GS Assessment For Learning Handbook

Assessment for
Learning Handbook
Contents
What is Assessment for Learning? 3
Assessment in Global Stage 6
Objective Setting and Can-Do Statements 9
Creating Can-Do Statements 11
Feedback 15
Formative Assessment by Lesson 21
Levels 1–2: Language Book 21
Levels 1–2: Literacy Book 23
Making Summative Assessment Formative 34
Support and Challenge Activities 37
Levels 1–2 38
Levels 3–4 40
Levels 5–6 42
Writing and Speaking Assessment Rubrics 44
What is Assessment for Learning?
You will already be familiar with assessment of learning: the
assessments you carry out at the end of a unit, mid-year,
or end-of-year, usually in the form of a test to assign grades
and report achievement. Assessment for learning (AFL)
complements and supports this type of assessment but differs
in a number of ways. Let’s look at these.
AFL occurs at all stages of the learning process, not only
at the end. Teachers formatively assess individual students’
needs and progress by observing and monitoring students
throughout a lesson, unit, and level in a variety of ways,
e.g. finding out what they already know at the start of
the lesson, noticing where students are having difficulty,
observing how they work during activities, and giving
effective feedback–basically, doing what you already do.
(See Formative Assessment by Lesson on p. 21 to find out
how you can do this with Global Stage.)
AFL doesn’t only take the form of a test. You collect
information about your students’ progress in a variety of
ways, e.g. a quick hands up to check whether your students
are all still on board during an activity, questioning to
identify gaps or correct misunderstandings (see Questioning
Techniques in Feedback, p. 18), exit slips where students
respond to a prompt you’ve posed about the day’s lesson,
and so on.
AFL encourages students to take an active part in their
own learning. This is done by sharing objectives with
students, training them to reflect on and assess their
progress, and encouraging them to set personal learning
goals (see Introducing and Managing Peer Feedback and
Self-Assessment in Feedback, p. 19).
This page has been downloaded from www.MacmillanNavio.com/globalstage Assessment for Learning Handbook 3
Photocopiable © Springer Nature Limited 2019
What Are the Key Principles of AFL?

Communicate confidence that every student Involving students, even very young students, in
can improve the learning and assessment process will help
AFL is not about passing or failing. It encourages them understand how they learn, develop their
learning and promotes motivation by emphasizing reflection and self-evaluation skills, and empower
progress and achievement. You, and your students, them to take control. This can be done at every
need to have the utmost confidence that they stage of the learning cycle, from the initial setting
can make progress. Your aim is to make sure that of objectives (see Objective Setting and Can-Do
all the students can achieve the objectives, you Statements, p. 9), to the sharing of assessment
believe that ability is learned, and you focus on criteria (see Introducing and Managing Peer
supporting all students to achieve. Feedback and Self-Assessment in Feedback, p. 19)
and the setting of new goals. By engaging students
Developing this growth mindset can be achieved in discussion using age-appropriate language, clear
by setting high, but realistic, expectations, praising examples, and routine practice, they will begin to
effort and perseverance, and giving specific understand how they learn best, to reflect and
feedback to reduce the gap between where self-assess with confidence, and to set personal
the student is and where s/he is meant to be. learning goals.
According to Hattiei, the ideal learning situation is
when teachers and students are seeking answers To sum up, AFL is an approach to teaching and
to these questions: Where am I going? How am learning that promotes learner independence
I going there? Where to next? (See Feedback on and self-regulation, emphasizes progress and
pp. 15–16 for more on this.) achievement, and creates an ongoing feedback
loop between teachers and students in order to
Empower students to take an active part in their improve the quality of teaching and learning, and
own learning ensure all students achieve the learning objectives.
The key role of education today is to develop
learners who have the strategies and skills to
continue to learn throughout their lives—both
inside and outside the classroom—independently,
and in diverse ways.
Where are Where are

we now? we going?
(objective)
How are we doing?

(ongoing
assessment
and feedback)
The Feedback Loop. See p. 16 for more

about each step in the feedback loop.
What Does This Mean for Me? What Do I Need to Do?

