How to teach

remotely with
 Here are some suggestions for how you could use the units
in the Evolve Student’s Books and other supplementary
materials to support your online classes.
The link below takes you to the teaching resources. These teaching
resources include links to all the Class Audio files in the Student’s
Book lessons. You can download and share these audio files with your
students individually or for the entire level you’re teaching.
https://www.cambridge.org/cambridgeenglish/catalog/adult-
courses/evolve/resources
click here
The suggestions are based on a mixed model of remote teaching
using:

> live lessons online

> discussion forums moderated by the teacher
> collaborative group tasks without the teacher
> individual self-access study
They are based on the principle that live lessons give students the
chance to speak and ask questions about issues they’re encountering.
Students can complete other tasks such as reading, listening and
controlled practice exercises on their own and use the classroom to
check answers.

2
Tools you can use in
live classes:
SCREEN-SHARING: C H AT B O X : BREAKOUT ROOMS:

you can share Presentation Plus use for short answers and virtual rooms for small groups.
if you have it, images, short brainstorming, allows for all Teachers can enter these rooms
videos as well as playing audio. students to participate actively and monitor the work going on
at the same time. in pairs or small groups.

G R E AT F O R : G R E AT F O R : G R E AT F O R :

> giving instructions > starting the lesson > comparing answers after tasks
> setting up tasks > checking concepts > role-plays
> presenting grammar or > closing the lesson > short discussions.
vocabulary > getting feedback.
> stimulating discussions.

Two or three short breakout room tasks each lesson help to add variety. To find out more about
how to set up and manage breakout rooms and other functions in your online class, please
follow this link:
https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platform-
teaching-online/

Tools your students can use for

tasks outside the classroom:
DISCUSSION FORUMS: VIDEO OR AUDIO C O L L A B O R AT I V E
RECORDINGS: WRITING TOOLS:

you can post a short task on any students can make short video students can work together
discussion forum platform (you recordings on their phones, online to write and edit a
may have a digital platform at tablets or computers and share document using e.g. Google
your school, you may want to use them with you and/or the whole docs.
online applications like Moodle class.
or Edmodo, or you may want
to use a wiki or a blog or other
shared online space).

3
 A quick overview of
the coursebook unit
structure.
The sections you will want to prioritize for synchronous video-
conferencing classes are shown in bold.

Opening page unit objectives, big picture, video, discussion task

Lesson 1 language in context, vocabulary 1, grammar 1, speaking

Lesson 2 language in context, vocabulary 2, grammar 2, speaking

Lesson 3 functional language, real world strategy, pronunciation,

speaking

Lesson 4 skills work (reading or listening), writing

Lesson 5 collaborative task, presentation

The other sections can be set for self-study or collaborative

asynchronous pairwork or groupwork. How much you can cover in your
live classrooms depends on your schedule.
You will probably want to plan your schedule unit by unit and use
the first class of each new unit to explain the workflow to your class,
setting out deadlines for independent study, and creating groups for
collaborative tasks.

4
 A suggested structure
for an online course
following a mainly
synchronous approach
If you are following a flipped approach, you may want to ask the
students to complete all the vocabulary and grammar presentation
sections in lessons 1 and 2 at home prior to looking at them together
in class. Then the time in class can be dedicated to answering
questions and practicing the language. The notes below are based on
five live lessons per unit. But you can break these up in whatever way
suits your timetable.

5
 WHO WE
UNIT OBJECTIVES
CLASSROOM LANGUAGE ■ talk about people’s personalities
■ ask and answer questions about people

ARE
■ make introductions and get to know people
 1.02  PAIR WORK AND GROUP WORK ■ write an email to get to know someone
■ ask questions to test a leader’s personality
Choosing roles

Do you want to go first?

I’ll be Student A, and you be Student B.

Let’s switch roles and do it again.

Eliciting opinions
1
What do you think, ?

How about you, ?

Asking for clarification or more information

I’m not sure I understand. Can you say that again?

Does anyone have anything to add?

Completing a task

We’re done.

We’re finished. What should we do now/next?

CHECKING YOUR WORK

Comparing answers Offering feedback

Let’s compare answers. Let’s switch papers.

