Harmonize 1 teachers guide

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TEACHER’S GUIDE

Jessica Finnis

1

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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

The moral rights of the author have been assertedFirst published in 2023

No unauthorized photocopying

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

You must not circulate this work in any other form and you must impose this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work

ISBN: 978 0 19 408236 5 Teacher’s Guide with Digital Pack ISBN: 978 0 19 406767 6 Teacher’s Guide Pack ComponentISBN: 978 0 19 406730 0 Student Book Classroom Presentation ToolISBN: 978 0 19 406729 4 Workbook Classroom Presentation ToolISBN: 978 0 19 408238 9 Teacher Online Practice Pack ComponentISBN: 978 0 19 406770 6 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 Franỗa, Belộn Garcớa, 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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Welcome

p4

About the projects

• Classroom objects

• Colours

• School subjects

• Subject pronouns • can for ability

• Prepositions of place • Possessive ’s

• Possessive adjectives • have got

• there is / there are + a, an, some, any

Article: Our hangouts

Skill UP! Facts and opinions

Video focus: Graphics

Project skills: Organizing visual information

Project coach: Presenting an infographic

Article: Do you teach robots?

Skill UP! Reading quickly for

general meaning

Podcast: Join a club!

Skill UP! Identifying speakers in

Skill UP! also

Project skills: Presenting clearly

Project coach: Presenting clearly

Article: All kinds of football

Skill UP! and, but, so

Video focus: Showing

instructions and rules clearly

Skill UP! Responding to an apology

An advertisement for a sports club

Skill UP! Using capital letters

Project skills: Using creative ways to

• Present continuous and present simple

Magazine feature: Three young people with a passion for fashion

Skill UP! Using titles and

headings to understand content

Podcast: The secret life of … colours

Skill UP! Using photos to predict

Skill UP! Getting someone’s attention

A magazine feature

Skill UP! Punctuation

Project skills: Sharing work

Project coach: Sharing work fairly

5Eat up

p56

• Food

• Adjectives to describe food

• Countable and uncountable nouns;

some, any, much, many, a lot of

• can / can’t, must / mustn’t

Article: Supertaster!

Skill UP! Using photos to

understand the topic of a text

Video focus: Sound effects

a café

Skill UP! Saying please and thank you

A flyer for a food stall

Skill UP! Writing a flyer

Project skills: Making good decisions

Project coach: Working together to make

•Past simple: be and past time expressions

• there was / there were

• Past simple affirmative: regular and irregular verbs

Illustrated story: A new life

Skill UP! Using pictures to help

you understand new words

Skill UP! Sequencing words

Project skills: Making a video presentation

Project coach: Making face-to-camera

• Past simple: affirmative and negative, irregular and regular verbs

• Past simple: questions

Magazine profile: Tell me about ... Courtney Hadwin

Skill UP! Understanding the

format of an article

Radio programme: An interview with a pop bandSkill UP! Listening to the first

Skill UP! Time expressions

Project skills: Preparing for a role-play presentation

Project coach: Overcoming nerves

• be going to for future plans

• will / won't for future predictions

Encyclopedia entry, news article and magazine article: How will we travel?

Skill UP! Understanding the type

and purpose of a text

Tour commentary: DublinSkill UP! Listening for specific

Skill UP! Asking for clarification

An advertisement for a tour

Skill UP! Giving examples

Project skills: Choosing different roles to practise different skills

Project coach: Trying new roles in

About the projects

• Classroom objects

• Colours

• School subjects

• Subject pronouns • can for ability

• Prepositions of place • Possessive ’s

• Possessive adjectives • have got

• there is / there are + a, an, some, any

Article: Our hangouts

Skill UP! Facts and opinions

Video focus: Graphics

Project skills: Organizing visual information

Project coach: Presenting an infographic

Article: Do you teach robots?

Skill UP! Reading quickly for

general meaning

Podcast: Join a club!

Skill UP! Identifying speakers in

Skill UP! also

Project skills: Presenting clearly

Project coach: Presenting clearly

Article: All kinds of football

Skill UP! and, but, so

Video focus: Showing

instructions and rules clearly

Skill UP! Responding to an apology

An advertisement for a sports club

Skill UP! Using capital letters

Project skills: Using creative ways to

• Present continuous and present simple

Magazine feature: Three young people with a passion for fashion

Skill UP! Using titles and

headings to understand content

Podcast: The secret life of … colours

Skill UP! Using photos to predict

Skill UP! Getting someone’s attention

A magazine feature

Skill UP! Punctuation

Project skills: Sharing work

Project coach: Sharing work fairly

5Eat up

p56

• Food

• Adjectives to describe food

• Countable and uncountable nouns;

some, any, much, many, a lot of

• can / can’t, must / mustn’t

Article: Supertaster!

Skill UP! Using photos to

understand the topic of a text

Video focus: Sound effects

a café

Skill UP! Saying please and thank you

A flyer for a food stall

Skill UP! Writing a flyer

Project skills: Making good decisions

Project coach: Working together to make

•Past simple: be and past time expressions

• there was / there were

• Past simple affirmative: regular and irregular verbs

Illustrated story: A new life

Skill UP! Using pictures to help

you understand new words

Skill UP! Sequencing words

Project skills: Making a video presentation

Project coach: Making face-to-camera

• Past simple: affirmative and negative, irregular and regular verbs

• Past simple: questions

Magazine profile: Tell me about ... Courtney Hadwin

Skill UP! Understanding the

format of an article

Radio programme: An interview with a pop bandSkill UP! Listening to the first

Skill UP! Time expressions

Project skills: Preparing for a role-play presentation

Project coach: Overcoming nerves

• be going to for future plans

• will / won't for future predictions

Encyclopedia entry, news article and magazine article: How will we travel?

Skill UP! Understanding the type

and purpose of a text

Tour commentary: DublinSkill UP! Listening for specific

Skill UP! Asking for clarification

An advertisement for a tour

Skill UP! Giving examples

Project skills: Choosing different roles to practise different skills

Project coach: Trying new roles in project work

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

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Welcome

p4

About the projects

• Classroom objects

• Colours

• School subjects

• Subject pronouns • can for ability

• Prepositions of place • Possessive ’s

• Possessive adjectives • have got

• there is / there are + a, an, some, any

Article: Our hangouts

Skill UP! Facts and opinions

Video focus: Graphics

Project skills: Organizing visual information

Project coach: Presenting an infographic

Article: Do you teach robots?

Skill UP! Reading quickly for

general meaning

Podcast: Join a club!

Skill UP! Identifying speakers in

Skill UP! also

Project skills: Presenting clearly

Project coach: Presenting clearly

Article: All kinds of football

Skill UP! and, but, so

Video focus: Showing

instructions and rules clearly

Skill UP! Responding to an apology

An advertisement for a sports club

Skill UP! Using capital letters

Project skills: Using creative ways to

• Present continuous and present simple

Magazine feature: Three young people with a passion for fashion

Skill UP! Using titles and

headings to understand content

Podcast: The secret life of … colours

Skill UP! Using photos to predict

Skill UP! Getting someone’s attention

A magazine feature

Skill UP! Punctuation

Project skills: Sharing work

Project coach: Sharing work fairly

5Eat up

p56

• Food

• Adjectives to describe food

• Countable and uncountable nouns;

some, any, much, many, a lot of

• can / can’t, must / mustn’t

Article: Supertaster!

Skill UP! Using photos to

understand the topic of a text

Video focus: Sound effects

a café

Skill UP! Saying please and thank you

A flyer for a food stall

Skill UP! Writing a flyer

Project skills: Making good decisions

Project coach: Working together to make

•Past simple: be and past time expressions

• there was / there were

• Past simple affirmative: regular and irregular verbs

Illustrated story: A new life

Skill UP! Using pictures to help

you understand new words

Skill UP! Sequencing words

Project skills: Making a video presentation

Project coach: Making face-to-camera

• Past simple: affirmative and negative, irregular and regular verbs

• Past simple: questions

Magazine profile: Tell me about ... Courtney Hadwin

Skill UP! Understanding the

format of an article

Radio programme: An interview with a pop bandSkill UP! Listening to the first

Skill UP! Time expressions

Project skills: Preparing for a role-play presentation

Project coach: Overcoming nerves

• be going to for future plans

• will / won't for future predictions

Encyclopedia entry, news article and magazine article: How will we travel?

Skill UP! Understanding the type

and purpose of a text

Tour commentary: DublinSkill UP! Listening for specific

Skill UP! Asking for clarification

An advertisement for a tour

Skill UP! Giving examples

Project skills: Choosing different roles to practise different skills

Project coach: Trying new roles in

About the projects

• Classroom objects

• Colours

• School subjects

• Subject pronouns • can for ability

• Prepositions of place • Possessive ’s

• Possessive adjectives • have got

• there is / there are + a, an, some, any

Article: Our hangouts

Skill UP! Facts and opinions

Video focus: Graphics

Project skills: Organizing visual information

Project coach: Presenting an infographic

Article: Do you teach robots?