As outlined previously, adopting an AFL approach is basically doing what you
already do; you may simply need to become more aware of this and more
systematic in your approach. To find out to what extent you are already taking an
AFL approach, use this checklist to reflect on your practices. It will also help you to
identify aspects of AFL you are interested to know more about and direct you to
the relevant sections in this handbook.
AFL practices Regularly Sometimes I’d like to know
more about this
I share learning objectives with my
students.
I collect information about individual
students to better understand
their learning needs, interests, and
preferences.
I adjust my teaching in response to my
observations, information I collect, and
test results.
I use assessment activities to promote
learning.
I give feedback that informs my
students about gaps in their knowledge,
understanding, or skills, and how to
close those gaps.
I share or negotiate task success criteria
with my students.
My students give each other feedback
and self-assess using success criteria.
My students set personal learning goals.
Assessment in Global Stage
The purpose of this handbook is to help you, as Assessment Approach in Global Stage
a Global Stage teacher, incorporate an effective Global Stage recognizes the need for both
approach to assessment that is fully integrated formative and summative assessment. This AFL
into the teaching and learning process. What handbook serves as a practical resource and
this means in practice is adopting an approach reference tool that you can turn to, as and when
to assessment that recognizes the value of both you need to, for guidance on formatively assessing
formative and summative assessment practices. your students during your day-to-day lessons. But
What Do We Mean by Formative and Global Stage also offers a complete program of
Summative Assessment? diagnostic, unit, mid-year, and end-of-year tests
based on the course content. It is important to
The aim of summative assessment is to evaluate
note that the goal of both forms of assessment
learning at the end of a unit or a level to find out
is to inform future activity, to improve the
what has been learned. This type of assessment is
quality of teaching and learning, and achieve the
usually carried out using tests. There are clear right
learning objectives.
and wrong answers, grading criteria, and students
receive a score. Just as classroom feedback helps students to
identify their strengths and areas to work on, so,
Formative assessment, on the other hand, is
too, do tests. In Making Summative Assessment
developmental and results from our day-to-
Formative (p. 34) you can find guidance on how
day observations of how students behave and
to use test results as part of the feedback loop,
perform during usual classroom activities. It gives
and suggestions in Support and Challenge Activities
you information about students’ understanding
(p. 37) will help you with extended or remedial
and helps you to identify areas you may need to
learning. On p. 44, you can also find rubrics to help
reteach or review. It involves giving feedback to
you with speaking and writing assessments.
students on what they need to do to improve, but
also determines what you and the students do
next. This is what we mean by the feedback loop
(see p. 16). AFL is an approach that incorporates
a range of formative assessment techniques and
in Formative Assessment by Lesson (p. 21) you will
find examples of where and how you can conduct
formative assessment in every lesson, for all levels
of Global Stage.
Assessment in
Global Stage
Checking for
Understanding
Monitoring and
Observing Learners
Formative Summative
Assessment Assessment
Setting
Objectives
Self-Assessment Feedback Collecting Tests

Evidence
of Progress
Teacher Learner
Learner Learner
Formative and Summative Assessment in Global Stage
How Can AFL Help Me and My School?

AFL not only enhances teaching and learning, it also supports you, the teacher, with
the administrative tasks associated with recording and reporting progress. An AFL
approach ensures you will have an ongoing meaningful record of each individual
student’s progress and achievement to refer to when writing reports and preparing
for parent-teacher conferences. Use the questions in the table to reflect on how
AFL could help you with what is important to you and your school.
Where am What’s important Where do I How can AFL help

I now? to me/my school? want to be? me to get there?
Example Answers
I want to regularly With AFL I can …

