How to teach

remotely with
 Here are some suggestions for how you could use Complete
to support your online classes.
Downloadable Resource Pack includes: Student’s book Audio,
Workbook Audio, Practice Tests, Speaking Test Videos and
Photocopiable Worksheets. If you do not have the Resource Pack
for your version of Complete please contact your local Cambridge
representative for details on how to download it.

For Complete First and Complete Advanced, find

two complete practice tests per level here:
Complete First Complete Advanced

click here click here

For Complete IELTS, find extra worksheets for every unit for bands 4-5
or bands 5-6.5 HERE
click here The suggestions below are based on a combination of:

> live lessons online

> discussion forums moderated by the teacher
> independent collaborative group tasks
> individual self-access study

2
Useful tools in live classes:
SCREEN-SHARING:

Presentation Plus is our multimedia presentation tool for Complete. If you are teaching using a video
conference platform, then you can use all the presentation elements with your students by sharing
your screen. Check out our latest blog series on teaching online for hints and tips.
click here
www.cambridge.org/supportingeveryteacher

G R E AT F O R :

> giving instructions > presenting grammar or vocabulary

> setting up tasks > stimulating discussions.

If you don’t have this, hold your book up to the camera and point at sections of the page you are focusing on.

C H AT B O X : BREAKOUT ROOM:

use for short answers and brainstorming, allows for these are virtual rooms for small groups that can be
all students to participate actively at the same time. set up as part of the main classroom. Teachers can
enter these rooms and monitor the work going on in
pairs or small groups.

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

> warmers > comparing answers after tasks

> checking concepts > role-plays
> checking answers > short discussions
> getting feedback. > collaborative tasks.

Two or three short breakout room tasks each lesson add variety and allow for more interaction.
To find out more about how to create 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/
click here

3
Useful tools for additional 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
discussion forum platform (you
may have a digital platform at
your school, you may want to use
online applications like Moodle
or Edmodo, you may want to use
a wiki or a blog or other shared
online space).
students can make short video
recordings on their phones,
tablets or computers and share
them with you and/or the whole
class.
students can work together
online to write and edit a
document using e.g. Google
docs.

4
 AN IMPORTANT NOTE:
Using breakout rooms with young learners.
Just as we would not leave young learners unsupervised in a physical
classroom, we don’t want to leave our students unsupervised in
breakout rooms either. If you plan to use breakout rooms with your
teenage students, arrange for online teaching assistants to help
monitor the breakout rooms. If this isn’t possible, here are some
alternative approaches you can use:

> Comparing answers to exercises: Show the answers on your

screen, allow students a few minutes quiet time to check their
answers (you can play music during this time if you want). Then
invite students to ask questions. (A fun twist on this approach is to
add a few “mistakes” in the answers and get students to spot the
mistakes. This makes sure they’re paying attention).
> Discussion tasks: Use the chat box for the initial stage of the
discussion so that everyone can share answers and generate
ideas, then call on individuals to ask and answer questions. You
can ask each student to nominate a classmate to continue the
discussion until everyone has spoken. Ask students to record their
answers to the discussion questions after the class and send you
the recording.
> Role-plays: Act out the role-play with one or two of your stronger
students first, then call on pairs to act out the roles in the main
classroom. Ask students to write out the dialogue from the role
play and share it with you after the class.

5
 A quick overview of the
COMPLETE coursebook
unit structure.
The sections you will want to prioritize for synchronous video-
conferencing classes are shown in bold.

Lesson 1 2 pages Starting off, reading, vocabulary, pairwork

Lesson 2 2 pages Vocabulary, grammar, pairwork

Lesson 3 2 pages Vocabulary, listening, groupwork

Lesson 4 2 pages Speaking, writing

NOTE: The structure of Complete is not fixed across the various exam
levels, but all units include all skills/exam papers, vocabulary, grammar
and pronunciation. We suggest two pages is approx. 1 lesson, but this
is not fixed.
NOTE: We are using Complete Preliminary for Schools in this example,
but the ideas detailed below apply to whichever level you are using.
The other sections can be set for self-study or collaborative pairwork
or groupwork outside the classroom. How much you can cover in your
live classrooms depends on your schedule and the length of your
online classes.
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. In the last lesson you will want to ask students to
prepare for the next unit.