Skill UP! Reading quickly for

general meaning

Podcast: Join a club!

Skill UP! Identifying speakers in

Skill UP! also

Project skills: Presenting clearly

Project coach: Presenting clearly

Article: All kinds of football

Skill UP! and, but, so

Video focus: Showing

instructions and rules clearly

Skill UP! Responding to an apology

An advertisement for a sports club

Skill UP! Using capital letters

Project skills: Using creative ways to

• Present continuous and present simple

Magazine feature: Three young people with a passion for fashion

Skill UP! Using titles and

headings to understand content

Podcast: The secret life of … colours

Skill UP! Using photos to predict

Skill UP! Getting someone’s attention

A magazine feature

Skill UP! Punctuation

Project skills: Sharing work

Project coach: Sharing work fairly

5Eat up

p56

• Food

• Adjectives to describe food

• Countable and uncountable nouns;

some, any, much, many, a lot of

• can / can’t, must / mustn’t

Article: Supertaster!

Skill UP! Using photos to

understand the topic of a text

Video focus: Sound effects

a café

Skill UP! Saying please and thank you

A flyer for a food stall

Skill UP! Writing a flyer

Project skills: Making good decisions

Project coach: Working together to make

•Past simple: be and past time expressions

• there was / there were

• Past simple affirmative: regular and irregular verbs

Illustrated story: A new life

Skill UP! Using pictures to help

you understand new words

Skill UP! Sequencing words

Project skills: Making a video presentation

Project coach: Making face-to-camera

• Past simple: affirmative and negative, irregular and regular verbs

• Past simple: questions

Magazine profile: Tell me about ... Courtney Hadwin

Skill UP! Understanding the

format of an article

Radio programme: An interview with a pop bandSkill UP! Listening to the first

Skill UP! Time expressions

Project skills: Preparing for a role-play presentation

Project coach: Overcoming nerves

• be going to for future plans

• will / won't for future predictions

Encyclopedia entry, news article and magazine article: How will we travel?

Skill UP! Understanding the type

and purpose of a text

Tour commentary: DublinSkill UP! Listening for specific

Skill UP! Asking for clarification

An advertisement for a tour

Skill UP! Giving examples

Project skills: Choosing different roles to practise different skills

Project coach: Trying new roles in project work

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:

•

8 project-based units

•

5 Culture 360° lessons, with a 360° image and digital hotspots

•

Grammar reference and practice

•

2-page Irregular verbs list

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:

•

8 units providing practice of the language and reading skills from the corresponding Student Book unit

exam-style tasks for each unit

•

8-page Writing workshop, with model writing texts and writing practice tasks

•

32-page Project Log where students can complete their Student Book Project Builder tasks

4067478 Harmonize1 WB cover.indd All Pages13/07/2022 18:08

Rob Sved & Nicholas Tims

•

A tour of a Student Book unit

•

Complete support for every lesson, including detailed lesson plans and teaching guidance

•

Guidance on helping students to understand and build the skills required for success in a variety of learning situations

•

Integrated teacher wellbeing support

•

Optional extra activities

•

Audio and video scripts

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Digital components on Oxford English Hub

FOR STUDENTSStudent e-book

•

A digital version of the Student Book with audio, video

and 360° interactive images

Workbook e-book

•

A digital version of the Workbook with audio

Student Online Practice

•

Extra interactive practice of all four skills, grammar and vocabulary

Student resources

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

•

Student Book on screen with audio, 28 videos including vlogs and Project coach videos, grammar

animations, 360° interactive images and answer keys

•

Games and interactive activities

•

5 Culture 360˚ lessons

•

Navigate function to the Student Book

Course assessment

•

Entry test, diagnostic test, unit tests, progress tests and end-of-year tests

Teacher resources

11 vocabulary, 8 reading and 8 speaking worksheets

three levels – Basic, Standard and Challenge

•

Downloadable wordlists

Teacher Online Practice

•

Extra interactive practice of all four skills, grammar and vocabulary

•

Tools to assign and track students’ homework and progress, and manage classes

Professional Development

•

Methodology support, bite-sized training and more 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

Log, 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 and quality of the projects for the groups.

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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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

PR JECTCreate a menu for a food stall

… agree and disagree with others … give my opinions about food

… make good decisions … consider different people’s needs … write important information on a flyer … makes good decisions … works well together

I really like:

is a star.

Create the final menu Create the final flyer Present the stall

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

Create a menu for a food stall

WHAT FOOD do we sell?

Here’s my WRITING PLAN:

WHAT is the special offer?WHAT is the NAME of our stall?

WHERE is our stall?WHEN are we open?

• use BIG, colourful fonts for important information

• put important information at the TOP of your list

• use lots of adjectives

5 Project Builder 5 Student Book p65 Project Builder 5 Student Book p65

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.

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.

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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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tasty menu for a food stall

Project Builders 1–5:

1 Think of an idea for a food stall. 2 Choose some balanced food ideas for

your menu.

3 Adapt your menu for people with special diets.

4 Create interesting food combinations.5 Create a flyer for your food stall.Present your menu.

VOCABULARY• Food

• Adjectives to describe food

• Countable and uncountable nouns

• some, any , much, many, a lot of

• can / can’t, must / mustn’t 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. setting up a small food stall business.

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1 Look at photos 1–4. Match them with the food stalls A–D. A Hot dogs and fries – New York, the USA B Insect snacks – Bangkok, ThailandC Vegan food – Queensland, AustraliaD Brazilian food – London, the UK2 Which food stall would you like to try? Why?

1 Sophie usually has stir fry noodles with chicken.

2 The Korean stall’s most popular main dish is spicy beef noodles. 3 Ava is a vegetarian.

4 Ava also orders two sides.

5 Sophie buys a banana smoothie for her brother. 5 Complete with the words in the box.

desserts drinks main dishes sides

1 main dishes : noodles with vegetables, pizza, burger

2 : salad, salsa, guacamole

3 : water, smoothies, bubble tea

4 : ice cream, chocolate cake, fruit

PR JECT BUILDER 1 Think of an idea for a food stall.

Workbook Project Log p20

6 Think of some different ideas for your food stall. Write a list.

7 Agree on the best idea from your list.

I’m not sure. I prefer Chinese food …I like the idea of a Mexican food stall.

8 Now decide on the different sections you want on your menu. Use the words from exercise 5 to help you.

Yes, and cold drinks.

The topic of each unit and helpful unit with the

Project Builder and

Project Builder 2 Student Bookp59 Project Builder 1 Student Bookp57

Project Builder 2 Student Bookp59

Project Builder 1 Student Bookp57The Project Log provides a unique,

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.

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LESSON OBJECTIVES

• Understand the importance of balanced diets • Learn food vocabulary

• Talk about quantity

LESSON OBJECTIVES

1 21 Look at the photo of Cooper and discuss the questions. Then listen to the information and check.

1 What do you think the photo shows?2 Where do you think Cooper is from?3 How old do you think he is?2 Which of these foods can you find in the

photo? What other foods can you see?

3 Discuss the questions.

1 Which of your favourite foods are in the

2 Which of the foods in the photo do you

often eat for breakfast? For dinner?

4 Think of different ways you can group the words in exercise 2. Choose one of the ways and group the words.

foods you put in a fridge / foods you don’t put in a fridge

5 MEDIATION The photo of Cooper is from

the book Daily Bread by a photographer,

Gregg Segal. Look online and find more

are an integral part of the course. Students

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11 Read about the Eatwell Guide. Match the phrases in bold

1–6 with the labels A–F. Has Cooper got a healthy and balanced diet?

12 Talk about the food you eat. Have you got a balanced diet? Has your partner?

PR JECT BUILDER 2

Choose some balanced food ideas for your menu.

Workbook Project Log p20

13 Look at your menu sections from Project Builder 1. Think of two or three dishes for each section of the menu.

14 Discuss the questions.

1 Has your menu got any fruit or vegetables?2 What about protein and carbohydrates? 3 How can you make your menu healthier?6 Read about Cooper’s diet. Do you think it is healthier

than yours? Why / Why not?

Cooper’s diet is quite healthy. He eats a lot of vegetables, like carrots and broccoli. He doesn’t eat much pasta and rice, but he eats some noodles and a lot of bread. He eats some fish – he likes Japanese sushi. Cooper doesn’t eat many snacks, but he likes popcorn. There are some sweets and crisps in the photo too, but there isn’t any ice cream and there aren’t any fizzy drinks.