What do you have for number … ? I’m not quite sure

what you mean here.
I have …
I really like that you …
I have the same thing.
It looks like you …
I have something different.
I wondered about …
I have a different answer. START SPEAKING
Can you say this another way?
A Where are these people? What are they doing?
I wanted to ask you about … B What do you think the people are like? Guess as much as you can about them.

Let’s check this one again. C Imagine you’re in this place talking to these people.
What are you asking them? What are you
telling them about yourself? For ideas,
watch Andres’s video. What does Andres
say about himself?

xvi 1

1. Opening live lesson:

engaging with the topic, viewing the video, breakout room discussion.
Lead-in: you may want to look at the objectives for the unit and look ahead to the tasks which
you will be setting for homework. You will probably want to set the writing task on the right
hand page of lesson 4 as either an individual writing task or a group collaborative writing task
to be completed by the end of the unit.

1
Ask students to look at the image on the opening spread and brainstorm Chat box
answers to the initial questions. Feedback on their answers by calling on Main classroom
individual students to expand on their answers. Do this with five or six
students before moving on.

2
If possible, show the video on your screen. Or if video-sharing is difficult in Screen-sharing
your context, give your own model answer. Check comprehension by asking Chat box
students to type the answers in the chat box.

3
Divide your class into groups and ask them to complete the speaking task Breakout rooms
in the breakout rooms. Allow at least 7 to 8 minutes for the task. Visit each
of the breakout rooms in turn to monitor the task and help where necessary.

4
Bring the students back into the main classroom. Ask them write one Chat box
sentence they remember from their breakout room task in the chat box. Main classroom
Call on individual students to expand on their answers in the chat box and
report back on their group’s work.

5
Look ahead to the next class. Ask the students to read the Language in Main classroom
Context text and complete the vocabulary tasks for lesson 1 for homework. Self-study/
(If you’re taking a flipped approach to grammar, you will want to ask your preparation for next
students to work through the grammar section too). class

Optional: ask students to write out their answers for the speaking task. Homework

6
 1.1 WHAT’S YOUR 3 GRAMMAR: Information questions
LESSON OBJECTIVE
■ talk about people’s personalities
Circle the correct answers. Use the sentences in the grammar box to help you.
PERSONALITY?
A
1 Use what / which to ask a general question.
2 Use what / which to ask about a specific group of people or things.
3 Use whose to ask who someone is / who something belongs to.
1 LANGUAGE IN CONTEXT 4 Use how to ask about the way to do something / when to do something.
A PAIR WORK Do you meet new people often? Where do you meet them? Who have you met lately?
Information questions
B Read the article. How does Kenneth say you can learn about someone?
Whose class are you in? Where did you go to school?
Which neighborhood do you live in? How can I help?
What kind of person are you? The answer is in your questions. What are you doing these days?
How do you get to know someone new? You can ask a lot of questions: What’s your
name? Whose class are you in? Which neighborhood do you live in? Where did you go to B Look at the words in the box. Complete the information questions with the correct words.
school? What kind of work do you do? But the answers don’t tell you about someone’s Then ask and answer the questions with a partner.
personality. I think it’s best to listen to the questions that people ask you.
How When Where Who Whose Why
A sociable person, for example, will ask you a lot of questions. Quiet people don’t
ask you much. The same is true about selfish people – they show little interest
in other people. Or imagine you’re telling someone about a problem you have. 1 do you usually meet your friends? At night or on the weekends?
A generous person might ask, “How can I help?” But if you ask someone for 2 do you greet new people? With a smile?
help first, and they agree, are you sure they’re really helpful? Or are they just
3 do you go with your friends to have fun?
afraid to say “no”?
So, the next time you meet someone, ask less, and listen more. The questions 4  ’s the most sociable person you know?
people ask show more about their personalities than their answers do. 5 are you learning English? For work?
Kenneth Spears 6 Do you ever use someone else’s computer? computer do you use?
C PAIR WORK Read the article again. Do you agree with Kenneth? Why or why not? C Now go to page 129. Look at the grammar chart and do the grammar exercise for 1.1.

D Write information questions for the answers below.