6
A suggested structure for a
flipped approach
A flipped approach is based on the principle that live lessons give students the chance to speak
and clarify their doubts. Students can complete other tasks such as reading, listening and
controlled practice exercises on their own and use the classroom to check answers. In some
cases you may still want to do some of these activities in the online classroom though, for
example if you get a sense that students are struggling with a particular exercise type on their
own.

BEFORE THE CLASS DURING THE CLASS

Unit 6, Lesson 1

1 Complete the vocabulary exercise 1 Check the vocabulary Main classroom

2 Read text 2 Listen and check answers Chat box

3 Elicit main points from text Chat box

4 Students complete the pairwork Breakout rooms

activity

Lesson 2

1 Vocabulary – sort the words into 3 Vocabulary:

groups

2 Complete the vocabulary exercise 1 Teacher checks answers from Main classroom
students

3 All grammar exercises p. 54 2 Teacher checks answers from Main classroom

students

3 Students ask and answer questions Breakout rooms

in groups
Grammar:

1 Teacher first checks students’ ideas, Main classroom

and then students listen to and
answer questions

2 Listen again and complete

sentences

3 Ask and answer questions

4 Students complete rules and
teacher checks answers

5 Students complete text together Breakout rooms

and then check answers with whole Main classroom
class through teacher

7
 BEFORE THE CLASS DURING THE CLASS

Lesson 3

Exercises 1 and 2 of vocabulary section 1 Elicit information from pictures and Main classroom
Listening texts.