understand what my assess my
Developing students’ strengths students at key
I assess my literacy skills.
students using and weaknesses reading and
unit, mid-year, and Building are in literacy and speaking points
end-of-year tests. confidence in speaking, so I can during a unit.
speaking. better support or
I share the results use assessment to
challenge them.
with parents at Maintaining provide support
a strong I want to provide or challenge
parent-teacher parents with tips for
conferences. home-school activities to
connection. supporting at home develop speaking
while communicating and reading skills in
progress. class and at home.
What would your answers to the questions be? How can AFL help you? Note your ideas in
the boxes.
Objective Setting and Can-Do Statements
Why Is Setting Objectives Important? How Can I Make Objectives Meaningful?
For each lesson in the Teacher’s Book of It is important that students understand the
Global Stage, there are a number of lesson objectives. The objectives in the Teacher’s Book
objectives: brief statements that describe what are written for the purpose of lesson planning;
students are expected to do during the lesson, they are not intended for students’ use in their
e.g. to learn how to use the present progressive for current form. Often, they need to be rephrased
future plans. These are not given in the Language/ using student-friendly language. Let’s look again
Literacy Books but it is useful for students to at the example: to learn how to use the present
know them for a number of reasons: progressive for future plans.
As discussed on p. 16, students need to know For this objective to be clear to students, you can
where they are, where they are going, and remove the metalanguage present progressive; it
how they can get there. Objectives describe is not meaningful to young students or their lives.
where they are going—their destination. With Making plans, however, is both meaningful and
no destination, how do they know when relevant. So, how do you phrase an objective
they’ve arrived? about making plans? First, you need to look at
the Teacher’s Book and Language Book to find
Students know what they are expected to
learn, and so are more likely to focus their out what the activities are. In this lesson, the
attention on those particular language items students ask and answer questions in pairs about
or skills. their schedules, so a meaningful objective would
be: to ask and answer questions about future plans.
Students are encouraged to make strategic Taking this a step further and adding “I can” to the
decisions during the lesson. For example, if the objective makes it even more meaningful.
writing objective is to learn how to use capital
letters, they will choose to focus more on The advantage of contextualizing objectives
capital letters than e.g. spelling, and this in turn in students’ experience (I can …) is that their
gives them an increased sense of control over memory of that experience will provide a
their learning. reference point when they self-assess. Research
shows that students are able to assess more
Students know why they are learning what they accurately when they can refer to memories of
are learning, and this increases motivation. experiences. See Creating Can-Do Statements
Students feel more connected to the course on p. 11 for more information about making
material and see it as useful. objectives meaningful, relevant, and useful,
together with examples.
Starting and ending with objectives gives
structure to lessons, for both the students Finally, it is important to think carefully about
and the teacher, and when these are achieved, which objectives should be shared with students,
a sense of satisfaction. i.e. which are meaningful and appropriate. Some
objectives may be inappropriate because they are
Teachers can use objectives to have constructive too demanding either linguistically or cognitively;
dialogues with students about their learning and others may be inappropriate because they focus
progress. on aspects of Social and Emotional Learning (SEL)
Having clear expectations makes it easier for not easily accessible to the students. Generally, it
teachers and students to assess their progress. is not advisable to overwhelm students, and since
there are a number of objectives given for each
Including students in the process of setting
lesson, it should be possible to select the ones that
objectives promotes self-directed learning.
are the most relevant to them.
Objective Setting and Can-Do Statements
How Can I Share Objectives With Students? How Can I Use Objectives?
Including students in objective setting not only If objectives are displayed during the lesson, you
helps them to focus their learning, it also promotes can refer students back to them at key points.
self-directed learning. Moreover, knowing how to For example, at the start of an activity, you could
set goals and work towards them is a valuable quickly elicit from the students what the objective
life-skill. So, how can you discuss objectives with is and what they need to focus on. Or, at the end