Countable and uncountable nouns; some, any, much, many, a lot of

7 Choose the correct option to complete the rules.

Countable and uncountable nouns

Countable / Uncountable nouns have a singular and a plural

a banana ➞ some bananas an apple ➞ some applesCountable / Uncountable nouns only have a singular form.

We don’t use a / an with uncountable nouns.

rice ➞ some rice

MY GRAMMAR REFERENCE & PRACTICE p114

8 Make a list of countable and uncountable nouns. Use the words in exercise 2.

9 Choose the correct option to complete the rules. Use the text in exercise 6 to help you.

some, any, much, many, a lot of

In affirmative sentences:

1 we use some / any with countable and uncountable nouns.

2 we usually use some / a lot of to talk about big quantities.

In negative sentences:

3 we use some / any with countable and uncountable nouns.

4 we use many / much with countable nouns.

5 we use many / much with uncountable nouns.

MY GRAMMAR REFERENCE & PRACTICE p114

10 Complete the sentences about Cooper’s diet with the words in the box.

a lot of any many much some

1 There isn’t pizza in the photo.

2 Cooper eats meat.

3 There isn’t lemonade in the photo.

4 Cooper doesn’t eat apples.

5 There’s Japanese food in the photo.

CHECK IT!

Eatwell Guide

The Eatwell Guide shows a healthy and balanced diet.

eat five portions of fruit or vegetables every day.

potatoes and bread).

•6 Foods high in fat, salt and sugar (chocolate, cake,

biscuits, lemonade) are not part of a healthy diet. We don’t need them. But we need six to eight glasses of water every day.

Next time: listen talk more in group conversations!

My favourite

Project Builder 2 Student Bookp59

Project Builder 1 Student Bookp57

Project Builder 2 Student Bookp59

Project Builder 1 Student Bookp57 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.

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LESSON OBJECTIVES

• Learn about different diets and how we taste food • Predict a topic from photos

• Talk about rules and obligations, permission, ability and possibility

1 Discuss the questions.

1 Are there any types of food you hate? What are they?2 Why do some people not like vegetables?

2 Read the Skill UP! Then look at the photo and choose the

best topic 1–3 for the article.

Before you read a text, look at the photos. They can help you understand the topic of a text.

1 People who taste food for a job.2 People who have a strong sense of taste.3 People who can eat a lot of food.

3 22 Read and listen to the article. Check your answer from exercise 2.

4 Find these words in the article. What do they mean in your language?

advantages avoid bitter flavour spinach taste (noun) taste buds

SkillUP!

5 Read the article again. Does each sentence below describe supertasters (S) or non-tasters (N)? 1 They don’t have a gene called TAS2R38. 2 They have more taste buds than other people. 3 They don’t usually like broccoli or spinach. 4 They like food with strong flavours.

5 They sometimes avoid foods with a lot of sugar or fat.

6 They often put salt on their food. 6 THINK Discuss the questions.

1 Can you think of more examples of foods or dishes that

supertasters probably don’t like?

2 Which type of taster do you think you are? Why?

There are scientific tests to find out if you are a supertaster. Find out about one of them online.

LookUP!

Supertaster!

Do you hate the taste of spinach?

Scientists say about

25% of people are supertasters, 50%

of people are medium tasters, and another 25% of people are non-tasters. The reason why some people don’t like vegetables

can be genetic. Supertasters have a gene called TAS2R38. They have more taste buds than other people. The taste of foods like chilli and bitter green vegetables is very strong to them. Medium tasters are in the middle – they can taste bitter foods, but the taste isn’t very strong. Non-tasters are the opposite of supertasters. For them, vegetables like spinach aren’t bitter at all. As a result, non-tasters prefer food with a strong flavour.So is it good to be a supertaster? There are some advantages: supertasters sometimes avoid unhealthy foods with a lot of sugar or fat – the taste is too strong. But they also avoid green vegetables – and these have a lot of healthy vitamins. Supertasters also often put salt on their food to stop the bitter taste – and a lot of salt isn’t good for you.

Maybe you’re a supertaster. Do you always leave broccoli on your plate?

magnifying glass icon shows students that they can go online to find out more about

Look UP! activities

invite students to dig deeper into the topic of the lesson outside of class. Students are encouraged to go online and find more about the real-life topic.

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19Unit walkthrough

Lesson 3: Reading & Grammar

7 Look at the information below and complete the text about special diets.

Some people have special diets. They prefer not to eat some foods. 1 don’t eat any animal products. 2 eat some animal products, like milk and eggs, but they don’t eat meat or fish.

3 eat fish, but they don’t eat other animals. Some people are 4 to certain foods, e.g. nuts or gluten. People with allergies must be careful. They mustn’t eat certain foods or they become sick.

What are the five most common food allergies in the world?

can / can’t, must / mustn’t

8 Match sentences 1–4 to the uses of must, mustn’t, can or can’t.

obligation prohibition ability possibility

can / can’t, must / mustn’t

1 People with allergies must be careful. obligation

2 They mustn’t (or can’t) eat certain food or they become

sick.

3 The reason why some people don’t like vegetables can be

genetic.

4 Medium tasters can taste bitter foods.

9 Choose the correct option.

1 You mustn’t / must eat food in the school library. 2 My uncle must / can cook really well.3 You must / can’t wash your hands before you eat.4 Coffee must / can taste very bitter.

5 He can / can’t eat cheese. He’s allergic to milk.

MY GRAMMAR REFERENCE & PRACTICE p114Look

CHECK IT!

10 What rules do you have about these things? Write

sentences with must / mustn’t, can / can’t.

• mealtimes in the school canteen

• mealtimes at home with your family

At home we can’t use our phones at mealtimes.

11 MEDIATION Imagine Lewis, Nina and Joe are at your house for dinner. Tell your English friend which foods in the photos each guest can / can’t / mustn’t eat. Which food A–F do you decide to give your guests?

• Lewis is a pescetarian.

• Nina is a vegan.

• Joe is allergic to milk and nuts.

LIFE SKILLS When you make choices for a group of people, it’s important to consider everyone’s needs. Do you know any people with special diets?

PR JECT BUILDER 3

Adapt your menu for people with special diets.

Workbook Project Log p21

12 Look at your ideas for dishes from Project Builder 2. Discuss the questions.

1 What dishes are for people with special diets?

Think about these people:

• vegetarians

• vegans

• pescetarians

• people with allergies

2 How can you adapt your dishes for people with respect other people’s thoughts and ideas.

Life skills equip

students with the skills they need

Project Builder 2 Student Bookp59 Project Builder 1 Student Bookp57

Project Builder 4 Student Bookp63 Project Builder 3 Student Bookp61

Students can record their work and

reflections for Project Builder 3 in Log it! 3

in the Workbook.

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Lesson 4: Vocabulary & Listening

LESSON OBJECTIVES

1 Read the text. What foods do you know that go well together?

• Learn about interesting food combinations • Describe food with adjectives

• Focus on sound effects in videos

2 Which adjectives describe the food in boxes A and B?

bitter crunchy delicious greasy healthy salty savoury spicy sweet unhealthy

Mango is sweet and healthy.

3 Which foods from boxes A and B do you think go well together?

Chicken and chips, ice cream and chocolate sauce … some foods go well together. But what about other food combinations?

Chicken and chocolate sauce? Chips and ice cream? They both sound unusual, but chicken with a chocolate (and chilli) sauce is a traditional dish in Mexico. And many people say ice cream and chips are actually delicious together!

Each unit presents

two core vocabulary sets and further

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Lesson 4: Vocabulary & Listening

VideoVideo

4 Look at the photos. What do you think is happening?5 Video Watch the first part of the video and check

your answer to exercise 4.

6 Video Watch the second part of the video. What food combinations does Lauren try? Choose one food from A and one from B in exercise 2 for each combination.7 Video Watch the complete video. Complete the

sentences with one word in each space.

delicious greasy healthy Indonesia Mexico nuts water well

1 Lauren mustn’t eat because she is allergic to them.

2 Lauren thinks the mango and chilli is a

combination.

3 In lots of people eat mango and chilli.

4 Lauren thinks that chocolate and crisps go really

together.

5 After the bananas with cheese, Lauren asks for

6 Bananas with cheese is a snack from .

7 Lauren thinks coffee and butter is .

8 Some people believe that coffee and butter is a

drink.

8 Read the Video focus. Can you remember the sounds

Lauren and Kyle use in their video? What do they mean?

Sound effects in videos are a useful way to give viewers information. They also make videos more interesting.

9 Would you like to try the food combinations from this lesson? Why / Why not?

VideoFOCUS

PR JECT BUILDER 4 Create interesting food combinations.

Workbook Project Log p21

10 Think of some interesting food combinations to include on your menu. Make a list.

11 Use adjectives from exercise 2 to describe the ideas on your menu.

Spicy Indian curry, Sweet mango Thai salad 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 now I listen talk more.