2 Ask and answer the questions

3 Complete the listening task
4 Pairwork task to determine key Breakout rooms
words

5 Complete listening task Main classroom

6 Groupwork task Breakout rooms

Lesson 4

Speaking exercises 1 -3 1 Elicit information from Speaking Main classroom

texts
Writing exercises 1 -3 2 Do the pairwork exercise Breakout rooms

3 Complete the advice and then listen

to the candidates doing the task in
the breakout rooms

4 Pairwork task for picture in writing Breakout rooms

section

5 Elicit information they did before Main classroom

class and check answers

6 Complete exercises Chat box

7 Write article in groups or Breakout rooms

individually

8
More detailed notes on
how to structure the live
classes lesson by lesson.

6 That’s
entertainment! Turn Off
the TV and

Reading Part 2
GO OUT!
A 1 Tom and Ian are looking for something to do one afternoon. Read
about what they like and dislike. Underline the key words. A Beautiful Sunset
B This band returns once again to play songs from their C Captain Rob’s Adventures in 4DX
Tom and Ian have a free afternoon but
latest album. Expect an amazing performance from these Not cheap but this animated version of a well-known film is an
neither of them like crowds. They’re
interested in theatre and exhibitions for musicians who have sold over 80 million records. Tickets experience you definitely can’t get at home. The picture and sound
young people, but they don’t have much are on sale for €60, the price includes a free souvenir quality is fantastic, and the 4D effects are amazing. Feel the wind
money. T-shirt. Enjoy a meal in our restaurant after the show. and the waves, as you sail with Captain Rob. Choice of restaurants
Public transport nearby. nearby. Public transport within easy walking distance.
2 Read the entertainment guide and decide which event is the most The Sports Palace Filmworld 4DX
suitable for Tom and Ian. Underline where you find the information.
Then answer the questions.
B Our lives, their lives F Paris 1792 G Big sight
1 Tom and Ian are interested in theatres and exhibitions. Now in its second year, this Paris during the Held over three
Why isn’t D suitable?
exhibition explores the lives of French Revolution days, this comic
2 Neither of them like crowds. Why isn’t G suitable? teenagers from all around the world and Marco Morelli market celebrates
through photographs and cartoons, has fallen in love with Japanese
3 Read the guide again. Decide which event would be the most
C music and interviews. Some of the a rich young woman. animation. In this
suitable for the people (2–5).
interviews are with parents who are However, one of the huge conference
asked to compare their lives with family’s servants centre, fans can
• Underline the key words in the descriptions those of their children. Free entry is also in love with meet other fans,
of people. to this popular museum, which is her. This is a brand- buy rare comics,
rarely busy after 3 pm. Don’t miss the new version of the dress up as their
• Read A–H to find information that matches the excellent gift shop. Italian opera with favourite characters
key words in 1–5. Jameson Museum amazing singing and and take selfies.
real classical music! No admission fee.
Audiences of all ages Reasonably priced
D 2 Alice’s parents want to take her to see D The Music Teacher will be entertained. food, but expect
something brand new and have a meal Based on a film, this musical is Food and drink not long queues for
afterwards somewhere close by. They now showing on stage. An out- permitted in the everything, even
want to go by public transport but they of-work guitarist tells some lies theatre. the toilets!
Starting off don’t want to walk too far.
and gets a job as a teacher. He Elizabeth The Conference
Television programmes persuades some of his students Theatre Centre
3 Jack is keen on cartoons. As he’ll be to create a rock group so that they
1 Match the photos with the types of TV from alone, he would like to go somewhere can take part in the Battle of the
where he can get to know people with Bands competition. Afternoon H Traditional Future
the box.
similar interests and also add to his and evening performances from For less than €8, watch Anuang’a Fernando
advert cartoon chat show comedy series collection of old books and magazines. €50. Refreshments available. from Kenya as he uses traditional words from
cooking show quiz show reality show Queens Theatre his own country, modern music and movement
sports the news wildlife documentary to perform this work of art. Anuang’a Fernando
4 Two 14-year-old friends, Patricia
has already performed this show in Paris and
and Stef would love to see a live
2 Listen to Clare asking Nick about TV. How performance in a foreign language. E Rubbish Italy. Book soon – the theatre only holds 200
much does Nick watch? What are his favourite Whenever they go out together, they people. Snacks will be available. Close to public
27 The Opera House has been turned into a big tent for Rubbish. Set on the
types of programme? always buy something to eat during the transport.
streets in the 1940s, young artists do gymnastics, dance and theatre using
interval. Drake Hall
rubbish like wheels, furniture and boxes. First performances this week!
3 Listen again and write down Clare’s six Under-15s must be accompanied by an adult but ask about family discounts
questions.Then work in groups. Ask and 5 Su’s mum has promised to take her to
27
see a show with music for her birthday. at our restaurant. A two-minute walk from the underground. 4 Work in pairs. Which event would you like
answer Clare’s questions. Su would like to see something with an Opera House to attend? Why?
enjoyable story but her mum isn’t fond
52 of rock or pop. That’s entertainment 53

Lesson 1:
Starting off, reading, vocabulary, pairwork.

1
Starting off: Main classroom
1. Share the coursebook pages on your screen. As a warmer, zoom into Screen-sharing
the four pictures and ask students to tell you what they can see in the Chat box
pictures. Feed in any new language and then ask them to match the
words from the box to the correct pictures.
2. Ask students which their favourite type of TV show is. Ask them which
types they don’t like and why.

2
Reading: Main classroom
1. Ask for a volunteer to read out the introduction to Tom and Ian. Students Screen-sharing
listen and underline the key words. Check answers. Microphone
2. Students read text and match to the two men. Check answers. Then ask Chat box
students to complete the two questions given and check with whole
class.

9
3
3. Open the breakout rooms. Divide the class into small groups and instruct Breakout rooms
them to complete Exercise 3 in the breakout rooms. Check instructions Main classroom
before students disperse into groups.
Screen-sharing
Visit each room and monitor the groups. You can send a message to all
the groups when it’s time to finish the task and call them back into the Chat box
main classroom.

4
Bring the groups back into the main classroom. Check that students have Main classroom
read and applied the Exam advice given. Check this by asking them to Chat box
describe which key words they underlined for each of the given persons.
Check ideas by asking the students to type in the chat box, then call on
three or four students to expand their answers on their mics.
Give feedback on their performance in the breakout rooms and work on
error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.

5
4. Open the breakout rooms. Divide the class into small groups and instruct Main classroom
them to complete the pairwork task in small groups. Tell them that they Screen-sharing
will be randomly asked to share what they have found out about each
other, so be prepared! Check instructions before students disperse into Breakout rooms
groups. Chat box
Visit each room and monitor the groups. You can send a message to all
the groups when it’s time to finish the task and call them back into the
main classroom.

