Project Coach Video: Giving and Receiving Feedback, Ejercicios de Derecho

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Unit 5 T

5 Connected

Language objectives for the unit

Core vocabulary Using smartphones: add someone to a group chat, add someone to your contacts, get directions, get notifications, go on social media, go online, make a call / a video call, make a payment, stream a video, stream music, track your fitness, track your location Business: commercial success, develop, grow, invest, marketing, product, promote, range, sales, set up Extra vocabulary Types of apps: educational, fitness, gaming, messaging, music streaming, navigation, photo sharing, reminder, shopping, video streaming Grammar used to Present perfect and for and since Key phrases Using apps: It’s a great way to … I use it to … + infinitive without to; It helps me (to) … It’s ideal / perfect for … It’s an app for … + -ing form; I often use it for … Shopping: How can I help you? What model is it exactly? Can I have a look, please? A new screen will cost (£85). I’ve got a problem with my (smartphone). How much will the repair cost? How long will the repair take? Can I pay when I pick it up?

Project objectives

Project description Pitch your idea for a new app Students will work in groups of three for this project. Project skills Being creative Key phrases Giving presentations: I’m going to talk to you about … This (part of the) presentation is about … I’d also like to show you … In the next part of the presentation, I want to show you … Now, my partner is going to explain … I’ll hand over to my partner for more information about … That brings our presentation about … to an end. That is all we have to say about … We’d be happy to answer any questions about … If you have any questions about …, please ask. Project coach video Giving and receiving feedback Evaluation rubrics Available on Oxford Premium

Project extension ideas

If students enjoyed the project and want to do more on apps, they could try out a new app on their phone and write a review of it, giving their opinion on its good and bad points.

Unit summary

The topic for this unit is smartphones. By the end of the unit, students should be able to talk confidently about how

LS

they use their smartphones and apps and use business vocabulary to give a presentation on a new product. The final project is a collaborative task of pitching an idea for a new app. This will bring together the language learned in the unit.

Introducing the learning situation for the unit

Read out the title of the unit and explain to students that this unit is about being connected through our smartphones and the apps we use every day. Tell them that the project at the end of the unit is to pitch their idea for a new app in order to win funding to develop it.

Identifying a real-life context for the learning

situation

Ask students to consider in what situations it might be useful to pitch an idea, e.g. for a new app. Answers could include to suggest a fundraising idea, or to win sponsorship/funding from a local business.

Setting goals

Write the following specific competences on the board and explain to students that they will be assigned a grade for the unit based not only on their final project outcome, but also on their work during the project development stages: 1 Reception (comprehension), 2 Production, 3 Interaction, 4 Mediation, 5 Reflection on learning, 6 Knowledge of linguistic and cultural diversity.

Lesson objectives

Talk about different types of apps and what they do

Warm-up ^ Warm-up

CONTINUOUS ASSESSMENT

- Elicit the names of apps that students use. Write them on the board and ask: What kind of app is it? Elicit ideas and point out to students that there are words for different types of app, e.g. gaming app, fitness app. - Focus on the apps on the board and ask: What can you do on this app? Elicit answers and point out to students that they will need to learn phrases to talk about what apps can do, e.g. track your fitness. - Explain that people need money to develop and sell a new app. Ask: Who can they get money from? How can they persuade people to give them money? Elicit that they can get money from investors and, to do this, they need to persuade them that it will make money. Point out that in this unit they will learn business vocabulary so they can present their idea.

- Focus on the photos and teach the word device. Drill pronunciation of the devices. - When students have finished discussing the question on page 57 in pairs, ask them to tell the class which device they would choose and why.

T59 Unit 5

6  25 Audio script pp000–

- Pause the audio after each dialogue to allow students time to write their answers. - When you check answers, elicit what students can remember about each dialogue. ANSWERS 1 A He’s making a video call. B She’s streaming music. 2 A He’s going on social media. B She’s getting directions. 3 A He’s making a payment. B She’s going online.

- Read out the task and the example answers. - Monitor and help while students are working in pairs. - For feedback, discuss which activities were easy and which were difficult to act out and guess.

Grammar ^ Grammar animation

used to

Lead-in

CONTINUOUS ASSESSMENT

- Ask: How did people use to listen to music before they had smartphones? When students answer, notice if they use used to correctly. If they don’t, repeat their ideas using used to, e.g. They used to buy CDs. - Repeat this using one or two more activities from exercise 5. This will give you an idea of how familiar your students are with used to.

