-order critical thinking skills. Write the questions in the box in the correct column in the table below. What facts can you find? Who? Do you know …? Where? Can you identify…? Name ... List … How many? When? Why? Why might …? How would you …? What alternative …? What? Why do you think …? What criteria …? lower-order thinking skills higher-order thinking skills Increase opportunities to develop your students’ higher-order critical thinking skills by thinking about which questions you might ask them, ahead of each lesson. BE REFLECTIVE Ahead of a lesson, write down three higher-order thinking skills questions you will ask your students. After the lesson, reflect on how your students responded to these, what impact they had on the lesson and what you might do differently in the next lesson. BE COLLABORATIVE Ask a colleague to observe one of your lessons and write down the questions you ask your class. After the lesson, classify these questions into lower- and higher-order thinking skills, and consider whether you need to spend more time on the higher-order ones. BE BETTER For extra guidance on teaching critical thinking, why not try the peer-to-peer teacher training workshop, A practical approach to critical thinking with your colleagues? Use the e-Source code inside the front cover of this manual for access.

12 INTRODUCTION TO MIXED-ABILITY TEACHING In an ideal world, every language class would always be filled with students who all operate at a similar level of proficiency, and where ‘pre-intermediate means pre-intermediate’. In the real world, teaching groups of mixed-ability students is becoming increasingly common. Effective mixed-ability learning relies heavily on the teacher and on their ability to adapt both their teaching and their use of materials accordingly. You should aim to tailor these demands to – and address the individual needs of – each learner, in each class. The support provided in Unlock Second Edition is informed both by current research into the practical considerations of mixed-ability learning environments, and by experienced mixed-ability teachers. By ensuring that you read and reflect on this, you will be able to enter the mixed-ability classroom with a greater awareness of how differentiation can be delivered. BE INFORMED A mixed-ability teaching context is not merely restricted to, for example, an A2 learner being placed in a B2 class. Some key differentiating factors in language learning are: • Proficiency: This is the overarching theme that underpins all other factors. Differences in proficiency can be easily spotted by the alert language teacher, who will be acutely aware that learners will struggle to cope with input for which they have not yet acquired the language awareness. • Age: Different types of activities are better suited to different ages. While it seems obvious that neither an adult group nor an EAP group are the best environments for frequent and regular language play, singing or games, the mixed-ability teacher should be aware of other, less obvious, differences that arise from the age of their class. For example, research has shown that adolescent learners respond better to a teacher providing clear rules and explanations, while adult learners benefit more from being shown multiple examples of the target language and deducing meaning and form, without explicit teacher intervention. • Motivation: This is not simply and always a case of, ‘I don’t want to be in the class, but somebody or something is forcing me to come’. For example, in a language course, everyone has differing end-goals for what they want to achieve and improve upon. If a new learner joins a group with the explicit aim of improving one particular skill, only to find that the rest of the class is intent on improving other skills (and the teacher focuses more on developing these), motivation levels in that learner will drop. • Aptitude: This can sometimes be mistaken for proficiency, whereas in fact the two factors are entirely different. In learners’ aptitudes, there are considerable differences in how efficiently and quickly individuals can process language; this could be related to variations in short-term memory, or in the ability to identify and interpret patterns and sounds (e.g. of grammar or pronunciation). In short, some people simply make quicker and more trouble-free progress than others. • Cultural background: Differences in educational experience can lead to varied expectations of what should happen in the classroom, and you should use this awareness to ask questions of yourself, and adapt to these answers. How much homework are they expecting to be given? Is the learner familiar with a collaborative learning environment? Do they believe pair or group work can actually be beneficial in any way? BE FOCUSED Consider the key differentiating factors in language learning and how they impact on your teaching. INTRODUCTION TO MIXED-ABILITY TEACHING