I feel good shy worried

adjectives to describe our combinations

amazing idea!

PL 21

Project Builder 2 Student Bookp59

Project Builder 1 Student Bookp57

Project Builder 4 Student Bookp63

Project Builder 3 Student Bookp61

Students can record their work and

reflections for Project Builder 4 in Log it! 4

in the Workbook.

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Lesson 5: Speaking

LESSON OBJECTIVES

1 Discuss the questions.1 Have you got a favourite café? Why?2 What do you usually eat or drink there?2 THINK Look at the Corner Café menu. Answer the

1 What do you think and mean?

2 Why is there more than one price for some food and

3 What would you like to eat from this menu?3 MEDIATION Imagine you are visiting this café with

a vegetarian friend. Your friend doesn’t speak English. Explain what food your friend can choose in your own language.

4 Video Watch the first part of the video. Answer the questions.

1 Why do Anna and Leo decide to order without Tom?2 What does Anna order?

3 What does Leo order?

5 Video Complete the Key phrases. Then watch the first

part of the video again and check.

KEY PHRASES

Ordering food and drink in a caféThings you hearThings you say

large? (Large), please. What would you like to

4 ? (Some water), please. Anything else?Yes, 5 . / No, thanks.That’s (£20.50), please.Here you are.

6 (any nuts in the chocolate brownie)?

• Order food and drink in a café • Learn how to say prices • Learn how to be polite

7 Video Look at the photo. What do you think the problem is? Watch the second part of the video and check.

8 Read the Skill UP! then prepare and practise two

conversations. Take turns to be the customer and a server. Use the menu above.

Remember to say please and thank you / thanks when

you order food.

Customer A You’ve got £10. You’re really hungry and thirsty, but you don’t want to spend all your money.

Customer B You and your friend have got £12. You’re a pesceterian and your friend is allergic to dairy

£2.50 = two pounds fifty $2.25 = two dollars twenty-five 99p = ninety-nine p €2.49 = two euros forty-nine

Sandwiches – homemade bread, all fresh

Mozzarella and tomato • Avocado and chilli £4

Pizzas - cooked in our authentic Italian pizza oven

Margherita (tomatoes, cheese) £4 • £7 • £10 Chicken and red peppers £5 • £9 • £12

Extra toppings: extra cheese, chillies, mushrooms, onions,

peppers, olives, pineapple, spinach £1 each

Desserts – try a sweet treat

Chocolate brownie with vanilla ice cream £3.50 Ice cream (various flavours) £2 per scoop

Cola, lemonade, sparkling water £1.50 • £2.50 Fresh fruit smoothies: banana, strawberry, mango £3

All our dishes are NUT FREE! Ask your server for more information.

Students will get to know the characters who appear in each

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Lesson 6: Writing

LESSON OBJECTIVES

2 Read the flyer again. Discuss the questions.

1 Find and check the meaning of these adjectives: fresh,

juicy, homemade, gluten-free.

2 How many other adjectives to describe food can you

3 What special offer does the flyer mention?3 Read the Skill UP! Find examples of 1–3 in the flyer.

Writing a flyer

1 Present information in lists, not paragraphs.2 Include details, e.g. time and place, social media

contact details, etc.

3 Use adjectives to make your descriptions of food

more interesting.

4 Choose the correct option.

1 Have a cup of our crunchy / delicious hot chocolate!2 We use the freshest / spiciest vegetables in our dishes. 3 Try our healthy / salty cereal with yoghurt and sweet /

juicy honey.

4 All our fruit is homemade / organic.

5 Come and try our spicy / crunchy vegetarian curry.

PR JECT BUILDER 5

Create a flyer for your food stall.

Workbook Project Log p22

5Write a flyer for your food stall. Work in groups for part A only.

A Plan your flyer

• Agree on a name for your stall.

• What information do you need to include? Make a list.

B Write your flyer

• Use the tips from the Skill UP!

• Describe your food with adjectives.

• Add a special offer.

C Read and check

• Check your flyer includes all the necessary information.

• Check your spelling.

SkillUP!

• Write a flyer • Learn how to organize information in a flyer

1 Look at the flyer and answer the questions.1 What is the name of the stall?

2 When does it open?3 Where is it?

4 Does it have any vegan or vegetarian dishes?

Every Saturday and Sunday 11 a.m. until late!

Come to …

All our wraps have fresh, organic ingredients

•

Spicy chicken wrap with crunchy carrot and onion salad

•

Juicy steak wrap with chilli sauce and peanut butter

•

Homemade falafel wrap with hummus, salad and garlic sauce

Gluten-free wraps available!Bring this flyer and you can try some of our

homemade lemonade FREE!

Whitecross Street Food Market

Create a menu for a food stall

WHAT FOOD do we sell?

Here’s my WRITING PLAN:

WHAT is the special offer?WHAT is the NAME of our stall?

WHERE is our stall?WHEN are we open? • use BIG, colourful

fonts for important information

• put important information at the TOP of your list

• use lots of adjectives5 Project Builder 5 Project Builder 5 Student BookStudent Bookp65p65

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

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for this unit. Check that you have:

1 a type of food for your stall.

2 a range of dishes with some healthy food.

3 dishes for people with special diets.

4 some interesting food combinations.

5 a flyer for your stall.

224 Read the Project skills then listen to Sara,

Freddie and Ruby discuss ideas A–D for their menu. Answer the questions 1–3.

PR JECT SKILLS Making good decisions • Everyone in the group must participate in the discussion.• Respect and listen carefully to each other’s opinions.• Try to agree on a decision. You can vote, too!

1 Which three do they decide are main dishes on their menu? 2 What do they decide about the other dish?

3 How well do they listen to each other’s opinions?

3 Decide on at least three dishes to put in each section

of your menu. Use the Key phrases to help you.

Remember to include …

• some healthy dishes

• some dishes for people with special diets

KEY PHRASES

Sharing ideas

• I think … is a good idea.

• It’s healthy because (it’s got a lot of vegetables). it’s got a lot of …

it hasn’t got any / much …

• It is / isn’t good for (vegetarians).

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.

The Project skills

feature gives tips on an aspect of group work or on presenting skills. This feature is complemented by

the Project coach

video which gives tips on presenting skills and collaborative skills in an

entertaining format.

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Project lesson

4 Design and prepare the menu for your stall.

• Include the name of your stall.

• Add the names and prices of your dishes.

• Write short descriptions of each dish. Use adjectives.

• Find photos of your dishes online and add them to your menu.

• Include information for people with special diets.

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

1 Our group can make decisions

together. 2 Our group can make an interesting,

healthy menu. 3 Our group can listen to each other’s

9Complete these sentences for you.

1 I am pleased with the menu for our stall because 2 I think I can improve

Workbook Project Log p23

5 Present your flyers and the menu for your stall to

the class. Use the Key phrases to help you.

KEY PHRASES

• Our stall is called …

• It sells …

• On the menu there are … sections.

• We’ve got main dishes, sides, …

• Our main dishes are …

6Walk around the class and order a meal from another stall. Use the language on page 64 to help you.

7In your opinion, which stall has got:1 the most creative name?2 the most interesting food?3 the healthiest food?4 the most attractive menu?

OUR HEALTHIEST OPTION/€5.50

CHEESE FRIESDELICIOUS!/€3 SWEET POTATO FRIES

CRUNCHY AND HEALTHY!/€3.50

BANANAS with CHEESE

YOU MUST TRY THIS!/€4.50

ICE CREAM

ASK ABOUT FLAVOURS/€3

FRESH ORANGE JUICESMALL €2.50 / LARGE €3.50 MANGO CHILLI SMOOTHIE

PR JECTCreate a menu for a food stall

… agree and disagree with others … give my opinions about food

… make good decisions … consider different people’s needs … write important information on a flyer … makes good decisions … works well together

I really like: is a star. Create the final menu

Create the final flyer Present the stall

think about their project work in this unit, and consider how well they to look back through the unit, review the language and skills they have learned, and consider how they might improve next time.

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.

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

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My grammar reference and practice

Countable and uncountable nouns;

• Countable nouns are things and people that we can count.

There are twelve students in my class.

• Countable nouns have a singular form and a plural form.

I’ve got an apple and a banana.

apple → apples banana → bananas

Negative There isn’t

an apple. There aren’t any / many apples. There isn’t any / much rice.

Questions Is there a

shop? How many food stalls are there? How much milk is there?Are there any crisps? Is there any bread?

Short answers Yes, there is.No, there

Yes, there are.No, there aren’t. Yes, there is.No, there isn’t.

• We use some with plural countable nouns in affirmative

I’ve got some pens.

• We use any with plural countable nouns in negative

sentences and in most questions.

I haven’t got any pens.Have you got any eggs?

• We use some and a lot of with uncountable nouns in

affirmative sentences.