- Students could work in pairs to read and complete the rules and examples. Alternatively, read out the rules, then ask students to find the negative and question forms in the opinions. Elicit the correct forms to complete the rules and examples. - If you think your students need more support and practice after completing the exercise, refer them to My grammar reference & practice on page 114. You could read through the reference with the class, then ask students to 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 grammar reference and practice for homework. ANSWERS 1 use to 2 use to 3 use to 4 use to

 My grammar reference & practice p

- When you check answers, write the correct forms of used to on the board so that students can check their spellings. ANSWERS 1 used to buy B 2 used to hate, A 3 used to pay, F 4 didn’t use to know, C 5 didn’t use to speak, D  Grammar practice

- Read out the example question and remind students of the correct question form: did you use to …? - When you check the answers, write the correct verb forms on the board for students to check. ANSWERS 1 How did you use to get to school? 2 What music did you use to listen to? 3 What did you use to wear at school? 4 Which teacher did you use to like most? 5 How much homework did you use to have?

- When students have finished asking and answering the questions, ask some students to tell the class something their partner used to do at primary school.

Optional activity

- Students could work in pairs and write one more question to ask their classmates about when they were younger. - Ask pairs in turn to read out their question. Other students can answer.

PROJECT BUILDER 2 (15 minutes) Write about the problems your app solves.

 Workbook Project Log p

- Remind students of the project they are working towards in this unit: to invent a new app and pitch to get funding for it. - Ask students to get into their project groups and tell them to choose a new monitor for the tasks today. Remind them that the monitor’s job is to make sure that everyone gets the chance to speak and be listened to in the discussion tasks. - Read out the task. Ask students to look back at their Project Log to see what app they chose. - With weaker classes, you could allow students time to think before they begin the group discussion. - Allow students time to think about the problem that their app solves. - Allow students time to fill in the first part of their Project Log, then ask some groups to tell the class about their app and the problem it solves.

- Read out the task and point out that students now need to imagine that their new app really exists. Read out the example sentences, and point out that they use used to to talk about the situation before this app existed. - When groups have written their sentences, invite them to share their sentences with the class, then allow time for them to add the sentences to their Project Log. - Remind students to complete the speech bubbles in the Project Log with their own ideas for homework. - As students leave the class, ask them to show you their Project Log for you to check and tick completed. Further practice Vocabulary and grammar, Workbook p38–

Unit 5 T

5.3 Life-changing apps

Lesson objectives

Read about apps which make life better for people Recognize words that refer to other nouns and ideas Use the present perfect with for and since

Reading

Warm-up

- With books closed, put students into groups and tell them you are going to give them some clues for different kinds of app. - Give clues for the different kinds of app on page 57, e.g. I use this app to track my exercise. (fitness app) I use this app to buy things. (shopping app) I use this app to get directions. (navigation app) Groups race to say the correct kind of app.

- When students have finished discussing the apps in pairs, ask some students to tell the class what they use the different apps for. ANSWERS Instagram is a photo sharing app. Netflix is a TV and movie streaming app. TikTok is a video sharing app. WhatsAppTM^ is a messaging app. YouTube is a video streaming / video sharing app.

- Play the audio for students to read and listen, then put them into pairs to discuss which app they think is the best and why. Encourage them to discuss all the apps before they make their decision. - Ask some pairs to tell the class which app they think is the best idea and why.

Skill UP!

- Ask students to read the information in the Skill UP! box. - Explain that writers use words such as this, these and it to avoid repeating nouns, so it is important to understand which nouns they refer to. Point out that sometimes the words can refer to whole ideas, not just individual words. - Students could work in pairs to look at the words in bold and decide which nouns or ideas they refer to. ANSWERS 1 In part 1, ‘it’ refers to the app, Wheelmap. 2 In part 2, ‘these’ refers to the range of apps developed by Avaz. 3 In part 3, ‘they’ refers to text-to-voice apps. 4 In part 4, ‘them’ refers to the words that appear on the screen.

CONTINUOUS ASSESSMENT

- Read out the task and point out that it has multiple- choice answers. Ask: Are you sometimes tempted to guess the answers in multiple-choice tasks? Elicit a few answers and point out that guessing is not the best way to do the task because it doesn’t help you understand the text better. - Ask: What is the best way to do the task? How can you be sure that you have chosen the correct answer? Elicit that the information in the correct answer will be stated explicitly in the text, using different words, and the way to be sure you have the correct answer is to find this information in the text and make sure the meaning matches the option you have chosen. - When you check answers, elicit the part of the text that matches the information in each correct option.