your students? of an activity, you could ask the students which
Example Activities objective it was related to. At the end of a lesson,
students can also use the can-do objectives to
At the start of a lesson, ask students to work in assess themselves.
pairs, take a look at the pages in the Language
or Literacy Book, and discuss what they are Example Activity
going to learn. Note their ideas on the board Lesson objective: I can say family words.
and write your can-do objectives next to Ask the students to close their books, sit quietly,
each one. These objectives can then remain and remember all the family words they can. Tell
displayed and referred to at key points during them to work in pairs and play Word Tennis (see
the lesson. As students become more familiar Games Bank in the Teacher’s Book). Ask them
with this routine, you can ask them to work in to open their books and check if they missed any
pairs or small groups and suggest one or two words. Get them to self-assess by choosing one
can-do objectives based on what they believe of four options, e.g. = great; = good;
they are going to learn. Gradually, and with = OK; = not great.
guidance, higher-level students should be able
to write the can-dos for every lesson. Then ask them, What are you going to do so that
next time you’re great? and get them to come
To personalize, ask students which objectives up with an action point, e.g. I’m going to review
they are most interested in, and why. While and practice saying the words to my mom, etc.
individual students write their answers in Ideally, such reflections and action plans would be
their notebooks, circulate and engage in some recorded in a personal learning log or a portfolio
one-to-one discussion. (see p. 20). They can then be referred back to and
Do a Think, Pair, Share routine (see Learning integrated into the learning process.
Techniques in the Teacher’s Book) or ask At the start of the next lesson or in the Think
questions and have a mini-discussion. For It Over sections at the end of each unit, you
example: could ask students to look at their action plans,
Why do you think it’s important that we work in pairs, and ask each other questions (in
learn this? L1 if necessary) while you monitor (e.g. Did you
practice saying the words to your mom? How many
How does this objective relate to what we
learned last lesson, last week, etc.? did you remember? Did she know them all? Was
she impressed?).
How will you know if you’ve achieved this
objective? Again, such activities do not need to be long and
involved and can become a part of your classroom
Such activities do not need to be long or involved routine.
and can become a part of your classroom routine.
Creating Can-Do Statements
Using the Teacher’s Book Checklist for Can-Do Statements
Can-do statements can be created from the lesson Finally, here are some questions to ask yourself
objectives in the Teacher’s Book as discussed before you write can-do statements for your
on p. 9. Don’t forget that objectives should be students.
meaningful, relevant, and useful to students. In
Have I thought about which objectives are
some cases, depending on the age and level of meaningful to my students?
your students, this may mean that the can-do
statements need to be in L1. This is fine—what is Have I chosen objectives that my students
important is that the students understand them. need to focus on? Have I considered areas they
See pp. 12–14 for some examples that may help need to improve rather than what they already
you when you create can-do statements from the do well?
Teacher’s Book. Have I referred to the lesson notes and rubrics
Using the Tap & Teach Lessons in the Teacher’s Book and Language/Literacy
Books so I understand the context? Can I use
You can also create can-do statements using Look the words there to create the can-dos?
Back slides at the end of the Tap & Teach Lessons.
These slides review what students should have Have I considered the objectives carefully? Am
learned in the previous lesson. In Levels 1–2 many I sure they should be shared? If so, have I made
of these objectives are already written as can-do them meaningful?
statements, e.g. I can sing a song about a family.
Others are written as I know statements, e.g. I
know nine new adjectives. If you look at the activity
in the Teacher’s Book, you see that this I know
example involves students spelling the adjectives
on the back of a partner. So, the can-do statement
could be: I can spell nine new adjectives.
You can also use the Look Back statements as they
are, for example, I’m ready to read Zoom Town.
Remember, though, that it is good to remind
students of what they did with the new language so
they have a reference point when they self-assess.
In other levels the objectives are written as past
tense statements, e.g. We practiced the present
progressive for future plans. As outlined on p. 9,
this objective can be rephrased to make it more
meaningful and concrete. See pp. 12–14 for
more examples that may help you when you
create can-do statements from Tap & Teach
Look Back slides.
Example Can-Do Statements from Global Stage Level 1