2 VOCABULARY: Describing personality
1 ? I had eggs for breakfast.
A  1.03  Listen and repeat the words. Which words describe the people in the pictures? More than one
2 ? I speak English and Spanish.
answer is possible.
3 ? My keys are in my pocket.
brave cheerful easygoing generous helpful honest 4 ? I got here by bus.
intelligent nervous reliable selfish serious sociable 5 ? I usually get up at 6:30.
E PAIR WORK Ask and answer the questions in exercise 3D with your own information.
1 2 3

4 SPEAKING
GROUP WORK What questions do you ask when you
meet people for the first time? What do you think
your questions say about you?

I usually ask people, “What do you do for fun?”

Sometimes we like the same things!
B GROUP WORK Which three words in exercise 2A describe you best? Tell your group.
C Now go to page 141. Do the vocabulary exercises for 1.1. What do you think that
question says about you?
D PAIR WORK Use the words in exercise 2A to
talk about people you know. For ideas, Do you know anyone I think it shows people that I am
watch Angie’s video. like the person interested in them.
Angie describes?
2 3

Lesson 1: Language in context, vocabulary

and grammar

1
Start with a quick review of the last lesson and a short warmer to allow Main classroom
time for everyone to enter the class. For example, you can ask the students Chat box
to type answers to simple questions e.g. What did you have for breakfast
today? Or what was the last movie you watched?

2
Check students have read the Language in Context text and completed the Breakout rooms
vocabulary exercises. Students check their answers to the exercises in the
breakout rooms. Allow at least five minutes for this.

3
Call the students back into the main room. Use a combination of chat box Main classroom
and nominating individual students to check the answers. Or you can share Chat box
the correct answers on the screen and the students can check their own
work.

4
Set up the final speaking task in a discussion forum. Set a deadline for the Forum discussion
students to share their responses and reply to each other. It’s a good idea
to set a minimum word count and a minimum number of replies required for
the task to encourage interaction.

5
Grammar presentation: Use the grammar chart to present the grammar Main classroom
(or consolidate the presentation if students have already looked at it Chat box
beforehand) and the chat box for students to answer concept checking
questions. Students may also want to ask you questions. Hands up function

7
6
Grammar practice: Set this for individual study after the class, or if you Homework OR chat
asked the students to complete these beforehand, send them to breakout box
rooms to compare their answers. Use the feedback stage as a chance to Main classroom
clarify any doubts. You may also want to work on features of pronunciation
at this stage.

7
Speaking task: students complete the speaking task in the breakout room. Breakout room
When they’ve finished they write a short summary in the chat box. Call on a Chat box
three or four students to expand on their summaries.
Main classroom

8
Look ahead to the next lesson. Ask students to look at the Language in Self-study
Context input text and vocabulary section. You may also want them to
look at the Grammar section. It depends whether you want to present
the grammar yourself, or let the students explore it first so that you can
dedicate more time to clarify concepts and practicing in the next lesson.

Optional: additional practice materials are available in the Workbook / Digital

Workbook (Practice Extra)

8
 2.2
LESSON OBJECTIVE D PAIR WORK Talk about the features of a phone you have or want. Which features are the best? Why?

SO MANY FEATURES ■ talk about things you own For ideas, watch Celeste’s video.

What feature of her

phone does Celeste
1 LANGUAGE IN CONTEXT talk about?