ANSWERS 1 C (This relies on identifying the purpose of the article, so no specific information matches.) 2 B (If children can use a familiar app to look around the hospital before they arrive, their experience will be less stressful.) 3 A (The app allows them to get directions that avoid steps and other difficulties.) 4 D (These have helped children who need extra support to help them express themselves.) 5 D (This app is very useful for blind people or anyone who needs support with reading … the other person’s words appear as text on the screen so the deaf person can read them.)  Reading extra  Mediation skills

T61 Unit 5

Grammar ^ Grammar animation

Present perfect

Lead-in

- Write a selection of common irregular past participles on the board, e.g. eaten, given, taken, gone, swum, written. - Ask: Which verbs do they come from? Elicit the infinitive form of the verbs, then ask: Which part of the verb are they? Elicit or explain that they are past participles. - Ask: When do we use past participles? Elicit what students know and notice how many of them seem familiar with the form of the present perfect.

- Students could work in pairs to complete the examples. Point out the singular and plural forms of have in the article: A German company, Sozialhelden, has created … These have helped children … - Check answers with the class. If your students need more support with the grammar, refer them to My grammar reference & practice on page 114. 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 grammar reference and practice for homework. ANSWERS 1 has 2 have 3 have 4 has

 My grammar reference & practice p

- Students could work in pairs to do this task. With a weaker class, go through the highlighted examples together, making sure that students understand how each verb is used. ANSWERS A: have explored, haven’t been, have they done, have developed, has created, has produced, have helped, have improved, has made B: have existed, has had

- Check answers with the class. ANSWERS 1 created 2 been 3 done 4 had 5 made

- With weaker classes, look at the verbs in brackets first and elicit or tell students which are irregular (do, have, buy, build, be). Tell them they will need to check the past participle form of these verbs. - Allow students to compare their answers in pairs before you check with the class. ANSWERS 1 have you tried 2 haven’t done, have had 3 have you bought 4 has built 5 have tried, hasn’t been

9 PRONUNCIATION  27

- Ask students to read about the past participle endings, find the past participles in exercise 7, and add them to the box. - Play the audio for them to listen. Then play the audio again, pausing for them to repeat. ANSWERS The two participles are bought and thought. They are both pronounced with the same /ɔː/ sound.

- Ask students to complete the sentences with the present perfect and choose for or since. Check these answers. - Students could then work in pairs to read the sentences and guess the correct endings. - Check answers with the class and see if anyone has guessed all the answers correctly. ANSWERS 1 has been, since, B 2 haven’t visited, since, B 3 have lived, for, A 4 haven’t existed, for, A 5 has owned, since, B  Grammar practice

PROJECT BUILDER 3 (15 minutes) Make sure your app is accessible to everyone.

 Workbook Project Log p

- Remind students they are working towards a final project in which they will pitch their idea for a new app. - Ask students to get into their project groups and choose a monitor for today’s tasks. - Read out the task and point out that when people develop any new product, they should think about making it accessible and useful to as many people as possible. Tell them they are now going to discuss their app and make changes so that it is suitable for as many people as possible. - Remind students to listen carefully to each other’s ideas and work together to come up with the best ideas possible. Students then work in their groups. - Allow students time to think of ideas, then allow them time to complete the first part of their Project Log by ticking the groups that their app is suitable for.

- When students have completed the second part of their Project Log with their notes, invite some groups to share with the class how they have changed their app to make sure it is accessible. - As students leave the class, ask them to show you their Project Log for you to check and tick completed. Further practice Grammar, Workbook p Reading, Workbook p Mixed ability Grammar worksheets, Teacher’s Resource Book Mixed ability Reading worksheets, Teacher’s Resource Book

Unit 5 T

5.4 Perfect pitch?

Lesson objectives

Listen to pitches for apps Learn business vocabulary Distinguish opinions from facts when you listen

TEACHER WELLBEING: INNOVATION AND CHANGE Teachers are often asked to take on innovations and changes in their classroom and teaching methods. This may involve the use of new technologies, which can seem daunting at first. Read the tips for managing innovation and change. Which have you used, and which might you use in the future? Can you think of any more?

- Ask for training to help build confidence with mastering new technology. - Allow yourself time to become familiar with new systems and practise using them. - Ask for help if you suffer a technology fail in the classroom. - Have confidence that you will master it in time.