Teacher’s Book
Language Book Literacy Book
Language
C Play Back Spelling.Get GuessReady to Read B What do yo

Global Citizenship the words your friend spells.
check (✔).
• Students are going toLesson write words, letter
Objectives by letter, on each
• Direct stude
Lesson Objectives other’s backs with their finger. As an example, call out a
them what t
word from A and have students hold up their index finger
• airtoasactivate prior knowledge about family trips and might be. Th
• to learn adjectives for describing people: cute, funny, and write it in the you spell it out (e.g. old, o-l-d).
amusement parks students to
kind, old, scary, short, smart, tall, young Then have students write the word on their friend’s back.
• to practice the reading skill of predicting from pictures check more
• to explore how families are different around the world • Have students take • to turns
make choosing
a personala word and writing
connection to itthe reading • Discuss answ
• to practice listening for gist and details on their friend’s back. If their friend guesses incorrectly,
of the langu
Materials have them write Materials
the word again.
A selection of picture books, in English or in L1 (at the opinions on
Audio Tracks 9 to 11; (optional) Audio Track A D TRACK 11 TB p. 214 Now listen to Isina and Jong. they chose t
right level for students to enjoy) (Cool Down, CD)
Number the pictures. Who has a small family?
• Remind the
Opening Question • Listening for main idea: tell students that they are going
Warm Up after they re
Ask the opening question: How are families the same as or to listen to two children from different countries talking
Play Stand Up, Sit Down (see TB p. 27). Say On vacation I … Suggested A
different from yours? Elicit ideas and encourage students to about their families. Play the audio and have students
• I can describe people.
think about the different families they know. • I can say what followed I know about(e.g.
by an activity
number the pictures. Then check answers.
the go reading
swimming,topic. visit my 1 an amusem
grandparents). If students do this activity on vacation, they 5 a vacation
• I can say how my family
A TRACK 9 TB p. is
214different from talk
Listen to Mateo another family.
about his family. •
• AskI thecangistlook at pictures
question
stand Who
up. Ifhas theyaand
don’t,say
small theywhat
family? I think
and elicit
remain the the reading will
seated
Does he have any pets? answer. Play the audio again for students to check. Ask
be about.
What makes you A sayLook
that? at andtheelicit
pictures.
that JongWhat do they
doesn’t havetell you about the
• Tell students they are going to listen to a boy named Mateo any brothers or sisters.reading?
answering questions about his family. Play the audio and have Highlight the d
Tap & Teach Look point toSlides
studentsBack the words or pictures as they listen. Answers
This lesson practices the skill of predicting from pictures,
which students previewed on Literacy Book p. 9. English and tick
• Ask the gist question Does Mateo have any pets? and elicit a 2 b 1 Jong has a small family. Have students
• Remind students of the small picture they saw on p. 9
Language Book
the answer. Play the audio again for students to check.
E Listen again. Choose forTrue
Come
Literacy Book
orOn, Family! If you are using the TTL, project the
False.
Answer picture on the lookboard. Asksentences
again What is the story about? C Think and d
• Listening for detail: have students at the parks?
Yes, Mateo has a kitten and a snake. (vacation) What
and see if they can remember any ofcan theyou see in the
answers. Then picture that tells you this?
play the audio and have (suitcases,
students shorts,
circlebeach umbrella, ball, inner tube, bucket
the answers. • Ask student
and shovel, flip-flops, the beach) Allow students to use L1 you do there
International English • Read each sentenceifaloud and have students stand up for
necessary. Conclude with students that they were able to name diff
True and sit down for False. or carnival. I
Draw students’ attention to the two words and elicit that to predict a lot about the reading from this one image and
smart is American English and clever is British English. Ask if Answers no text. seen one on
they have heard either of these words before. 1 False 2 False • 3Have Truestudents 4 Trueturn5 to True
p. 17 and look at the first picture. • Focus stude
Ask What can you see? (a boy, a woman, a baby, toys, amusement
B TRACK 10 TB p. 214 Listen, say, and number the pictures Discussion Questions ducks, a net, a toy octopus) What do we learn about the to guess. W
in A. • Draw students’ attention reading? to Prompt
the discussion
students questions:
if necessary,Is yourby asking What do Do an exam
• Play the audio and have students point to the pictures and family big or small? Howtheydo families
like? help each
(suggested answers: Have games, talking, toys)
other? playing doesn’t. Hav
say the words. students discuss the• Do questions
the same in pairs.
for the second picture, asking Who are • Ask student
• Tell students to listen again and write numbers next to • Elicit the conclusionthe thatpeople?
our families
Are they arehappy?
very important
It is important to accept any discuss the q
the words on the pictures. The first answer is provided, so and we need to show our families
suggestions we stage.
at this care. You Make could
surereferstudents know that
back to the song onthere p. 11.are Askno students
wrong how answers.we can show Cool Down
listen for this together. Then do the second one together,
we care (kiss, hug, Place a selectio
pausing the audio. Ask What’s number 2? You can pause • call,
Have play with, hold
students writehands,
two or help) andthings they learn from
three
and have stude
the audio after each word, giving students enough time to how this can make us each feelpicture.
happy. ThenPoint have
out the them importance
compare answers in pairs.
of family time and doing classroom. Hav
find it and write their answers. They things together
don’t have (e.g. eating
to write meals).
in full sentences.
after looking on
• Check answers and pronunciation as students respond. • Return to the opening • Askquestion
studentsto ask again
if they look How are when they read
at pictures
Tell students th
families the same as books.
or differentHavefromthem lookDiscuss
yours? the
at the reading skill box: Pictures
Answers differences and similarities book and you w
help us students
learn morehave about discovered
the reading. in this
Have students suggest
1 tall 2 young 3 old 4 short 5 kind 6 smart lesson. Are there more similarities than they might have
what things they can learn.
7 funny 8 scary 9 cute expected? See ETB for extension activities and projects.
Suggested Answer
TRACK A TB p. 214 Visualization
Cool Down The pictures can tell us about the people, the places, what
• I can spell The
nineTTLnew
has aadjectives.
visualization audio track for this vocabulary set. • I canUp,use
Play Stand pictures
Sit Downthe(seepeople TBtop.are
guess
doing,
27). Somewhat
what the reading
happens
suggested is about.
in the story, and if the
(see TB p. 21). statements: I have a big story is happy
family. I haveortwo sad.
pets. I have a baby
• I can talk about families from different countries. sister. I have a big brother. My dad is smart. My mom is tall.
• I can say how my family is different from another family.
Unit 1 Meet My Family

Practice Student’s App: Vocabulary Practice; 39
Listening Comprehension Practice Lesson 3 Global Citizenship, Vocabulary & Listening
9781380002143_book.indb 55
9781380002143_book.indb 39 20/07/2018 12:06