6
Bring the groups back into the main classroom. Check what students have Main classroom
found out about each other by asking the students to type in the chat box, Screen-sharing
then call on three or four students to expand their answers on their mics.
Chat box
Give feedback on their performance in the breakout rooms and work on
error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.

10
 6 6
Vocabulary Page 128 Grammar reference 4 We use some time expressions with the present perfect
since and for and others with the past simple. Complete the table
Going out Exam candidates often make mistakes with since with time expressions from the box.
6
and for. Look at the sentence from Eliza and Bella’s
1 Look at the words in the box. Are they used to talk about 2 Listen again and complete the sentences. conversation and answer the questions. already at 8 o’clock in the morning
a film, a play or a concert? Complete the diagram. 28 1 Have you The Lion King yet? for ten years in 1996 last year since 2010
We’ve been good friends for three years but we haven’t
2 I’ve already it. been to a show together since last summer. this week today two months ago yesterday yet
acting admission audience book early
interval live music perform refreshments 3 I haven’t the new Robin Hood film yet. 1 Which word do we use to talk about the beginning of a
4 I’ve just how to play one of the songs. period of time? present perfect past simple
reviews screen stage subtitles ticket
2 Which word do we use to talk about the whole period
3 How do we form the present perfect? When do we use of time? for ten years in 1996
FILMS PLAYS CONCERTS this tense?
7 Complete the sentences with since or for.
4 Complete the rules with already, just or yet. 1 I’ve lived here I was born.
screen interval 2 I’ve been at my school three years. 5 Underline the time expressions in the sentences. Then
complete the sentences with the present perfect or past
3 I’ve had these shoes five months.
4 My grandparents have been married simple form of the verbs in brackets.
Rules

1 Use to talk about things that happened

a very long time. 1 I saw (see) that show three months ago.
5 I’ve known my classmates last year. 2 you (read) this month’s
a short time ago.
2 Complete the questions with words from Exercise 1. Surf magazine yet?
8 Work in pairs. Use how long to write questions about the
2 Use to say something has happened,
1 Do you read reviews before you see often sooner than expected. sentences from Exercise 7. 3 I (not do) my homework today.
4 Our football team are playing better now. We only
a film?
2 Do you ever watch films in English with ? These two words normally go in the middle of the 1 How long have you lived here? (win) twice last year.
sentence, between have and the past participle. 9 Work in different pairs. Ask and answer your questions 5 You look tired. What time you
3 Think of the last time you went to see a film, play or
concert. Did you have to or could you buy 3 Use in questions and negative in Exercise 8. (go) to bed last night?
tickets on the door? sentences when we expect something to happen. It 6 How many exams you
4 How often do you buy like popcorn at the means ‘until now’. This word normally goes at the end (take) since the beginning of this year?
of the sentence. Present perfect or past simple?
cinema? 7 Let’s go to the beach! I (not go) for ages!
5 Do you prefer to listen to music at home or to go out Page 129 Grammar reference
The present perfect or the past simple? 6 Work in pairs. You are going to interview another
to see ? 5 Harry has not been in contact with Jodie for a long time
student in the class. Look at the example below and
6 Can young people afford to go to the cinema in your and decides to send an email. Complete Harry’s email 1 Read about Martin Garrix. What is he famous for?
town? How much is the ? write questions on the topics in the box.
using the words given in the present perfect.
7 Would you rather see your favourite actor on the screen
or on ? Martijn Gerard Garritsen or a best friend a favourite sport
Mar+in Garri× is a Dutch DJ a free-time activity a foreign language
8 Some people are fantastic actors. Are you good at
who was born in Amsterdam a pet a phone
?
Hi Jodie, in 1996.
3 Work in groups. Ask and answer the questions from Sorry I haven’t written to you for so long but I’ve had When he was only 17, his
single Animals became famous.
Have you got a mobile phone? Where did you get it?
Exercise 2. Remember to say why or why not. a lot of exams. I’ve got so much to tell you. (1) My
sister and her boyfriend / just / get married. (2) My He’s been a DJ for over ten
How long have you had it?
dad / not find / a new job / yet. (3) But he / start / years and he’s toured with his 7 Work in different pairs. Take turns to ask and answer
Grammar
a course in computing. (4) My mum / just / win / a music many times. your questions from Exercise 6. Add more questions.
Present perfect prize in a photography competition. (5) you / see /
the new Star Wars film yet? (6) I / already / see / it Have you got a phone?
Page 128 Grammar reference
Present perfect / three times. It’s great! What about you? (7) You /
finish / your exams yet? Yes, I have.
1 Listen to Eliza and Bella planning a night out together in
Madrid. What do they decide to do? Please write soon, How long have you had it?
28
Harry.
I’ve had it for six months.