A  1.12  Look at the picture. What do you think

the people are talking about? Then read and
3 GRAMMAR: Present perfect with already and yet
listen to the conversation. Who knows more
about her phone, Jen or Maya? A Circle the correct answers. Use the sentences in the grammar box to help you.
1 Use already / yet with things that haven’t happened. It often means you expected something to
1.12 Audio script happen or expect something to happen soon.
Jen Do you like my new phone? I bought 2 Use already / yet when something happened sooner than expected.
the same model you have.
Present perfect with already and yet
Maya Oh, wow! You’re going to love it. It has
so many cool features. Jen That’s pretty cool. Can you help me set I’ve already downloaded a lot of apps. Have you tried the camera yet?
Jen I haven’t tried many of them yet. I’ve them up? I haven’t tried many of them yet. Yes, I have.
already downloaded a lot of apps, Maya Sure. But first, I have to ask, have you
though. I have so many now. It’s hard to tried the camera yet? With the “funny B Now go to page 130. Look at the grammar chart and do
find one when I need it. faces” feature? the grammar exercise for 2.2. ACCURACY CHECK
Maya I can help with that. Have you already Jen Yes, I have. I love it! In fact, let me try it
C Write sentences with the verbs so they’re true for you. Use the Already usually comes before the
made folders? on you … past participle. Yet usually comes at
Jen No, I haven’t. How does that work? present perfect and already or yet. Check your accuracy. Then
Maya Hey! the end of a sentence.
compare with a partner.
Maya You create folders on the home screen, Jen Look … you look great with elephant I already have downloaded
and then you can put your apps in 1 not try to download I haven’t tried to download an emoji app yet.
ears! the app. ✗
them. Look, I have a folder for music 2 not use I’ve already downloaded
Maya Yeah, right! Now let me show you this
apps, one for weather apps … feature … delete! 3 sync the app. ✓
4 try to set up I haven’t synced yet my phone. ✗
5 not delete I haven’t synced my phone yet. ✓
B  1.12 Read and listen again. Are the statements true (T) or false (F)?
1 Jen has a new phone. 3 Maya needs help with her phone.
4 SPEAKING
2 Jen doesn’t have any apps on her phone. 4 Maya took a picture of Jen.
A Choose one of the things below or your own idea. Think about how long you’ve had it.
2 VOCABULARY: Tech features What have you done with it or to it already? What haven’t you done yet?

A Listen and repeat the words. Which words are nouns and which are verbs? You can use
 1.13  a laptop a microwave a power tool a refrigerator a tablet a video game
FIND IT a dictionary or your phone to help you. Then find and underline seven of these words in the
conversation in exercise 1A. PAIR WORK Take turns telling your partner about the
B
item you chose in exercise 4A. Don’t name it.
delete device folder home screen model
Can your partner guess what it is?
set up storage sync try work
I’ve had it for a month. I bought the newest model,
B Now go to page 142. Do the vocabulary exercises for 2.2. and it works really well. I’ve already used it several
times. I used it to set up my new bookcase last
C PAIR WORK Do you agree with these statements? Discuss with your partner. weekend. I haven’t let anyone borrow it yet.
1 It’s not fair that phones with a lot of storage are more expensive.
Hmm. It sounds like a tool. Is it
2 Phone service doesn’t work very well in our city. an electric screwdriver?
3 No one needs more than one tech device. Just a phone is enough.
4 It’s important to sync your phone with your computer frequently.
14 15

Lesson 2: Language in context, vocabulary

and grammar
TIP: The structure of lessons 1 and 2 are very similar and require a similar approach. If you
have set up a discussion forum in the previous lesson, you probably won’t want to create a
second one for this lesson. One discussion forum per unit should be enough.

1
Review the grammar presentation from the previous lesson. You can do Main classroom
this by showing sentences with errors that the students have to spot and Chat box
correct, or by repeating one of the practice activities from the previous
lesson.

2
Vocabulary: Check whether the students have read/listened to the Breakout rooms
Language in Context text and completed the vocabulary exercises. Send
students to breakout rooms to check their answers. Allow at least five
minutes for this.

3
Call the students back into the main room and use a combination of chat Main classroom
box and calling out individual students to check the answers. Or you can Chat box
share the correct answers on the screen and the students can check their
own work. If there is a follow-on speaking task, hold this as a whole class
discussion using a combination of chat box and nominating students to
expand on their answers.

4
Grammar: Use the grammar section to present or review the grammar Main classroom
(depending on whether the students have already looked at the section Chat box
beforehand). Allow plenty of time for questions and clarification. You can
ask students to answer concept check questions in the chat box.

9
5
Grammar practice: Set as individual study after the class, or, if students Self-study OR chat
have already done the work beforehand, check the answers as a whole box
class. If there is personalized practice, ask students to share their answers
in the chat box and call on individual students to expand on their answers.

6
Speaking task: Set up the speaking task to complete in the breakout Breakout rooms
rooms. If there is a video with a sample answer, you can watch this before
the students go into the breakout rooms. If video-sharing is difficult in your
context, give your own model answer.

7
Call the students back to the main room, ask a representative from each Chat box
group to write a short summary in the chat box. Call on other group Main classroom
members to expand on the summary.