Teacher’s Book
Language
Write About It Explore

• Have students write the
the adverbs Reading
in the table using A to • Ask students
help them. Then project the answers using the TTL and Encourage th
Lesson Objectives check them as a class.Lesson Objectives bored becaus
how they wo
Answers
• to learn the spelling of adverbs ending in –ly • to understand and analyze The Beginning of Alice’s situation; for
angrily; easily; happily
• to plan and write a book report a tree. Use s
quietly;through
Adventures
carefully; cleverly; loudly; reading
quickly; sadly; comprehension activities
slowly
• to explore the SEL competency of self-awareness by how the sto
Materials a tree, would
(Optional) Support, Standard, and Challenge writing C Think about a booklabeling and Complete
you read. recognizingtheone’s own
story and others’ emotions
map.
be different?
printouts from the Resource Bank, one per student Materials
(Activities C and D) • Tell students they(Optional)
are going Video
to planor
their ownTrack
Audio book 5reports. Answers
They can use the book that they used in the Lesson 5 or 1 surprised 2
Warm Up a different one. Tell
Warm students Upthat, if they prefer, they can C Think and d
Write some of the following adjectives on the board and write a book report
Haveonstudents
a book they don’t
secretly like. a scene from The Beginning
choose Alice? What
• I can change
give adjectives
students two intominutesadverbs,
to find as like
manyhappy
as they into
can in happily. • Project
• I can say how a character felt atitanout
the story
of map
Alice’susing the
AdventuresTTL and
and do
act example
different points
silently using gesturesin aand
story.
using the book report in A. Elicit which information should
• Elicit how Al
their books. Students can work in pairs and should call out facial expressions. The other students try to find the scene bored. Draw
• I can writewhen
a book report.
they have found all the adjectives. Adjectives: exciting, • go Iincan
each say
box how
ofinthe
their I would
Story
books.Map.Do feel
Then and why.
tell students
an example with tothe class and then have students’ sug
complicated, boring, interesting, popular, famous, quick, slow, easy, make a story map for thedo
students bookthethey haveinchosen.
activity Remind
pairs. Finally, have students act out imagination?
difficult, noisy, quiet, new, clean, surprised, angry, tired. students that theythedon’t
scene need
withtothe write full sentences.
words. Because they have already focused
Tap & Teach Look Back Slides
A Read the book report. Underline the adverbs of Challenge printouts
on the cangestures
be handed andout now.
facial expressions only, they should • Draw studen
big imaginatio
manner. D Write your book incorporate
report. them more easily when they act out the scene.
students mo
Language Book
• Introduce students to the concept of a book report. Say • Have students write A Read theirand Literacy Book
book number.
reports Put in the
theirevents in order.
notebooks have student
After you read a book, you can write about it to show other or on paper using • their
If moreideas from
than oneC.day
Support printouts
has passed since students read The p. 20) to exp
people what it is about. Ask What does the writer of the can be handed out Beginning
now. of Alice’s Adventures, play the video or audio again.
• During the S
book report think about the book? Give students one or • Have students self-correct
• With books or exchange
closed, havetheirawork
Group with a discussion (see
Time to say Me, to
two minutes to read the book report and answer the friend and peer-correct.
TB p. You 21) tocancheck
put astudents’
checklistcomprehension
of things of the text. students. Th
question. (She really likes it.) Then ask What information for students to lookAsk outHow for ondoestheAlice
board
feel(e.g. spelling,
at the use of the story? (bored
beginning students said
do we find out from the book report? (title, author, main of adjectives and adverbs,
and sleepy)verb What
forms,didpunctuation).
she see? (a white rabbit) Why did the she’s happy?
characters, what happens, the writer’s opinion) Have
• Have students writerabbit theirrunfinaloff? (He was
versions late.)onWhere
neatly paperdidor Alice fall? (down a
students notice the drawing and elicit that it is the writer’s hole) What
on the Standard printouts fromdid theAlice find onBank.
Resource They(a key) Do you think
the table? Cool Down
favorite part of the story. Ask Why is a book report useful to can draw a picture that Alicefavorite
of their had more partadventures? (Yes—but this is implied,
of the story/book. Play Correct the
read? (it tells you about the book and gives and opinion and and students may find it tricky to answer.) rabbit ears with
recommendation to help you decide if you want to read it). Cool Down Example senten
• Have students open their books and look at the first
• Have students look quickly at the report and find an Play Twenty Questions (see TB p.in27)
sentence A. with
Havea students
book your look back at the story and to do; the rabbit
adverb. Then have them work individually to read the students will know. This findcould be one(Itofisthe
the event. books
in the you sentence and picture.)
opening looked at his cel
report again and underline the adverbs. have discussed during Say the Which
unit. Alternatively, display three
event comes next? and elicit answers. about geography
• Check answers as a class. Ask Does the book report make different book covers using the projector or at the front of
the classroom. • Have students do the rest of the activity individually.
you want to read the book? Why or why not? Encourage Check answers as a class.
students to share their ideas with the class. Example questions: Is it fiction? Is it a novel? Is the main character
Answers
a (boy)? Is it about (animals)? Can you read it quickly?
Answers 6, 4, 1, 3, 5, 2
angrily; easily; quickly
B Look and write. How do they feel?
B Change the adjectives into adverbs. Complete. This activity explores the SEL competency of labeling and
• Have students look at the adjectives in the box. Check recognizing one’s own and others’ emotions.
meaning by having students act out each one (e.g. angry— • Review the meanings of the words in the box by having
make an angry face). students use gestures and facial expressions to represent
• Ask students how we can make angry into an adverb them. Do an example first. Then have students call out
• I can read a (angrily).
book report.
Write both adjective and adverb forms onto the • I can talk about what
examples happened
of things inthem
that make in thefeelstory.
this way: Tests
board. Ask How does it change? What is different? Elicit make me worried; When it’s raining, I’m bored.
• I can spell adverbs with
that adverbs end-ly.
in –ly. Ask Is anything else different? Help • I can talk about what I imagine.
• Look at the example together, then have students
• I can students notice
write a book report. the spelling change. If necessary, underline
the y in angry and the i in angrily. Repeat with the next
complete the activity. Check answers as a class.
adjective, careful. Elicit that this time there are no spelling

changes. Ask When do we make a spelling change? (when
the adjective ends in y)
Unit 1 I Love Reading

