Teacher Guide
10mins: Introduction:
Online homework: Discuss any problems or difficulties the student may be having.
Independent reading: Ask the student about what they have read in English during the last week. If you are reading a novel together, discuss the assigned reading and any vocabulary words/ writing assignments.
Discussion: Should students be allowed to use cell phones in the classroom? Why or why not? What benefits do phones provide for students? What drawbacks do they pose?
Useful phrases: surf the net, look something up, get away with (something), change (something) into (something), be online, be on the internet, keep in touch, at one's fingertips, in the real world, easy access, in the loop, keep up to date
**05mins: **Collect the 'self-evaluations' that students completed for homework. Ask for any final thoughts or feedback students have regarding the ted-talk project.
15mins: Test: 36 listening practice - part 2
10mins: Introduce Module 2: Student Blog. Have a conversation about blogging with the students. Ask them what mediums are often used for blogging today. (Youtube, WordPress, Tumblr) Ask students if they are familiar with micro-blogging. What platforms might microblogging appear on? (Instagram, Twitter, tik-tok). What topics do people usually blog about? (food, travel, technology, fashion, music, fitness, sports, DIY, education, politics, review, celeb fan page/gossip, etc.)
Discuss the following terms: engagement, followers, subscribers, hashtags, share, story, brand awareness, caption, creep, crowd-sourcing, raising awareness, sustainability, social justice, cancel culture
**15mins: **Have students complete the analysis worksheet about a blogger they know and like. If they don't follow any, show them some examples. Is this blogger a product reviewer? A fashion enthusiast? A history buff? Tell students to be as specific as possible.
**05mins: **Homework - Students will think of their own blog topic and be ready to begin working on their blog project in the next lesson.
**00mins: **Warm down: Goodbye, see you next time. Encourage students to do additional reading for vocabulary building outside of the lesson. News articles, short stories, and novels are all great examples.
1) Use the time before the recording starts to read the questions and underline key information. Try to imagine who the speaker is going to be and what they will be speaking about.
2) Look at the words on either side of the gap and predict what information you might hear.
3) Right down the actual words you hear, don't waste time trying to rephrase things. Some things will be said differently in the recording, and it's the candidate's responsibility to derive meaning.
4) Most questions will focus on concrete pieces ofinformation (e.g. nouns, proper names, etc.) and will generallybe single words or very short noun groups (e.g. adjective plusnoun), and that usually no more than three words are required.
5) Don't write extra information. You will only need one, two, or three words at most.
6) Don't panic if you miss a word, skip over it and immediately prepare yourself to hear the next answer.
7) If you didn't hear something on the first listening, try again in the second listening. If all else fails, make an educated guess.
- detail(s)
- correction(s)
- essence
- observant
- animals
- dragons
- visual literacy
- self-belief