INTRODUCTION TO MIXED-ABILITY TEACHING 13 BE CONFIDENT For each statement, choose which of the two differentiating factors seems likely to have produced these common learner concerns. Check your answers on page 512. 1 I want my teacher to explain it, not just show me. Age / Cultural background 2 I need more time than my classmates to do the exercises in my coursebook. Aptitude / Proficiency 3 My teacher doesn’t give me enough work to do outside of class. Cultural background / Motivation 4 I want to be in a class where everyone is better at English than I am. Motivation / Aptitude 5 I get confused when the teacher starts talking about verbs and nouns and things like that. Age / Aptitude 6 I don’t like the teaching style, so I don’t feel I am making progress. Proficiency / Cultural background BE READY What could you do to address each of the common learner concerns in BE CONFIDENT? Make short notes. BE REFLECTIVE Consider each student you teach. Write down a short description of how you see them in terms of each of the key factors described above. Then ask them how they see themselves, in a short needs analysis questionnaire (e.g. How does your AGE affect your progress? What MOTIVATES you to improve your language skills?). Use this information to challenge your own preconceptions and then to adapt your lesson planning accordingly. BE COLLABORATIVE One of the most time-consuming parts of mixed-ability teaching is actually producing differentiated material and adapting the coursebook to the needs of your learners. Consider forming a ‘teaching pool’ with your colleagues, where you can share materials and approaches for, and reflections on, lessons you have delivered. BE BETTER For extra guidance on adapting materials for mixed-ability students, why not try the peer-to-peer teacher training workshop, Unlocking mixed-ability teaching with your colleagues? Use the e-Source code inside the front cover of this manual for access.

14 Peer collaboration Ideas The process of teacher learning and development is continuous. Whether you are a seasoned teacher or new to classroom instruction, it is crucial to have regular support and feedback from your colleagues in order to continue growing as a professional. As reflected in the INSPIRE approach to teacher development (see page 6), it is important that any teacher development programme be peer-collaborative, so that you can share your development with other teachers. There are a number of ways you can achieve this, including: • peer coaching • joint planning in pairs or small groups of teachers who teach the same level or course • team-teaching, followed by joint evaluation of the planning, teaching and learning achieved • focused peer observation, leading to discussion of specific issues or key aspects of implementation Consider holding peer observation sessions as you work through the key skills in the teacher development course in this Teacher’s Manual, focused on developing critical thinking skills in your students. Through peer observation, teachers can develop a more reflective approach to their teaching and identify development goals together. The teacher being observed should identify a specific focus for observation. The teacher and the observer should have a pre-observation discussion about the focus and the lesson. During the lesson, the observer should take notes using the Lesson Observation Template on the page opposite, focusing on behaviour and actions that occur in the lesson related to the observation focus. We also recommend holding a post-observation discussion, reflecting on the focus, the lesson, learning points and a possible action plan. You can also use the e-Source code in this book to access our peer-to-peer workshops on topics including unlocking critical thinking skills, unlocking academic writing, giving feedback on academic speaking, unlocking mixed-ability teaching and using the Unlock classroom app. These workshops are designed to be easily accessible and conducted by teachers with their peers. Peer groups will also have access to pre- and post-workshop quizzes through the Cambridge Pocket App to measure progress. Contact your local sales representative for access to the Unlock peer-to-peer workshop quizzes. For extra guidance on peer-collaborative professional development, see Effective professional development: Principles and best practice: Part of the Cambridge Papers in ELT series by Silvana Richardson and Gabriel Díaz Maggioli, April 2018, Cambridge University Press. PEER COLLABORATION IDEAS

Teacher: Observer: Class: Class size: Date: Observation focus point(s): Observation notes: What went well? What could be improved? Suggestions for further improvement: Other comments: Unlock Teacher’s Manual and Development Pack © Cambridge University Press 2019 Photocopiable LESSON OBSERVATION TEMPLATE

16 LISTENING, SPEAKING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Listening, Speaking & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Listening skills, Critical thinking, Grammar and Speaking skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. LISTENING, SPEAKING & CRITICAL THINKING

FLEXIBLE LESSON PLAN 17 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then ask volunteers to share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.