I’ve got some bread.There’s a lot of chicken.

• We use any and much with uncountable nouns in

negative sentences and in most questions.

I haven’t got any milk.There isn’t any juice.

Have you got any rice?

• In affirmative sentences, we use a lot of / lots of with

countable or uncountable nouns to talk about a big quantity of something.

There is a lot of milk.There are lots of apples.

• In negative sentences, we use much with uncountable nouns, and many with countable nouns.

There isn’t much money. (= There is a small amount.)

There aren’t many books. (= There is a small number.)

• We can also use a lot of in negative sentences with

countable or uncountable nouns.

There isn’t a lot of time.There aren’t a lot of potatoes.

He can play tennis.He can’t play tennis.

QuestionsShort answers

Can he play tennis?Yes, he can. / No, he can’t.

• A possibility is a thing that you can do at a particular time because of the situation you are in.

We can take the six o’clock train. (= It is possible for us to take the six o’clock train.)

• We use an infinitive without to after can and can’t. The form of can is the same for every subject.

I can sing.I can’t go to the museum.

• We don’t add -s to can or can’t with he / she / it.

She can draw very well. (NOT: She cans draw very well.)

must / mustn’t

• We use must to talk about what it is necessary to do

I must go to bed earlier.You must finish all the homework.

• To form the negative, we use must not.

You must not use mobile phones in class.He must not tell Sarah.

• We use must not or mustn’t to talk about what it is

necessary not to do (prohibition).

Students must not use mobile phones in class.You mustn’t tell Sarah – it’s a secret.

• We use an infinitive without to after must and mustn’t. The form of must is the same for every subject.

I must eat more fruit. (NOT: I must to eat more fruit.)

She must work harder. (NOT: She musts work harder.)

5

MY GRAMMAR REFERENCE AND PRACTICE

Uncountable nouns have

Countable and uncountable nouns;

1 Complete the sentences with some or any.

1 He’d like some bread.

2 We don’t have milk.

3 Is there fruit?

4 There are potatoes in the cupboard.

5 There are shoes under the chair. Are they yours?

6 I haven’t got clothes to wear!

7 There aren’t biscuits left.

8 I’ve got books in my bag.

2 Complete the sentences with a lot of, much or many.

1 How many oranges do you want?

2 I don’t have free time. I work six days a week.

3 There isn’t pizza left – sorry.

4 That’s information. I can’t remember all of it!

5 We haven’t got sugar.

6 There aren’t people at the beach.

7 I don’t eat meat – I prefer vegetables.

8 You do running – how far do you go?

3 Choose the correct option. 1 There isn’t any / many water left.2 Wow! You’ve got many / lots of friends! 3 Katy doesn’t drink much / many juice – only one glass

in the morning.

4 There are any / some leggings here, but they

aren’t mine.

5 There aren’t many / any people in our family – there

are only three of us.

4 Complete the dialogue with the words in the box. any lots of many much someAlex Would you like 1 some chips?

Harry No, thanks. I’m not eating 2 chips at the moment – not even one chip!

Alex Why not?

Harry I’m training to get into the school football team.

Alex OK. 3 students want to play for the

5 Find the mistake. Write the correct word.1 I can cooking. cook

2 She cans ride a bike. 3 He not can ride a horse. 4 She can’t seeing Lucy today. 5 Can he to sing? 6 We can to cook dinner. 7 You can visits Gran on Saturday. 8 You can play badminton?

6 Complete the sentences with can / can’t and the verbs in

the box.

come cook go not play play not sing speak use

1 I can speak Spanish – it’s my favourite language.

2 I to the party at the weekend. What time does it start?

3 Nick rugby, but he plays football.

4 We tomorrow. See you at 8 p.m.

5 Here you go. You my pen.

6 Bella very well. She sounds terrible!

7 (you) the guitar? Yes, I can – and the piano.

8 your dad ? Yes, he can. We love his pizza!

7 Complete the sentences with must or mustn’t and the

verb in brackets.

1 Students must bring (bring) their coursebooks to class.

2 You (brush) your teeth twice a day.

3 We (not / forget) to do the science project.

4 Students (change) their passwords every three months.

5 You (be) on time to class.

6 I (not / leave) my laptop in the classroom.

7 You (not tell) anyone.

8 You (eat) some fruit every day.

8 Complete the sentences with can or mustn’t.

1 Students mustn’t bring their phones into the exam.

2 You play loud music after ten o’clock in the evening.

3 I see Ben over there.

4 Filip help you with that.

5 We speak Spanish in class or Mrs Sanchez gets 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

1 Look at the photo. What can you see? What makes a city or town special? Think about …

• culture (art, music, theatre)

• parks and green spaces

Access the interactive 360° content now!

2 Read the information about Mexico City. Find the

3 Listen to the information about art in Mexico. Answer the questions.

1 Who is Frida Kahlo?2 What do Mexicans celebrate

4 Watch the video about Mexican food. Match the dishes in the box to photos 1–5.

Ice cream Pozole Tacos al Pastor

How does your city compare to Mexico City? Do you think your town or city should be in a list of the best places to live? Why?

Look online and find out: What are the best cities to live in? Why are they the best cities to live in?

LookUP!

• Learn about what makes a city special

• Talk about where you live 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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Lesson objectives

Revise grammar and vocabulary

•

Explain that students are going to play a board game.

•

Brainstorm different board games with the class and write them on the board (e.g. Monopoly, chess, snakes and ladders).

•

Invite individual students to share their answers to the questions with the class.

•

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

•

Go through the instructions, pointing to the relevant squares.

•

On the board, write different sentences to illustrate the types of questions in the squares, e.g.:

Complete the sentence with one word: My ______ is Anna. Correct the underlined the mistake: I is 12 years old. Choose the correct answer: a I can run. b I can running. c I can’t running.

•

Elicit answers from the class. If necessary, do a couple more examples on the board.

•

Show students the counters and dice. Explain that they take turns to throw the dice, move the number of squares and answer the question on the square they land on. They win one point for every correct answer and the winner is the first player to get 10 points.

•

Pair yourself up with a student and take a turn each as an example for the class.

•

Ask students to look at the titles on the board and tell you what they are (subject pronouns, prepositions of place,

classroom objects, possessive adjectives, can for ability, colours, possessive ’s, have got, school subjects).

•

Depending on your class size, divide students into pairs or small groups to play the game. Alternatively, divide the class into teams with yourself leading the game.

•

Tell students to ask you if they aren’t sure of the correct answers. They should be able to do it themselves, so you could prompt rather than give the correct answer.

•

Monitor as students play and help where necessary.

•

Go through the answers as a class at the end, inviting different students for the answers.

1 We 2 She’s 3 b 4 under 5 between 6 c

7 my 8 its 9 a 10 can 11 sing 12 c

13 yellow 14 Gloria’s 15 a 16 hasn’t 17 Have

Colours: blue, green, purple, red, yellow

School subjects: English, geography, maths, music, PE,

Learn about the project topicsLearn how to do project work

Key phrases

Classroom English: Get into groups of three. Can you

help me? How do you say ‘(lápiz)’ in English? What does ‘notebook’ mean? Raise your hand. Let’s work together. Work with a new group. Listen to each other.

Project coach video

How to do project work

Project extension ideas

To find out which of the topics for the level 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. You could then have a class vote on the most interesting / enjoyable / unusual sounding project.

Unit summary

The Welcome unit reviews vocabulary and grammar from Harmonize Starter level. Students play a game in pairs and review possessive ’s, have got, can for ability, subject

pronouns, possessive adjectives and prepositions of place with the vocabulary sets of colours, school subjects and classroom objects. 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.

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•

Give students time to think about their answers to the questions. Tell them to make a note of the square number for the questions they found easy and/or difficult.

•

Refer students to the My grammar reference & practice on

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

•

If there were any grammar points that most of the students felt were difficult, you could ask them to do these sections in class or for homework.

Lesson objectives

Find out about the course Learn how to do project work

•

Make sure students have their Workbooks for this exercise.

•

Focus students’ attention on the photos on the double page spread of the Student Book and ask what they can

see (food, café, menu, people eating). Ask: What do you think the project is about?

•

Go through points 1–5 in the About the projects section

with 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).

•

Read through the questions and check students know what to do.

•

Students answer the questions individually. Allow them to compare their answers in pairs before you check with the class.

1 Design an infographic: This is my life 2 five

3 in the Workbook 4 four

•

Read through the Project Builder titles with the class and

explain any unknown vocabulary, e.g. range (= a set of products of a particular type), invent, lyrics.

•

Divide the class into pairs and either set a time limit to motivate them or say the top three pairs to finish first get to choose a game to play at the end of the class.

•

Ask students if they have changed their minds about which projects are the most interesting now that they have more information.