Optional: additional practice materials are available in the Workbook / Digital

Workbook (Practice Extra)

10
 3.3 2 REAL-WORLD STRATEGY
LESSON OBJECTIVE

UP AND DOWN ■ ask for and give directions in a

building A  1.27  Listen to a conversation in a hotel. Where does the man want to go?
B  1.27  Read the information in the box about repeating details to show you understand.
Then listen to the conversation again. Which details does the woman repeat?

1 FUNCTIONAL LANGUAGE REPEATING DETAILS TO SHOW YOU UNDERSTAND

A Look at the picture. What do you think the people We often repeat key details when people ask questions so they know we’ve understood them.
are talking about? Can you tell me how to get to meeting room C? How do I get to the stairs?
B  1.26  Read and listen to a conversation between Meeting room C … Uh, it’s upstairs on the fifth floor. The stairs? Go down that hallway, and
two people at an international conference. Which they’re on your right.
two places does the woman want to go to?
C Complete the conversation with repeated details. Then practice with a partner.
1.26 Audio script
A Excuse me? Where does the bus stop? A OK. Thank you. Does it come by often?
A Excuse me, can you tell me how to get to A OK. Sorry, one more question. Do you know B The 1  ? It stops across the street. B 2  ? Yes, about every 20 minutes.
meeting room C? which floor the cafeteria is on? I want to get
B Uh, it’s upstairs on the fifth floor. a coffee. 3 PRONUNCIATION: Saying consonant clusters at the start of a word
A OK, thanks. And how do I get to the stairs? B It’s downstairs in the basement.
A  1.28  Listen and repeat. Focus on the sound of the consonants in bold at the beginning of the word.
B Go down that hallway, and they’re on your A OK. Thanks.
1 floor / front 2 stairs / street 3 through / shred
right. But I would take the elevator! B Hey, I’m going that way. Can I join
A Good idea. Um, which way is the elevator? you for coffee? B  1.29  Which speaker (A or B) says the consonant clusters in bold most clearly? Write A or B.
B Go through the lobby, and it’s on the left. 1 flight 2 straight 3 three
C Practice the conversation with a partner. Does your partner say the consonant clusters clearly?
INSIDER ENGLISH A Excuse me. Can you tell me how to get to gate B37? I’m late for a flight.
B B37? Just go straight down this hallway. I think it’s three or four gates down.
We often say Sorry, one more question to be polite when we’re asking a lot of questions.
A Just three or four gates? Fantastic. If I hurry, I can still make my flight.

C Complete the chart with expressions in bold from the conversation in exercise 1B. 4 SPEAKING
Asking for directions Giving directions A PAIR WORK How many of these places are in your school or workplace? Can you think of any more places?
1
meeting room C? 5
on the fifth floor.
reception desk computer lab restrooms
2
the stairs? 6
that hallway,
3
is the elevator? and they’re 7  .
4
the cafeteria is on?
8
the lobby, and it’s
9
 .
Which floor are the restrooms on?
10
in the basement.
Take the elevator to the third floor.
cafeteria meeting room library

D PAIR WORK Write the words in the correct order. Then practice the conversations with a partner.
1 A you / get / how / me / to / the front desk / tell / Can / to / ?

B on / the lobby, / right / and / through / it’s / the / Go / .

B PAIR WORK Imagine you and your partner are standing outside of your classroom. Ask for and give
2 A floor / on / are / Which / meeting rooms / the / ?
directions to places in your building.

B the / floor / downstairs / on / first / They’re / . Excuse me, which way is the reception desk? The reception desk? Go down
that hallway, and it’s on your left.
26 27

Lesson 3: Functional Language, Real World Strategy,

Vocabulary and Speaking
You will probably want to teach the whole of this class in a live classroom as it focuses on
spoken production.

1
Review the work done in the previous lesson. You can do this by showing Main classroom
sentences with errors that the students spot and correct, or by repeating Chat box
one of the practice activities from the previous lesson.

2
Functional language: Use the image/images to clarify the situation. Set up Main classroom
the first comprehension task and play the audio. Check the answers in the Chat box
chat box.

3
Send groups to breakout rooms to complete the Functional Language Breakout rooms
chart and the practice exercise. Allow them plenty of time to take it in turns
to read out the dialogs in the practice section.