2 Read about Martin Garrix again. Underline the verbs in Where did you get it?
1 My sister and her boyfriend have just got married. the present perfect and circle the verbs in the My mum bought it online.
past simple.
Do you like it?
3 Do we normally use the time expressions in bold in
54 Exercise 1 with the present perfect or the past simple? That’s entertainment 55

Lesson 2:
Vocabulary, grammar, pairwork.

1
Vocabulary: Main classroom
1. Start with a quick warmer to allow time for everyone to enter the class. Chat box
For example, you can type a question from Exercise two into the chat box
and ask them to finish the question with no more than two words: e.g.
Do you ever watch films in English with ………………… ?. Tell the students
we will check the actual answer a bit later. (Answer= subtitles, given in
next exercise.)
Show the VENN diagram and the words in the box on your screen. Ask
students to first think about which words belong in which category. Then
read out each word in turn and ask students to type the category into the
chat box, or the two categories if the word fits more than one.

2
2. Show students all the questions and ask them to complete the Main classroom
questions. Check answers with whole class using the chat box. Screen-sharing
Chat box

3
3. Open the breakout rooms. Divide the class into small groups and instruct Main classroom
them to ask and answer the questions in small groups. Tell them that they Screen-sharing
will be randomly asked to share what they have found out about each
other, so be prepared! Check instructions before students disperse into Chat box
groups. Breakout rooms
Visit each room and monitor the groups. You can send a message to all
the groups when it’s time to finish the task and call them back into the
main classroom.

11
4
Bring the groups back into the main classroom. Check the answers students Main classroom
talked about by asking the students to type in the chat box, then call on Screen-sharing
three or four students to expand their answers on their microphones.
Chat box
Give feedback on their performance in the breakout rooms and work on
error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.

5
Grammar: Main classroom
1. Use zoom tool to display the picture of Madrid. Ask students to say what Screen-sharing
they know about Madrid using no more than 3 words at a time, in the Chat box
chat box.
Now ask them to listen and answer the question. Check answers.
Self-study
2. Play a second time to check answer and also complete the four lines from
the recording.
3. Ask students to explain when we might use this tense. You can do this by
asking for volunteers to speak on their mic. Keep this brief.
4. Students complete the rules. Check answers with class.
5-7. Students complete and check answers with class.

6
8. Open the breakout rooms. Divide the class into small groups and instruct Main classroom
them to write the questions in small groups. Check instructions before Breakout room
students disperse into groups.
Visit each room and monitor the groups. You can send a text message to
all the groups when it’s time to finish the task and call them back into the
main classroom.
Now, mix the students into new groups and the students have to ask and
answer their questions. Tell them that they will be randomly asked to
share what they have found out about each other, so be prepared! Check
instructions before students disperse into groups.

12
7
Bring the groups back into the main classroom. Check what the students Chat box
found out about each other by asking the students to type in the chat box, Screen-sharing
then call on three or four students to expand their answers on their mics.
Main classroom
Give feedback on their performance in the breakout rooms and work on
error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.

8
Grammar: Main classroom
1-5. Students complete one-by-one and check answers with class. Self-study
6. Open the breakout rooms. Divide the class into small groups and instruct Screen-sharing
them to brainstorm and write the questions in small groups. Check Chat box
instructions before students disperse into groups.
Breakout rooms
Visit each room and monitor the groups. You can send a message to all
the groups when it’s time to finish the task and call them back into the
main classroom.
7. Now, mix the students into new groups and the students have to ask and
answer their questions. Tell them that they will be randomly asked to
share what they have found out about each other, so be prepared! Check
instructions before students disperse into groups.