You invent some after-school activities. – Unit 2 You design an advertisement for a city tour. – Unit 8 You choose the colours for a range of clothes. – Unit 4 You write tips on a sport. – Unit 3

You write some lyrics for a song. – Unit 7 You invent a new animal. – Unit 6

You write about your favourite places. – Unit 1 You invent some crazy food combinations. – Unit 5

Optional activity

•

If students enjoyed doing the quiz and time allows, they could write their own quiz about the course.

•

Divide the class into small groups and tell them to look through the Student Book, choose five units and write a question for each unit.

•

Elicit some examples of questions, e.g. Where can you see a picture of a …? What’s the reading about on page …?

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3  01

•

Mime a few classroom instructions and elicit the instructions, e.g. raise your hand, put your hand to your ear for listen, stand up, sit down, move your hands together between two students / a few students to show get in pairs / groups.

•

Ask students to complete the exercise. Allow them to compare their answers in pairs before they listen to check.

1 groups 2 help 3 How 4 mean 5 hands 6 work

7 with 8 Listen

•

Divide the class into pairs to do the exercise.

•

Elicit some more useful classroom language and write

examples on the board, e.g. Compare your answers with a partner. How do you spell …? Ask / Answer the questions.

Teacher: Get into groups of three. Raise your hands. Work with a new group. Listen to each other.

Student: Can you help me? How do you say ‘lápiz’ in English? What does ‘notebook’ mean? Let’s work together.

HOW TO DO PROJECT WORK

5  Project coach video script p127

•

Write What is project work similar to? on the board. Play the

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

•

Pause the video at 00.20 and give students time to check the answers for question 1 in their Student Book.

•

Ask students if they can suggest reasons why working collaboratively 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.

•

Ask students what tips they remember from the video. (Use time well. Listen and give positive feedback. Use the Project Logs. Speak English. Listen to other group’s presentations.)

•

Put students into pairs to discuss question 3 and then conduct class feedback (e.g. 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, have fun).

•

Ask students if they have any questions about the course or if anything isn’t clear.

•

As students leave the class, ask what they think is most interesting about the new course.

1 presentation, video, poster, web page, leaflet

2 To learn from each other and to make problem-solving easier.

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1 This is my life

Language objectives for the unitCore vocabulary

Family: aunt, (best) friend, brother, cousin, dad, daughter,

grandad, grandma, husband, mum, neighbour, parents, sister, son, stepdad, stepmum, teammate, uncle, wife

Physical descriptions: beard, blonde, blue, braces, brown,

curly, dark, fair, freckles, glasses, green, grey, long, medium- height, moustache, red, short, slim, straight, tall, white

Personality adjectives: creative, friendly, funny,

interesting, kind

Extra vocabulary

Categories: animal, app, book, celebrity, country, film, ice

cream flavour, school subject, singer, song, sport, TV show,

Meeting people and making friends: What’s your

name? I’m (Tom). Which class are you in? I’m in (8C). Are you into football? Yes, I am. What about you? My favourite team is (United). Have you got any brothers or sisters? Yes, (I’ve got one brother and one sister). What’s your sister’s name? It’s (Izzy).

Project objectivesProject description

Design an infographic: This is my life

Students will work in groups of three for this project.

Project skills

Organizing visual information

Key phrases

Presenting visual information: This is my (brother). He’s

(tall). These are (my friends). My favourite places are (the sports centre and …). My favourite (sport is tennis).

Project coach video

Organizing visual information

Project extension ideas

If students enjoy the project, they could create a personal narrative video or podcast about their life. Have a class discussion about interesting information they could include about themselves. Play some examples of personal narrative videos and go through the key points. Students then work in their group to plan, produce and record their video or podcast. They could be uploaded for students to watch and think about who has the most similar / different life to their own.

Unit summary

The topic for this unit is My life. By the end of the unit,

students should be able to describe confidently their favourite people and places, and to ask and answer personal questions when they meet someone new. They should feel more comfortable about sharing personal information in groups; be able to write a well-organized, interesting personal profile; and understand the importance and usefulness of graphics to present information. The final project is to create an infographic about

themselves and present it 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 explain to students that this unit is all about their lives, including their friends and family and how to describe them and places they like to hang out. Tell them that the project at the end of the unit is

to present an infographic: This is my life.

Identifying a real-life context for the topic

Ask students to consider in what situations it might be useful to create an infographic about their life. Answers could include to introduce themselves for an application or personal statement or orally to people from other places, backgrounds or ages.

Lesson objectives

Talk about the different important people in your life Learn family vocabulary

•

Ask students to think about important people in their lives. This will prepare them for the first part of the project.

•

Focus on photos 1–5 and ask students to describe what they can see and what they think the relationship is between the people.

•

Once students have done the matching exercise on page 8, ask what clues in the posts helped them identify the

•

Go through the vocabulary and check understanding, explaining any unknown words.

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ASSESSMENT FOR LEARNING

•

Focus students’ attention on the speech bubbles and read them out. Explain that this is useful language to use to describe people in their life.

•

Demonstrate the exercise by telling students about one or two important people in your life. Make sure you use the model language.

•

When students have finished working in pairs, invite a few students to tell the class what they found out

about people in their partner’s life, e.g. Maria has got two brothers.

3  Sophie’s vlog script p127

•

Once students have answered the question, ask a few

follow-up questions, e.g. What is Sophie and Mack’s homework? (to make a family tree). Why does Sophie tell Grandad to say cheese? (to make him smile). Why is Sophie angry when Mack tries to take a photo of her? (because there’s no film in the camera). How does Sophie describe her family? (crazy, lovely and wonderful).

brother, mum, aunt, uncle, grandad

•

Ask students to see how many of the sentences they can complete before they watch the video again to check.

•

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

1 dad 2 kitchen 3 aunt 4 Sophie 5 seven

PROJECT BUILDER 1

(15 minutes)

Decide on the special people in your life.

5

•

Remind students of the project for this unit and explain that they will now start preparing their ideas for it.

•

Put students into their project groups and explain that they will stay in the same group for the whole project.

•

Ask groups to choose a project monitor to lead the discussion and make sure everyone gets a chance to speak.

•

Ask students to have the Project Log pages of their Workbook ready. Remind them 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 Project Log.

•

Explain that students should write the names of the people who are important to them and very important to them on the cards. They should also add who these people are. It would be a good idea to demonstrate with a

few of your own, e.g. My sister is my best friend, so her name goes here. My football coach is important to me, but she goes here.

•

Tell students not to share their Project Log with the group at this stage.

•

Choose two students to read out the speech bubbles to model the key language.

•

As an example, on the board write the name of a special person for you and encourage the class to ask you questions about him/her to guess the relationship. If appropriate, you could show photos of some of your important people to encourage discussion.

•

Tell the groups to share their Project Logs and to work out if family or friends are the most important.

•

For homework, ask students to reflect on their important people and choose the person who is most special to them and record it in their Project Log.

•

You could ask the group monitor to provide feedback on how well their group shared ideas and discussed the options and what could be done better next time.

•

It would be a nice idea to ask students to bring in some photos of their important people to share with their group in the next class.

 Workbook Project Log p4

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1.2 #Myfriends

Lesson objectives

Describe the appearance and personality of people

Use the present simple: be

•

Divide the class into small teams. Explain that you are going to say a definition for a family member and they

have to say the word, e.g. She’s my mum’s mum. (grandma). He’s my mum’s brother. (uncle). The first team to say the

word correctly wins a point, and if they can spell it correctly, they get a second point.

ASSESSMENT FOR LEARNING

•

Ask a few students to describe one of the important people in their life. At this stage, don’t correct any errors and allow other students to help with vocabulary, if necessary.

•

Make notes on the board of some of the vocabulary

they use. Ask: What vocabulary did you use to describe his/her hair / eyes / personality? Point out to students that

they can build on what they already know in this lesson by learning more vocabulary to describe appearance and personality. Doing this exercise will give you a good idea of your students’ knowledge of the lesson topic.

•

With weaker classes, you could show a range of different photos of people and pre-teach the core vocabulary before moving onto the Student Book presentation.

•

Focus students’ attention on the photos and ask them to describe the people.

•

Allow students time to read through the posts first and check the meaning of any words they don’t know. They can use a dictionary to do this or ask you.

•

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

•

Fast finishers could work in pairs and take turns to describe one of the people for their partner to guess.

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

Optional activity

•

If students brought in photos of important people in their life, ask them to write a short description of one of them using the examples in the Student Book as models.

•

If students didn’t bring in photos, ask them to draw a picture on a separate piece of paper to their description.

•

Divide the class into groups of six. Tell students to put all their photos/pictures and descriptions face down in front of the group and shuffle them.

•

Groups then play a game of Pelmanism with the cards,

turning over a photo/picture and description to see if they match.