4
When they’ve finished, share a completed version of the chart on the screen Main classroom
and invite pairs to read out the completed dialogs to the whole class.

5
Real World Strategy: Listen to the audio with the whole class and draw Main classroom
attention to the Real World Strategy box. Repeat each of the phrases.
Students complete the controlled practice on their own in their books.
Nominate individuals to offer answers.
Set the pairwork task in a breakout room. Make sure the students are clear Breakout rooms
on the instructions before they enter the rooms.
When they’ve finished, call on two or three pairs to repeat their dialogs to Main classroom
the class.

11
6
Pronunciation focus: Complete this section with the whole class. Use a Main classroom
combination of choral and individual drilling. Choose pairs of students to do
any pairwork in the main room so their classmates can hear them.

7
Speaking: send the students into breakout rooms to complete the speaking Breakout rooms
task. After they’ve finished, call them back and ask two or three of the Main classroom
groups to repeat their dialogs to the whole class.

8
Looking ahead: ask the students to go back over all the work they’ve done Self-study
so far as you’ve now completed the input section of the unit. See notes
below on Lesson 5.

Optional: additional practice materials are available in the Workbook / Digital

Workbook (Practice Extra)

12
 4.4 BUSINESS AND 3 WRITING
LESSON OBJECTIVE
■ write an email describing plans
Read the email. What three locations will the students use for the event?
PLEASURE for an event A
Reply Forward
To: <[email protected]>
From: Cindy <[email protected]> Min-soo <[email protected]>
Subject: Saturday Fun Day!
1 LISTENING
Dear Students,
A PAIR WORK Imagine you’re planning a fun afternoon for a group of exchange students from
We’ve arranged another Saturday Fun Day for exchange students. On May 15, you’re
different countries. Suggest some good ideas for the event. singing a pop song and making a video! We’re very excited about it, and we think
B  1.38  LISTEN FOR EXAMPLES Listen to a conversation between two teachers, Cindy and Min-soo. you’ll have a great time. The event starts at 1:00 p.m., and it lasts until 5:00 p.m.
They’re planning the event. Do they suggest any of the ideas you had in exercise 1A? To start, we’re meeting in the computer room. You can choose a song, listen to it,
and print the lyrics and practice them. At the same time, we’ll be available to help
C  1.38  LISTEN FOR DETAILS Listen again. Find the reasons that … you with pronunciation and words you don’t understand. After that, you need to go
to the language center. Then you get to practice the song with a local band. (Don’t
1 Min-soo says “no” to the barbecue. 3 Cindy says “no” to the baseball game.
be embarrassed – remember, none of us are professionals!) Next, you’ll sing the song
2 Min-soo says “no” to the quiz show. 4 Cindy says “yes” to the video. with the band, and we’ll make a video. Finally, the band will play some other songs
outside, and we can dance and sing along. (Cindy really wants to sing!)
D THINK CRITICALLY What do you think of Cindy’s and Min-soo’s ideas? Which one would you choose?
This event is free and open to exchange students only. We hope to see you there.
Are these activities good for all age groups? Why or why not? You won’t be disappointed!
Cindy and Min-soo GLOSSARY
2 PRONUNCIATION: Listening for linked sounds – final /n/ lyrics (n) words to a song
professional (n) someone who gets money
A  1.39  Listen to the extracts from the conversation. Focus on the sound of the letters in bold. for an activity that most people do as a hobby
How is the spoken sound different from the written words?
1 There are lots of games at Green Park stadium. B WRITING SKILLSLook at the linking words in bold in the email.
2 And we can post the video online. When do you use them? Complete the sentences. REGISTER CHECK

B Listen. Focus on the words in bold. Do you hear a /n/ sound or a /m/ sound at the end?
 1.40  1 Use for the first thing that happens. We sometimes put information
Write N or M. 2 Use for two things that happen in parentheses ( ) when
together. This phrase goes at the beginning of the second thing. we write. In emails, this
1 We can take pictures and post them online. information is usually extra –
2 We could make a fan page for the best videos. 3 Use  ,  ,
not essential or necessary.
and for something that happens
3 Can you turn down the volume? after something else.
4 Do you know where I can buy a new phone around here? 4 Use for something that happens last.
C Circle the correct option to complete the statement.
When a word ending in a /n/ sound is followed by a word beginning WRITE IT
in a /p/ / /t/ sound, the /n/ sounds more like a /m/.
C Imagine you are organizing an event for exchange students. Use one of the events below or your
own idea. Write an email to the students describing the plans. Use linking words to show the order
of events.

a barbecue a baseball or soccer game a quiz show

D PAIR WORK Exchange emails with a partner. Would you like to go to each other’s events?
Why or why not?