9
Bring the groups back into the main classroom. Check what the students Main classroom
found out about each other by asking the students to type in the chat Chat box
box, then call on three or four students to expand their answers on their
microphones.
Give feedback on their performance in the breakout rooms and work on
error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.

Optional: additional practice materials is available in the Workbook/Practice Extra Self-study

13
 6 6
Vocabulary 1 What would the girl like to try on? 6 What’s the latest time visitors can buy a ticket today?
been/gone, meet, get to know, know and find out

1 Read the example sentences and answer the questions.

Paul isn’t at home, he’s gone to a friend’s home. His sister

Sophia has just got home. She’s been to the cinema.
1 Where’s Paul now?
2 Where’s Sophia now? A B C A B C
3 Been and gone are both forms of go. Which one means
2 Where has the boy left his keys? 7 What sorts of TV programmes does the girl like watching?
‘go and come back’? Which one means ‘hasn’t come
back yet’?

Lucas has known his best friend Nick for years. They first
met when they were at primary school. They got to know
each other and they became good friends. Lucas often
meets Nick on Saturday afternoons. Lucas sometimes
stays at Nick’s house when his parents are away.
A B C A B C
4 When and how did Lucas and Nick become friends?
5 Do they still see each other? When?
3 What did Karen buy last weekend?
6 When does Lucas sleep at Nick’s house?
• The pictures can tell you a lot about what
Scarlett’s parents were away and they didn’t know about you will hear. Study them carefully before
the party. The neighbours phoned Scarlett’s parents you listen.
because of the noise. When they found out about it, they
were very angry. • The speakers might mention all the
things in the pictures, but only one
7 Did Scarlett tell her parents about the party?
answer is correct.
8 Who told Scarlett’s parents that she was having a
party? A B C

4 Which one is Sarah’s cousin? 3 Listen. For each question, choose the correct answer.
29
Then listen again and check.
2 Choose the correct option in italics. Use the examples in
Listening Part 1
Exercise 1 to help you.
1 Have you ever been / gone abroad? Where? 4 Contrastive stress
2 Imagine all your friends have been / gone on holiday 1 In Listening Part 1, you may hear someone describing Read the boy’s reply to the girl from question 7. Which
and you are on your own. What do you do? clothes. Look at the pictures on page 57 and find words do you think he stresses?
3 Have you got a best friend? How long have you known / examples of the things below. Write the picture number. Boy: Oh? I didn’t think you liked those sorts or
met them? How did you first meet / know each other? programmes.
4 Do you usually meet / stay with your friends at the 1 a plain jumper 1A A B C
5 Now listen to the boy saying his line in three different
weekend? What do you do? 2 a pocket
ways. What makes the meaning of the sentence change?
5 Do you enjoy knowing / getting to know new people? 3 a round neck 5 Where did Dave get his trainers? 30
Why (not)?
4 a striped jumper
6 How often do you use the internet to find out / know
5 a skirt 6 Work in groups. Ask and answer questions about the
information? Have you used it this week? What for?
6 a V-neck clothes you usually wear for these occasions. Stress the
3 Work in groups. Ask and answer the questions from words you think are important!
Exercise 2. 2 Work in pairs. Read the questions carefully and
• a school trip to the countryside
underline the key words. Then decide what each picture
shows and the difference between each one. • family celebrations
• hanging out with friends
A B C • relaxing at home

56 56 That’s entertainment 57 57

Lesson 3:
Vocabulary, listening, groupwork.

1
Vocabulary: Main classroom
Start with a quick warmer to allow time for everyone to enter the class. Screen-sharing
For example, use the three pictures and ask the students to write all the Chat box
vocabulary items they can spot. Or, you could type some anagrams of the
items in the chat box and ask students to work them out.

2
Speaking: Main classroom
2. Skip ahead to Exercise 2. Ask the students to choose or predict the Screen-sharing
answers first. Ask for a few answers through the chat box, but don’t Chat box
correct yet.
1 Now ask students to read the texts in Exercise 1 and answer the
questions. Check all the answers and get students to modify their
answers to Exercise 2 as necessary.