Vocabulary ^ Vocabulary presentation

With weaker classes, start the lesson with an interactive task to present the vocabulary.

Warm-up

- Put students into teams. Tell them you are going to say some verbs and they must say the past participle. The first team to say the correct past participle gets a point, but if they give an incorrect answer, they lose a point. - Call out these verbs or others which you think your students should know: bring, build, buy, visit, put, be, do, make, invent, have, think, catch, teach, try.

- When students have discussed their ideas in groups, discuss as a class what they know about each brand. ANSWERS Apple is an American company that makes iPhones, iPads and computers. HP is an American company that specializes in hardware components such as printers. Huawei is a Chinese company that makes phones and tablets as well as telecommunications equipment. IBM is an American company that makes computer hardware and software. Microsoft is an American company that sells computer software, personal computers and video games. Nintendo is a Japanese company that specializes in video games and game players. Samsung is a South Korean company that makes a wide range of electronic goods, including phones and tablets, TVs and other home appliances, and computers. Sony is a Japanese company that produces computers, video games and game consoles, TVs, robots and other consumer electronics.

- When you have checked answers, ask students what they learned about each of the companies they read about. ANSWERS 1 Sony 2 Samsung 3 Apple

- Read through the words in the box with the class and point out that they are in the article in exercise 2. Tell students to read them in context to help them understand the meanings. - Check the meanings with students by eliciting how they would express them in their own language.

- Students work individually or in pairs to complete the text about Melanie Perkins. - When students have completed the task, check answers, and check that students understand all the words. ANSWERS 1 set up 2 develop 3 products 4 range 5 invest 6 sales 7 commercial success 8 promote 9 marketing 10 grow  Vocabulary practice

T65 Unit 5

5.6 An advertisement

Lesson objectives

Learn about rhetorical questions Write an advertisement for your app

Writing

Warm-up

- Ask: What are your favourite adverts on TV at the moment? Why do you like them? Put students into pairs to discuss their favourite adverts. - Elicit students’ ideas and see if there are some class favourites. - Explain to students that they are going to write an advertisement for their new app. Ask: What makes a good advertisement? Discuss as a class some of the features that make a good advertisement, e.g. it gives a lot of positive information about the product, it includes opinions from people who have bought it and used it, it uses a good catchphrase.

1 MEDIATION

- Allow students time to read the advertisement and check that they understand the word pro (a professional). - Put students into A/B pairs and ask Student A to explain the app to Student B, the non-English-speaking friend. Then put students into new A/B pairs, making sure that students swap roles. - Ask a few students to explain the app to the class.

Skill UP!

- Ask students to read the information in the Skill UP! box. - Students could work in pairs to look at the advertisement again and note down which features it includes. - When you check answers, elicit examples of each feature from the advertisement. ANSWERS a description of the product: Snack Pic is a cookery app for people who … a slogan: Cook like a pro! reviews and recommendations: ‘… I use it every day. ‘It’s great!’ ‘I’ve always wanted to … Now I can!’ the price: £1.99 for Snack Pic Lite; £1.99 a month for Snack Pic Pro

- Students could work in pairs to find the adjectives and answer the question. - Check the adjectives in the advertisement, and elicit the answer to the question. ANSWERS amazing, great, wonderful, fantastic You would expect to find these words in an advertisement because an advertisement is trying to convince you that a product is excellent.

- Read out the information about rhetorical questions. - Students then look at the advertisement again and find examples. ANSWERS There are two rhetorical questions in the advertisement: Would you like to know the secrets of the top chefs? What have users of the app said about it?  Writing extra

PROJECT BUILDER 5 (15 minutes + homework) Create an advertisement for your app.

 Workbook Project Log p

- Students should do the planning stage of this activity in their project groups, then write their advertisement for homework. - Ask students to get into their groups, get their Project Log ready and choose their monitor for today. - Ask them to look back through their Project Logs and elicit what preparation they have done so far for their project. - Read out the task and point out to students that they can use the advertisement in exercise 2 as a model for their own. - Refer students to the tips and reminders in the Project Log. - Students work in groups to plan their advertisement and make notes in the Project Log. Monitor and help while they are working. - Set the writing task for homework. - Encourage students to take time to write their advertisement carefully, making sure they follow all the tips and reminders, and making sure they lay it out so that it is attractive and easy to read. - As students leave the class, ask them to show you their Project Log for you to check and tick completed. Further practice Writing workshop, Workbook p

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