40 41

Lesson 4: Reading or Listening, Writing

This lesson can be set as individual work, you may want to dedicate some time to setting it up
at the end of lesson 2.

5.5
UNIT OBJECTIVES
TIME TO SPEAK LESSON OBJECTIVE
■ talk about urban problems

IMPACT
■ tell and compare stories ■ talk about problems and solutions
Believe it or not … ■
■
express concern and relief in different situations
write a post giving your point of view
■ decide if a “green” plan will work

A PREPARE Think of something surprising or amusing that

6
happened to you recently or a long time ago. Use the ideas below
to help you, or think of your own idea.

breaking things / making a mess kids doing funny things

making mistakes seeing animals and insects
travel experiences incredible weather
losing/forgetting things meeting/seeing people

B DISCUSS Share your stories in small groups. Use some of the four
“S”s and storytelling expressions from Lesson 5.4 to make your story
more interesting. Which story is the most amazing?

C DECIDE Your group is going to enter an amazing-but-true story

competition. Choose one of these options and decide what story
you will tell.
■ Choose a true story from your group – if you think it’s amazing enough to win the competition.

■ Exaggerate a true story from your group to make it more amazing – but it should still sound true.

■ Make up an amazing story that sounds true but isn’t.

D PREPARE Practice, exaggerate, or make up your group’s story. Get ready to tell it in an
entertaining way.

E PRESENT Tell your group’s story to the class. At the end of each story, others in the class ask
questions to try to discover if the story is totally true, exaggerated, or totally made-up.

F AGREE The class chooses the best story that seems to be totally true. Then the winning group
says whether their story is totally true, exaggerated, or totally made-up.

START SPEAKING
A What’s happening in the picture? How do you feel about projects like this?
To check your progress, go to page 154.
B Talk about different ways this project is having an effect on the city and its people. Do you think this
impact is mostly positive or negative?
USEFUL PHRASES
C What change is having an impact on your city
DISCUSS DECIDE AGREE at the moment? Is it positive or negative?
What is happening
A few weeks/months/years Seriously? I think it’s true. For ideas, watch Brenda’s video.
in Brenda’s city?
ago … You’re kidding! It’s not true.
When/While I was … That’s a great story! No way!
Then suddenly … They won’t believe that. I (can’t) believe that …
Later … Let’s say that …
52 53

Lesson 5: Time to speak

You can set the initial planning stages of this lesson as collaborative group work to be
completed outside the live lessons, bringing the students together in the final lesson of the
unit to make their presentations. Alternatively, you may want students to complete the whole
lesson in your virtual classroom. In which case, send the groups into breakout rooms to work
together, reporting back between each stage. You can monitor by entering the breakout
rooms and helping, prompting and supporting as necessary. The students then make their final
presentations to the whole class in the main classroom.

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 We hope you find these
guidelines helpful.
There are further resources available for you and your learners in the
following locations:

1. Learners who purchased Evolve Student Books with Digital Pack

have access codes on the inside front cover for self-study material
on Cambridge One. As a teacher on Cambridge One you’ll be able
to assign work and track their progress.
2. If you’ve been using Presentation Plus classroom software you can
continue to use this to show pages from the Student’s Books on
platforms such as Zoom and Skype when teaching remotely.
3. If your students are continuing to use the printed Student’s Books
at home, they can download all of the audio from the Resources tab
on the Evolve web pages.
Looking for more digital resources to help with home learning? You
might also like to consider:

> Free resource for students and teachers: Make your words
meaningful with Cambridge Dictionary. Sign up for ‘Cambridge
Dictionary Plus’ for free to access quizzes and to create, share and
download your own word lists.
> World of Better Learning blog for teachers: To help support all
teachers who now have to teach from home due to the Coronavirus
outbreak, we have created a series of blog posts with expert
advice on how to move your classes online.

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