18 LISTENING, SPEAKING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Have students work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. LISTENING The first half of each unit focuses on the receptive skill of listening. Each unit includes two listening texts that provide different angles, viewpoints and/or genres related to the unit topic. Listening 2 provides a model for the productive Speaking Task. All audio files are available for students to download from e-Source. Audioscripts are provided in the back of the Student’s Book, as well as under the Resources tab on the Cambridge Learning Management System (CLMS). LISTENING 1 60 min Listening 1 includes a listening text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and listening skills, while helping them begin to generate ideas for their Speaking Task. 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To introduce, review and/or practise key pre-listening skills • To introduce and build key academically related and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in pairs or groups for consistency. For further support on the use of translation and L1 in the classroom, see Translation and Own-language Activities by Philip Kerr, Cambridge University Press, 2014. Key vocabulary exercises can also be assigned ahead of the lesson, so that you can focus on the listening content and skills in class.

FLEXIBLE LESSON PLAN 19 2 WHILE LISTENING PURPOSE • To introduce, review, and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the audio into more manageable parts as students complete the exercises. For students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. Because students can access the audio files at any time online, consider asking them to listen to the text before the lesson so that they are familiar with the content. Then, during class, you have a chance to check with your students about the level of difficulty of the text. You can do this by asking if they found any vocabulary particularly challenging and suggest how they can find the meaning of words, e.g. using an online dictionary (such as the Cambridge Dictionary at https://dictionary.cambridge.org). You could also ask a few general listening comprehension questions to check understanding. Students who still struggle with comprehension can listen again for homework. For more open-ended note-taking practice, have students listen and take notes with books closed. During the first listening, instruct them to take notes on main ideas and general points. Then, with your guidance, have them listen again to take notes on specific details. They can then use their notes to complete the exercises in the section. 3 PRONUNCIATION FOR LISTENING This section appears in each unit but changes location, based on where it most logically belongs. PURPOSE • To help students understand pronunciation in authentic, academically related discourse Review the Pronunciation for Listening skills box as a class, to ensure that students understand the explanation and examples before doing the exercises. If possible, assign a podcast, video, Online Workbook listening or other source for students to listen to, and locate instances of the Pronunciation for Listening skill. 4 POST-LISTENING Note: This section does not appear in level 1. PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next lesson or in an online forum. 5 DISCUSSION PURPOSE • To give students the opportunity to discuss what they heard and offer opinions • To think critically about what they have just heard • To further personalize the topic and issues in Listening 1 Give students three to five minutes to prepare, discuss and jot down notes for their answers. Then go through the discussion points and have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the listening content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and Listen Discussion section on page 18 in this Flexible Lesson Plan. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note

20 LISTENING, SPEAKING & CRITICAL THINKING down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Listening 1 or Listening 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language which is relevant to the unit topic and listenings and useful for the unit Speaking Task. The focus of this section is on vocabulary and/or grammar. PURPOSE • To focus and expand on grammar that may appear in Listening 1 and Listening 2 • To recycle and expand on vocabulary that may appear in Listening 1 and Listening 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Speaking Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the audioscripts in the back of the book, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you can pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercises or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own, or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. LISTENING 2 60 min Listening 2 is another listening text on the unit topic, often in a different format to Listening 1. It serves as a model for the Speaking Task and gives students additional exposure to, and practice with, language and listening skills, while helping them generate and refine ideas for their Speaking Task.

FLEXIBLE LESSON PLAN 21 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups, to promote a high level of engagement. Circulate among the students, taking notes of common areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. Model pronunciation of these word forms, so that students are able to recognize them in context. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a ­­gap-fill exercise. These activities typically include eight items of vocabulary from both listenings, but the vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE LISTENING PURPOSE • To introduce, review and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear Key vocabulary and Language development elements in a natural, academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Speaking Task As with Listening 1, you can break up the audio into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students listen to the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Listening 1. Ask students who still struggle with comprehension to listen again for homework, and set specific questions for them to answer or areas for them to take notes on. Again, as with Listening 1, for students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. 3 POST-LISTENING PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Note: Post-listening sections do not appear in Level 1, and they are not in every unit in Level 2. In Levels 3–5, they appear in every Listening section. Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next class or in an online forum. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Listening 2 • To practise synthesizing the content of the unit listening texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections between them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Listening 1 and Listening 2 in order to supply the answers; this is good practice for the key skill of synthesis.