•

Demonstrate the activity with a few stronger students. Ask a student to describe one of the people in the photos and invite another student to respond.

•

Monitor as pairs do the task and note down any errors to go though at the end as a class.

1 ’m 2 ’s 3 are 4 isn’t 5 Are  My grammar reference & practice p106

•

After checking answers, ask students to make a sentence

with the incorrect options, e.g. She isn’t from the UK.

1 am not 2 ’s 3 aren’t 4 are 5 is

•

After checking answers, divide students into pairs. Ask students to take turns to ask and answer the questions. The student answering should close their book so they have to listen to the questions.

1 Is 2 Are 3 Is 4 Is 5 Are

•

Demonstrate by describing yourself using the table.

•

Give students time individually to think of their sentences before dividing them into pairs to do the task.

•

Ask different pairs to share any similarities.

•

Choose two students to read out the speech bubbles to model the key language.

•

Tell students to read the grammar table to check their sentences.

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•

If you think your students need more support and

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.

•

If your students have a good grasp of the grammar already, move on with the lesson and refer them to the

My grammar reference & practice for homework.

PROJECT BUILDER 2

(15 minutes)

Complete short descriptions of the special people in your life.

9

•

Remind students that the work they do now will help them to prepare for the project at the end of the unit.

•

Ask students to get into their project groups and tell them to choose a new monitor for the task today.

•

Ask the monitor to find out which special person each student reflected on for homework.

•

Check students’ understanding of the task. Ask: How many people do you write notes about? What do you have to include in the description?

•

Write aunt, curly hair and interesting on the board. Ask

students to identify which words are appearance, personality and relationship.

•

Once students have made their notes, ask them to record their sentences in their Project Log. If time is limited, they could complete the Project Log for homework.

•

Give students time to practise their sentences individually before they share them with the group.

•

Tell students to take turns to describe one person at a time. Encourage the rest of the group to ask follow-up

questions, e.g. Is (Peter) from (Barcelona)? Is he at this school?

•

After everyone has described their three people, ask the monitor to feedback who has similar important people in the group.

•

Explain to students that it’s important to learn to assess themselves. Tell them to think back over how they felt when they shared their descriptions, then complete the evaluation in the Project Log.

•

As students leave the class, ask them to show you their Project Log for you to check and tick completed.  Workbook Project Log p4

Further practice

Vocabulary and grammar, Workbook p6–8

1.3 My places

Lesson objectives

Talk about your favourite places

Learn to recognize facts and opinions in texts

Describe places with there is / there are + a, an, some, any

•

Play noughts and crosses with the class to review the

grammar from the previous lesson.

•

Divide the class into two teams and assign each team noughts or crosses.

•

The first team chooses a square. Say a word (e.g. twins) for them to say a sentence using the present simple with be.

If the sentence is correct, they get to put a cross or nought in the square. The first team to get a line of three wins.

•

Give students time to think about their answers to the questions before dividing them into pairs to discuss them.

•

Ask a few follow-up questions, e.g. What makes a good hangout? Who do you go to your hangout with? What do you like doing at the hangout?

•

Focus students’ attention on the photos and ask what they can see and where they think the places are.

•

Play the audio for students to read and listen.

•

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

•

Ask a few additional questions, e.g. Why types of books does Hanif like? (graphic novels). What does Emma like about the café? (the smoothies). What does Tyler think about shopping? (it’s boring). Are any of the favourite hangouts the same as yours?

•

Read out the Tick feature and say a few more examples by

telling students a few things you’re into before checking how they’d say the phrases in L1.

•

For extra practice, ask different students to tell you one thing they’re into.

Hanif: library, UK Emma: beach, Australia Tyler: waterpark, Canada

3

•

Explain that students need to scan the text to look for the numbers. Remind them that they don’t need to read every word. You could set a time limit (e.g. five minutes) to do the exercise to encourage them to practise scanning.

•

After checking the answers, ask: Which of these places do you have in or around your town?

1 zero 2 seven 3 eight hundred 4 thirty-nine

5 three 6 fifty

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ASSESSMENT FOR LEARNING

•

Read the lesson objectives with the class. Then write

the following sentences on the board: The largest park in NYC is Pelham Bay Park. I think it’s the best place to go for a walk. Ask: Which sentence is a fact and which is an opinion?

•

Explain that students are going to learn some language to recognize facts and opinions.

Skill UP!

4

•

Ask students to read the Skill UP! Ask: Why is it important to know the difference between a fact and an opinion?

(because an opinion is usually trying to persuade you of something, even if it isn’t true).

•

Students complete the exercise individually and then compare their answers in pairs.

•

Ask students what phrases / clues in the sentences helped

them decide when the sentences were opinions (1 I think 3 awesome).

1 opinion 2 fact 3 opinion 4 fact

•

Ask students why it’s important to use a variety of adjectives (to make conversation or writing more interesting). Remind students that adjectives are often used in opinions.

fantastic, great, awesome, amazing

6 THINK

•

This exercise asks students to think critically and respond personally to the text. Allow students to have some ‘thinking’ time to formulate their answers.

•

Divide the class into small groups to discuss the questions, then have a class vote on the best hangout.

7 MEDIATION

•

You could divide the class into groups of three and ask each student in the group to research a different place.

•

Students then share their facts with the group.

there is / there are + a, an, some, any

•

If students need additional explanations and controlled

practice of the grammar point, refer them to the My grammar reference & practice pages at the back of the

Student Book to complete in class or for homework.

1 a 2 an 3 a 4 some 5 any  My grammar reference & practice p106

9 PRONUNCIATION  03

•

Write there, they’re and their on the board. Play the audio

and ask what students notice about the pronunciation.

•

Ask students to read the text quickly and tell you what hangout the writer is describing (a park).

•

Tell students to refer to the table in exercise 7 to help them complete the exercise.

1 isn’t 2 an 3 There are 4 some 5 there’s

6 there aren’t 7 are

11

•

When asking and answering, encourage students to ask

follow-up questions, e.g. How often do you go there? Why do you like it?

•

At the end, ask different pairs to report back some of their

partner’s answers to the class, e.g. There’s a shopping centre near Marc. He goes there every Saturday.

1 E 2 D 3 A 4 B 5 C

Optional activity

•

Play a memory game to give students additional practice of the target language.

•

Show the class a picture of a town centre or an illustrative map with places marked and, if possible, a few people. Tell them they have two minutes to study the picture and remember as much detail as possible.

•

Divide the class into teams and give them two minutes to write as many sentences as they can to describe the

picture, using there is / there are.

•

Show the picture again. Tell teams to exchange sentences with another team to check each other’s work. The team with the most factually and grammatically correct sentences wins.

PROJECT BUILDER 3

(10 minutes)

Describe the important places in your life.

12

•

Divide students into their project groups and ask them to nominate a different group monitor.

•

Ask the monitor to recap on Project Builder 2 and collate the ideas if students finished it for homework.

•

Show some photos of different hangouts to inspire students while they are making their lists.

•

Before students compare their hangouts in groups, ask them to look back at the table in exercise 8 and think about how to describe what there is and isn’t at their favourite hangouts.

•

Tell students to listen carefully to their peers’ hangouts and think about which places are similar to theirs.

•

Make sure the groups complete and compare their favourite hangouts in their Project Log.

•

Focus students’ attention on the model sentences. Remind them to look back at previous exercise and the texts in exercise 1 to support their writing.

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•

Students can complete their sentences and draw the picture or icon to represent the place for homework, if

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

1.4 Are we good friends?

Lesson objectives

Talk about your favourite things

Focus on graphics in video presentations

TEACHER WELLBEING: WHO AM I?

•

We all have multiple roles in our life, e.g. parent, friend, colleague. Sometimes these roles are in harmony, but sometimes there’s conflict. It’s important to understand our multiple selves and how they affect our lives.

•

Make a list of your roles, including your language teacher self, and reflect on times when the different roles compete for your attention. Ask yourself these

questions: How much care do you take of yourself in each role? Can you find supportive connections between your roles and identities?

•

Write What is a good friend? on the board.

•

Ask students to think about their friendship group and make notes about what makes their friends special and also what’s important for them in a friendship.

•

Divide the class into small groups to discuss the question.

•

Ask a few groups to share their answers.

•

Focus students’ attention on the illustrations and ask what

they can see. Ask: What do you think the connection is between all the pictures? (categories of (favourite) things).

•

Once students have checked the meaning of the words, ask if there are any words they are still unsure of and go through them as a class.

1 sport 2 ice cream flavour 3 celebrity 4 video game 5 book 6 TV show 7 singer 8 school subject 9 app 10 animal 11 song 12 film

2

•

Set a timer for one minute to motivate students when they do the exercise.

•

Ask different pairs to share their list with the class for each category.

•

Review appearance vocabulary by asking students to describe Kyle and Lauren.