Practice Student’s App: Writing Practice Practice Student’s App: Reading Practice45
Lesson 6 Writing
9781380002365_Book.indb 45 9781380002365_Book.indb 53 07/09/2018 16:54

Teacher’s Book
Fiction: You’re Language

Out!—Play tougher (p
comparative fo
Talk About It C Imagine you and your friend want
Lesson to start a new sport.
Objectives
Think about your options. easily, is in the
Lesson Objectives • Tell students they • are goinga to
to read play plan a conversation
about a student vs. where
teacher dodgeball use: contrastin
they give and respond match to advice about trying a new sport. strikes (p.
• to prepare and have a conversation about sports • Look at the example• to notes
explore the SELHave
together. competency
students of workrelationship skills this is an actio
• to learn how to make and respond to suggestions in pairs to think of by exhibiting
ideas they cancooperative learning and working toward
use in their conversation. getting hit. The
Materials They need to include grouptwogoals
or more sports, and they should Strategies to u
Video think of reasons•why to they
makewould a personal connection
or wouldn’t like toto trythe reading pictures
each sport. Materials shakes (his
Warm Up • Give students time Audio Tracks
to plan their4 and 5
conversations in their of the sentence
Ask students what new sports they would like to try. notebooks individually. Remind students that they only disagreeing. Str
Elicit answers from the class, encouraging students to use need to write notes
Warm as prompts
Up during the conversation
and not full sentences. sportsman
vocabulary from the unit where relevant. Then play Would Ask students if they have ever played dodgeball. If this sport
• I can give and respond to advice.
You Rather? (see TB p. 27). Choose pairs of sports or
• I can readisanew
• Encourage students
play
to to
about
think about the
students,
sports.
havesequence
them predict of the rules of the game
this word dow
ship tells us it’s
activities, e.g. Would you rather do judo or go snowboarding? • I can
their workbywith
conversation. How will
looking others
at itthe
start?toHow
complete
pictures inwill it end?
their aIfgroup
books. task.
Elicit how players
• Go through
they wish to, they can include
become out. some of the suggestions
A TB p. 239 Watch and listen. Do you think Gene gives audio to pr
and responses in their plans. Planning will help students
Lloyd good advice? Why? Reading
Tap & Teach Look Back Slides TRACK 4 TB p.
structure their conversations, but229they will need Approach
to be
• Tell students they are going to watch a video of two boys able to respondEngage
to whatwith theirthe friend
Textsays spontaneously. Analyze the Te
having a conversation about a sport. At this level, conversations • Have studen
Language Book • Using theshould
Literacy Bookbe morethe
TTL, project spontaneous
opening spread of the reading
• Have students look at the picture on the TV screen and natural than ator lower levels;
use the StorytheyPlayer.
need Ask to be active to notice the title and
students to find three
and say what sport the boy in the picture is doing. Ask listeners and respond to whaton
characters is being said.and predict what the story will be
the page player. (Possi
students if they think this sport looks fun. D Talk with your friend, about.using phrases
Elicit that a in
playB. always
What has advice
a character list at the he is fast; he
• Tell students that one boy is giving advice to the other boy. will you follow? top of the script. • Now discuss
Ask the gist question Do you think Gene gives Lloyd good • Demonstrate the • start of aaudio
Play the conversation
and havewith a confident
students follow along. Pause after • Personaliz
advice? Why? Tell them to listen for the answer and watch student by asking the theexample
second page question on the page
for students and predictions about
to make Encourage
the body language in the video. then making a suggestion
who willbased win the on the
game. student’s answer. have com
• Play the video and then check the answer. Ask further • Have students have • Havetheirstudents
conversations read thein pairs.
wholeRemindplay before looking at the • SEL (p. 13
comprehension questions, e.g. What sport did Lloyd use to them to take turnsWordsand listen when their partner is
in Context. Camilo pla
do? (BMX racing) Why did he give it up? (He fell off his bike speaking. Encourage them to use gestures and appropriate important
and hurt his arm.) body language to showTRACKenthusiasm
5 TB p. 229 andWords
encourage in Context SEL focus
Answers their partner. • Draw students’ attention to the Words in Context • Personaliz
Yes, he does. He encourages Lloyd to start racing again by • Have students analyze box. Give
their own students a few minutes
performances in pairs.to find and highlight students d
asking Lloyd to help him learn to do BMX racing. each instance of each word (they may appear more
Cool Down than once).
• Genre Fo
characters
B Watch again. Match the suggestions to the responses. Students individually•choose
Have athem sportidentify
or activity
if thethat
wordstheyare nouns, adjectives,
by a colon
• This activity looks at functional language and useful phrases would like to try and writeverbs,it down,
or adverbs,withoutandtelling
elicit anyone.
how they know (by looking actors) an
from the conversation. Have students read the suggestions Then they stand up andatwalk around the
the structure of classroom
the sentences and at the form of the
and responses and check comprehension of key words suggesting their activity,words
e.g. How about going trampolining?
themselves). Interact with th
and phrases. When they find somebody with the same activity, they form
• Write these strategies on the board for students to use • Now that stu
a group. Allow two minutes for this, and then see how many
• Play the beginning of the video and look at the example to find the meaning of the words: pictures; surrounding characters, h
together. Then play the rest of the video and have groups have been formed.
words and sentences; positive/negative; contrasting the play and
students do the matching activity. Play the video again for ideas; world knowledge; word building, prefixes/suffixes. • Choose a sce
students to check. Then check answers. (See TB p. 21.) of the audio
• I can • Have
say why students
advice practiceor
is good saying
bad.the suggestions and • • Have Out!
I can read You’re students work in pairs to discuss the words. students focu
responses in a drill, encouraging them to use intonation to Remind them that different words will require different or enthusiast
• I can give and respond
convey meaning.to suggestions. • I can use different combinationsstrategies to find the meaning of words
of strategies. emotions int
Answers in context. hosts (p. 10, noun) The people who look after an event Cool Down
1 e 2 c 3 f 4 b 5 a 6 d or a party. In this event, Luis and Victoria are commentators;
• I can discuss questions
students can find about sports.
them in the picture and listen to the audio
Have students w
sentence should
to confirm what their role is. Strategies to use: pictures
story, e.g. Star st
Everyone’s a winn
Unit 1 Let’s Get Moving