3
3. Open the breakout rooms. Divide the class into small groups and instruct Breakout room
them to ask and answer the questions in small groups. Tell them that
they will be randomly asked to share what they have found out.
Visit each room and monitor the groups. Check how they are using
the target vocabulary in the questions – this will help you clarify
understanding later.
You can send a message to all the groups when it’s time to finish the task
and call them back into the main classroom.

14
4
Once you pull students back to the main classroom, check what the Main classroom
students found out about each other by asking the students to type in the Screen-sharing
chat box, then call on three or four students to expand their answers on
their microphones. Chat box

Give feedback on their performance in the breakout rooms and work on

error correction if appropriate e.g. show errors on your screen and ask
students to correct them in the chat box.
Ask students to think up new questions using the same vocabulary.
Students post the questions in the chat box and encourage answers and
follow up questions.

5
Listening: Main classroom
1. Ask students to find the items in the pictures, as instructed. Check all Screen-sharing
answers. Chat box
2. Open the breakout rooms. Divide the class into small groups and instruct Breakout room
them to read each question carefully and decide on the key words and
underline them.
Visit each room and monitor the groups. Check they are on task.
You can send a message to all the groups when it’s time to finish the task
and call them back into the main classroom.

6
3. Ask students to read the Exam advice box. Ask a few questions to Main classroom
check they have thought about the advice: e.g. Can you describe what Screen-sharing
programmes are playing on the TVs?
Chat box
Now, ask students to listen to the questions. Check answers. Listen again
and check all answers.
4-5. Complete the exercises using students on microphone as volunteers.
6. Ask students to share questions via the chat box. Next, ask a student
volunteer to ask one of the questions directly to one of the other
students. The other student has to answer and then ask another, and so
on.

15
 6 6
Speaking Part 3
Page 159 Speaking bank
1 Work in pairs. Read the Speaking Part 3 task
below. What do you need to talk about?
A school would like to celebrate its 50th
anniversary with a special event.
Here are some events the school could organise
for students.
Talk together about the different events the
school could organise. Say which would be most
popular with students.
2 Work in pairs. Look at these possible events.
Which ones do you think would be good ideas for
a 50th anniversary celebration?
concert disco photography exhibition
fashion show picnic talent show
3 Look at the sentences and decide which you
should or should not do in this part of the
Speaking exam. Put a tick (✓) or a cross (✗) in
each box in the You column.
You Noa &
Greta
1 Listen carefully to the examiner’s ✓ a very special celebration because
instructions.
2 Discuss your ideas with your
partner and the examiner.
3 Make suggestions and reply to
suggestions.
4 Take turns to speak.
5 Talk about one picture only.
6 Agree as quickly as you can.
7 Speak for at least two minutes.
4 Listen to Noa and Greta doing the task. Which
31
things from Exercise 3 do they do? Put a tick (✓)
or a cross (✗) in the Noa & Greta column.
5 Underline two expressions Greta uses to move
on to a new picture.
Greta: Perhaps you’re right. Shall we talk about
the fashion show?
Noa: OK. I think it’s a great idea. The students
could all put on their favourite clothes
and there could be prizes.
Greta: Um … I’m not very interested in fashion,
I’m afraid. We haven’t talked about the
picnic yet. Do you think it’s a good idea?
58 58
Lesson 4:
Speaking, writing.
1
Speaking:
Start with a quick warmer to allow time for everyone to enter the class. For
example, write the start of Exercise 1 in the chat box, with three gaps. Ask
students to guess what the gaps could be:
A school would like to celebrate its 50th anniversary with a special event.
Check through possible answers and then reveal the actual answer.
2
1-2. Open the breakout rooms. Divide the class into small groups and
instruct them to ask and answer the questions in small groups. Tell
them that they will be randomly asked to share what they have found
out.
Visit each room and monitor the groups. Check how they are using
the target vocabulary in the questions – this will help you clarify
understanding later.
You can send a message to all the groups when it’s time to finish the task
and call them back into the main classroom.
3
Bring the groups back into the main classroom. Check the answers to
Exercises 1 and 2 by asking the students to type in the chat box, then call
on three or four students to expand their answers on their microphones.
16
Writing Part 2 (An article)
• Keep the conversation going, for
example by saying Shall we talk
about the ... ?.
1 Work in pairs. Look at the photo. What can you see?
6 Work in pairs. Do the Speaking Part 3 task below.
2 Discuss the questions.
A town would like to celebrate its anniversary with a festival.
Here are some activities which the festival could include.
Talk together about the different activities the festival could
include, and say which would be most popular with young people.
3 Read this Writing Part 2 task and underline the
4 Work in pairs. Read the first paragraph of two articles.
5 Read the complete article about the Venice Carnival.
Page 148 Writing bank
An article Do you think it is a good answer?
What are the people doing and wearing?
1 What celebrations do you have in your country?
2 What’s your favourite celebration? Why?
3 What do people wear and do?
important words.
You see this announcement in an international English-
language magazine for teenagers.
My favourite celebration in my country is the Venice
Let’s celebrate!
Carnival in February. The celebrations last for two weeks.
Tell us about a celebration in your country.
What do people usually wear? There are dances, concerts and performances, but I love
What do people do? the masks and costumes best.
Why is it special? My favourite mask is made of leather, it’s painted by
hand and it has a very long nose. We all wear traditional
Write an article answering these questions and costumes so Venice looks like an 18th-century city.
we will publish the most interesting articles in our
magazine. We go for walks in our special clothes,
we watch actors perform in the street
and we go to dances called balls. It’s
Write your article.
there is nothing like it anywhere
else in the world.
Which is better? Why?
The story began on Chinese New Year. People 6 Answer the questions.
were wearing amazing costumes and they 1 Is it an article and not a story?
were dancing in the street. We left our fl at 2 Is the first paragraph interesting? Does it make you
and we walked to my aunt’s house. She was want to keep reading?
preparing a special meal for us. 3 Does the article include all the information?
4 Is it about 100 words?
• If you decide to write an article, write an
article and not a story.
• Make sure your first paragraph is
interesting to make the reader want
to keep reading.
7 Use your answers from Exercise 2 to write your article in
about 100 words.
My favourite celebration in my country is the
Venice Carnival in February. The celebrations last 8 Use the questions from Exercise 6 to think about your
for two weeks. There are dances, concerts and
performances, but I love the masks and costumes work. If you can answer ‘yes’ to all the questions, then it
best. is probably a good answer.
That’s entertainment 59 59
Main classroom
Screen-sharing
Chat box
Breakout rooms
Main classroom
Screen-sharing
Chat box
4
3. Ask students to complete the speaking exam advice table. Check all Main classroom
answers with the class. Screen-sharing
4. Now listen and answer the question. Play again if necessary. Chat box
5. Ask students to identify the language used to move on to a new picture.