•

Take all suggestions about what the game is and write them on the board.

4  Video skills script p127–128

•

Students watch the video to check their ideas from exercise 3 and answer the questions.

•

Students compare their answers with a partner. Ask: Are your answers the same or different?

•

If there are any differences in answers, go through these questions with the class.

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•

Ask follow-up questions, e.g. Who is asking the questions? (Ben). Who do Kyle and Lauren write the answers for? (each other). Who gets the right answer for the first question?

1 five 2 What’s your favourite school subject?

3 No, he isn’t. 4 one

5 MEDIATION

•

Divide the class into pairs to do the task together, explaining how the game works to a fictitious third person.

•

Before students do the exercise, ask them to predict the other questions for the quiz.

•

Take all suggestions about what they think the question is for photo 2 and ask students to justify their answers.

7  Video skills script p128

•

Remind students they are only listening for questions 2 and 5, so they need to listen carefully for the question numbers.

•

Allow students to compare their answers in pairs before you check with the class. If there are several different answers, you could play the video again to check.

1 What’s your favourite ice cream flavour? What colours are on your T-shirts?

2 nine points

•

Divide students into pairs and ask them to see how much of the table they can complete before watching the video again to check.

•

For class feedback, ask different students to ask one of the questions for other students to answer as Kyle or Lauren.

•

Ask students to read the Video focus. Ask: What is a graphic? (a picture or design). Where can you see graphics?

(websites, presentations, magazines, cartoons, tables, etc.).

•

Take all suggestions about the graphic in the quiz and play the video again to check, if necessary.

the questions, ticks, crosses, the scores

10 THINK

•

Give students some thinking time before dividing them into groups to discuss the questions.

•

Ask groups to share their answers in a brief open class discussion.

1 It’s not about how well they know each other. Kyle and Lauren have to use observation and memory.

•

Divide the class into groups of three to write their questions.

•

You could ask each group to swap their questions with another group to add an extra challenge to the exercise.

•

Ask three students to read out the model speech bubbles.

•

Assign each student in the groups A, B and C to do the quiz. Give them a time limit and then remind them to change roles to repeat the quiz.

•

Once students have done the exercise, tell them to add up the score and share with the class if there are any ‘great friends’.

PROJECT BUILDER 4

(15 minutes)

Write about your favourite things.

12

•

Divide students into their project groups and ask them to nominate a new group monitor.

•

Ask the monitor to recap on Project Builder 3 and collate their ideas if students finished it for homework.

•

Tell students to complete their Project Log individually and remind them not to show their ‘favourites’ to the group.

•

Ask two students to read out the example speech bubbles.

•

Students take turns to say one of their categories for the group to discuss and guess the favourite thing for each.

•

Tell students to listen carefully to each other and make a mental note of one thing they have in common with each group member.

•

Students then complete the Project Log about who has the same / different favourites.

•

Have a class discussion about whether it’s always important to like the same things as friends. Remind students how our differences are to be celebrated and how they create interesting friendships, too.

ASSESSMENT FOR LEARNING

•

Students have the opportunity to reflect on how they feel in group work and choose an adjective. The groups can compare their answers and give one reason why they chose the adjective.

•

If you feel students would benefit from more time to do the evaluation, you could assign it for homework. Students then share their evaluations with their group in the next class, if appropriate.

•

Tell students to think about their reflections in future classes to see if their evaluations might change, for example, they may start to feel more confident in group work and less nervous about sharing ideas.

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•

Ask students an additional question to answer before they

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

•

As students leave the class, ask them to show you their Project Log to check and tick completed.

 Workbook Project Log p5

Meet people and make friends Learn how to ask for clarification

•

Review the important people vocabulary from lesson 1 by writing a few of the words as anagrams on the board, e.g.

edtaguhr (daughter).

•

In pairs, students solve the anagrams within a time limit.

•

Give students time to think about their answers to the questions individually before dividing them into pairs to discuss them.

2  Drama video script p128

•

Ask students to read the sentences and make notes on the information they need to listen for, e.g. a class name, their favourite things, family members.

1 F (Anna’s in Class 8C) 2 T

3 F (one brother and one sister)

•

Ask students to give you examples of when they would use the phrases. Take all suggestions and write them on the board for students to check when they watch the

ASSESSMENT FOR LEARNING

•

Ask students to imagine they have a new student in their class and to suggest questions they would ask to find out about them and make them feel welcome. Make some notes on the board to build a dialogue.

•

By building up a dialogue before students do the key phrases exercise, it gives you an idea of how well students know personal questions and which phrases / language may be new to them or will need reviewing.

1 What’s 2 I’m 3 Are 4 What 5 I’ve got 6 name

5  Drama video script p128

•

Ask students to describe the photo and suggest the possible ways Tom and Izzy may know each other.

•

After students have watched the video, ask a few

follow-up questions, e.g. What class is Izzy in? (8B). What’s Izzy into? (music). Why does Tom lie about which football team he likes? (to have something in common with Anna).

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They are twins.

LIFE SKILLS

•

Read the Life Skills to the class. Ask students if anyone

remembers what it was like to start at a new school.

•

Ask more questions to expand the discussion, e.g. How can you make a new student feel more welcome? What should you do if you see a new student on their own at break time or looking lost? Imagine I am a new student in the class today. What do you do?

Skill UP!

•

Ask students to read the Skill UP! Explain that, in English, it’s impolite to say What? if you didn’t hear or understand

someone. Ask students if they know any other phrases

they could use instead e.g. Could you repeat that? Excuse me?

•

Encourage students to copy the intonation of the

questions and answers. Ask them to exaggerate the falling

intonation of the Wh- question and the rising intonation of Sorry?

•

Demonstrate the activity with a confident student first, then divide students into pairs to complete the task.

•

Monitor students while they are working, correcting any mistakes you notice in a feedback session at the end.

Optional activity

•

Ask students to write a new role card using the ones in exercise 7 as models.

•

When they are ready, ask students to stand up and mingle, speaking to as many students as possible in a given time limit.

•

Review the key phrases for exchanging personal

information (e.g. Are you into …? Have you got any brothers or sisters? What class are you in?) by preparing some

personal information about an invented person: full name, class name, favourite things, brothers and sisters.

•

Say each of the pieces of information (e.g. Sally) and invite a student to tell you the question (What’s your name?).

•

Ask students to look at the photo and cover the profile text. Ask them to describe Kelly’s appearance. Ask how old they think she is, what year she’s in, what she’s into and to suggest adjectives to describe her personality.

•

Explain that this exercise practises the reading skill of scanning. Remind students that they did this in the reading lesson.

1 name 2 home town 3 age 4 birthday 5 family

6 school 7 favourite subjects 8 physical appearance

9 personality 10 interests

•

Explain that a spidergram is a useful way to organize information when preparing for a writing task.

age & birthday – 12, 21st August

brothers and sisters – two brothers Aaron (16), George (14) interests – films and dance

personality – friendly, funny, creative

physical appearance – quite short, curly brown hair, blue eyes

school – Highbury Secondary School, favourite subjects are maths and science

pets – a dog

3 MEDIATION

•

Divide the class into pairs to do the task together, describing Kelly to a fictitious third person.

•

Once students have completed the exercise, ask if they

can think of any rules for the prepositions, e.g. on with dates, in with towns and countries, at for places, in for

•

Read out the Tick feature. Ask different students to write

their birthday on the board and say the date.

1 on 2 from 3 at 4 in

</div>

Harmonize 1 teachers guide

<b>TEACHER’S GUIDE</b>

<b>Jessica Finnis</b>

<b>1</b>

<b>Welcome </b>

<b>5Eat up </b>

<b>5Eat up </b>

<b>Welcome </b>

<b>5Eat up </b>

<b>5Eat up </b>

<b>Print components</b>

<b>FOR STUDENTS</b>

<b>Student Book</b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>Digital components </b>on Oxford English Hub

<b>FOR STUDENTSStudent e-book</b>

<b>• </b>

<b>Workbook e-book</b>

<b>• </b>

<b>Student Online Practice</b>

<b>• </b>

<b>Student resources</b>

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

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>Course assessment </b>

<b>• </b>

<b>Teacher resources</b>

<b>• </b>

<b>Teacher Online Practice</b>

<b>• </b>

<b>• </b>

<b>Professional Development</b>

<b>• </b>

<i><b>Introducing Harmonize</b></i>

<i><b>Harmonize key values</b></i>

<i><b>Harmonize methodology</b></i>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>How to do project work</b>

<b>Setting up project groups</b>

<b>Organizing group work in the classroom</b>

<b>Feedback and output stages</b>

<b>Assessment for learning</b>

<b>• </b>

<b>• </b>

<b>How can I implement Assessment for learning in my teaching?</b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>• </b>

<b>•</b>

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<b>•</b>