22 LISTENING, SPEAKING & CRITICAL THINKING Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Listening 1 and Listening 2. If applicable, ask students to relate the content of the unit video to this section, or even to previous units. This is also a good context in which to introduce the Speaking Task at the beginning of the next section and for students to consider how the content of the listening texts relates to the task prompt. SPEAKING The second half of each unit focuses on the productive skill of speaking. It begins with the prompt for the Speaking Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Speaking Task • To help generate, develop and organize ideas for the Speaking Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Speaking Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. PREPARATION FOR SPEAKING 45 min PURPOSE • To introduce and practise academic speaking skills that can be used in the Speaking Task • To introduce or recycle language that supports these key skills and the Speaking Task • To help students ensure correct pronunciation. Note that most units include a Pronunciation for Speaking skills box and practice in this section Review any skills boxes in this section as a class and clarify points of confusion. Then have students work on the activities in pairs or small groups. After they complete any speaking activities, have some students share their answers with the class. Since the section focuses on form and function, it is important to offer corrective feedback to your students. You can then focus on fluency in the next section. Here are examples of ways to provide interactive corrective feedback, depending on the level of your class: A student says, ‘It possible to use that technology today.’ 1) The teacher writes the incorrect form on the board and asks the student to come to the board and correct the statement. 2) The teacher repeats the incorrect form with rising intonation: ‘It possible …?’, to see if the student can self-correct. If not, then the teacher prompts the student, for example, ‘Are you missing a subject/verb/preposition?’ 3) The teacher supplies the correct form and asks the student to repeat. In all cases, the correct form should be modelled for the student and for the rest of the class. For more about giving corrective feedback, see Giving feedback on speaking: Part of the Cambridge Papers in ELT series by Philip Kerr, December 2017, Cambridge University Press. CLASSROOM APP The Preparation for Speaking activity in the app is an activity with A and B parts. The first exercise or A part is closed, scorable practice, and the second exercise or B part may be more creative, open, static text practice (and therefore not scorable). In some units there may only be a closed activity. Students should complete the closed activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible.

FLEXIBLE LESSON PLAN 23 The open-ended discussion task is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. SPEAKING TASK 60 min PURPOSE • To work collaboratively in preparation for the Speaking Task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To improve oral fluency Depending on time and class level, students can complete the preparation activities for homework or in class. If conducted in class, work should be done collaboratively. It can be helpful to pair a quieter student with a more outgoing student. It is also important to circulate among students, asking and answering questions as needed. If students agree, record their Speaking tasks on a phone or video camera. At the same time, take notes on key areas, such as grammar, pronunciation, key word stress, eye contact and pacing. Students can view their performances and receive your oral and written feedback at the same time. If any students lack confidence to present on their own, allow them to present with a partner, turn-taking throughout the presentation. OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit, which students should be encouraged to use in the final Speaking Task. As a challenge for students, you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.

24 READING, WRITING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Reading, Writing & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Reading skills, Critical thinking, Grammar and Academic Writing skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. READING, WRITING & CRITICAL THINKING

FLEXIBLE LESSON PLAN 25 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then have volunteers share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.

26 READING, WRITING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Ask students to work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. READING The first half of each unit focuses on the receptive skill of reading. Each unit includes two reading texts that provide different angles, viewpoints and/or genres related to the unit topic. Reading 2 provides a model for the productive Writing Task. READING 1 45 min Reading 1 includes a reading text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and reading skills, while helping them begin to generate ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the reading • To introduce, review and/or practise key pre-reading skills • To introduce and build key academically related and topical vocabulary for the reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Key vocabulary exercises can also be assigned ahead of time so that you can focus on the reading content and skills in class. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in their pairs or groups for consistency. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills

FLEXIBLE LESSON PLAN 27 • To see key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the text into more manageable parts as students complete the exercises. For example, students in pairs or small groups could read only one paragraph and then share their findings with other pairs and groups, consolidating the main ideas and details in the text. Students who still struggle with comprehension can read the text again for homework. Make sure students keep any written answers short and to the point, focusing on the key pieces of information that answer the questions. Working in pairs and groups offers students an opportunity to revise their answers and to produce the best ones they can with their partner or partners. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text using a variety of methods, including: working out meanings from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then work with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To give students the opportunity to discuss what they read and offer opinions • To think critically about what they have just read • To further personalize the topic and issues in Reading 1 Give students three to five minutes to discuss and make notes for their answers. Monitor student groups, taking notes on common strengths and mistakes. Then, have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the text content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and listen Discussion section on page 26. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Reading 1 or Reading 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing Task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task

28 READING, WRITING & CRITICAL THINKING Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a ­­gap-fill exercise. These activities typically include eight items of vocabulary from both readings. The vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills • To see key vocabulary in a natural academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Writing Task As with Reading 1, you can break up the texts into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students read the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Reading 1. Ask students who still struggle with comprehension to read the text again for homework and set specific questions for them to answer. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text, using a variety of methods, including: working out meaning from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience. Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then join with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Reading 2 • To practise synthesizing the content of the unit reading texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections among them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Reading 1 and Reading 2 in order to supply the answers. This is good practice for the key skill of synthesis. Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Reading 1 and Reading 2. If applicable, ask students to relate the content of the unit video, or even previous units, to this section. This is also a good context in which to introduce the Writing Task at the beginning of the Critical Thinking section and for students to consider how the content of the reading texts relates to the prompt. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language relevant to the unit topic and readings, and useful for the unit Writing Task. The focus of this section is on vocabulary and/or grammar.

FLEXIBLE LESSON PLAN 29 PURPOSE • To focus and expand on grammar that may appear in Reading 1 and Reading 2 • To recycle and expand on vocabulary that may appear in Reading 1 and Reading 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Writing Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the readings in the unit, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you could pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercise or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. WRITING The second half of each unit focuses on the productive skill of writing. It begins with the prompt for the unit Writing Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Writing Task • To help generate, develop and organize ideas for the Writing Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Writing Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. GRAMMAR FOR WRITING 30 min Each unit includes the practice of academic grammatical structures and features relevant to the unit topic and readings, and useful for the unit Writing task. The focus of this section is only on grammar and is designed to help learners become good writers of English. There is a strong focus on sentence structure, word agreement and referencing, which are important for coherent and organized writing.

30 READING, WRITING & CRITICAL THINKING PURPOSE • To focus on grammar for the Writing Task • To practise language and structures that will improve student accuracy and fluency in the Writing Task Review the grammar boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the grammar boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. ACADEMIC WRITING SKILLS 30 min Each unit includes a section on Academic writing skills, which practises all of the writing skills needed for the Writing Task. PURPOSE • To focus on and practise academic writing skills required for the Writing Task Review the skills boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the skills boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. CLASSROOM APP The Academic Writing Skills activity in the app is a closed activity of five to eight items that practise the skills from this section. For some skills there many only be one or two items, if this is more appropriate. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete this app activity on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask them to complete the activity in the fastest time possible. Note: In Levels 3–5, some units may have a Grammar For Writing activity instead of an Academic Writing Skills activity. WRITING TASK 45 min PURPOSE • To prepare for the Writing task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To develop students’ skills in reviewing and rewriting their written work Students should refer back to the activities they completed in the Critical Thinking section earlier in the unit, as these will support them in completing the Writing Task. Students should work alone, but should be encouraged to share their thoughts and writing with each other, and then to revise and edit their work, using the Revise and Edit checklists towards the end of the unit. REVISE AND EDIT 30 min There are two checklists after the Writing Task: one for the task and one for the language. These can be used by students to review their written work, and then to make any changes necessary. It is important that the checklists are not omitted, because they act as a reminder to students that written work should always be checked before giving it to the teacher for feedback. For variety, you could ask students to exchange their work with a partner’s and review it; alternatively students could work in small groups, reviewing each other’s work and giving each other feedback (while referring to the two checklists). OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives

FLEXIBLE LESSON PLAN 31 and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit which students should be encouraged to use in the final Writing Task. As a challenge for students you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more, while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.

Mitra Mesgar

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