5
Writing: Main classroom
1. Zoom into the picture and display it for all the class to see. Ask students Screen-sharing
the questions given. Chat box
2. Open the breakout rooms. Divide the class into small groups and instruct Breakout room
them to ask and answer the questions in small groups. Tell them they
will need to keep notes for later. Tell them that they will be randomly
asked to share what they have found out.
Visit each room and monitor the groups. Check how they are using
the target vocabulary in the questions – this will help you clarify
understanding later.
You can send a message to all the groups when it’s time to finish the task
and call them back into the main classroom.

6
Check answers by calling on a few of the students to give their answers on Main classroom
the microphone. Screen-sharing
Chat box

7
3. Ask students to complete the exercise and then check everyone’s ideas. Main classroom
4. Now establish why one text is better than the other. Screen-sharing
5. Students read and answer the question. Now, establish the number of Chat box
paragraphs. Ask students to find words or phrases that link paragraph
2 with paragraph 1 (mask), and paragraph 3 with paragraph 2 (special
clothes). Ask students how they could improve it. Elicit ideas, for
example: more adjectives. Make sure students read the Exam advice box.
6. Ask students to answer these questions using the chat box.

8
7-8. Either ask students to do this individually as homework, or put students Self-study
into very small groups in the breakout rooms to work on these Breakout room
collaboratively.
Each text could be displayed for others to read, for example, emailed to the
class or displayed in forums.

Optional: the Writing and Speaking banks at the end of book serve to further help
students prepare for these parts of the exam.

17
 We hope you find these
guidelines helpful.
Don’t forget to check out practicemakesperfect.cambridge.org for
lesson plans for each exam level. These can be easily adapted to teach
online classes.
click here

18