Practice Student’s App: Speaking Skills Practice; Speaking Video 45
Lesson 6 Speaking
9781380002594_book.indb 51
9781380002594_book.indb 45 11/03/2019 10:48
Feedback
What Is Feedback and Why Is It Important When Do I Give Feedback?
to AFL? During the course of a lesson, there are various
As a teacher, you will already be giving feedback opportunities for teacher feedback, for example:
in a variety of ways to your students. Here you When a student answers a question directed to
will find some suggestions to help you structure the whole class or during whole-class checking
feedback in line with an AFL approach. of answers to a reading comprehension, you
Feedback, as you already know, is giving students can give feedback on the spot.
information on what they are doing well and not During pair or group work, you may give
so well and what they can do to improve. The feedback while monitoring and circulating,
characteristics of useful feedback are that it is: goal- instead of to the whole class.
related (focused on the objective), user-friendly
(meaningful and personalized), timely (given During writing activities, you often give
as soon as possible), consistent, ongoing, and individual oral feedback as students write,
actionable (informative and specific). According to and then take away the written tasks and add
research, such feedback has an extremely strong written feedback.
impact on learning and achievementii, and can even Sometimes your feedback is simply a Well done!
lower the number of failing studentsiii. when you want to acknowledge a good piece of
Getting feedback from your students is also very work or when you want to acknowledge effort,
important. You need to know students’ interests strategy, or perseverance.
and learning preferences, what they know and In fact, this kind of praise (process praise) is
understand, where they are making mistakes, arguably more valuable to a growth mindset than
and where they are having difficulties, and take praising achievement, and is especially important
all of this into account during the planning and for AFL where students are not encouraged to
delivery of lessons. When you are open to student compare themselves with others, but rather,
feedback, you can adapt your teaching to ensure where they are now to where they were before.
learning takes place. Explain that learning is trying their best, practicing,
using the right strategies and getting help when
they need it. Tell them mistakes are useful and
interesting and help you to know where they
need help and what to teach.
Feedback
Creating a Feedback Loop

The ideal learning situation is when teachers and students are seeking answers to
these questions: Where am I going? How am I going there? Where to next? Feedback
helps students navigate this journey and, if done effectively, it can reduce the gap
between where the student is and where s/he is meant to be.
A feedback loop is a process that aims to move learning forward through feedback.
Although the teacher starts the process, it is the students who drive it, and it
influences both student and teacher activity.
Steps in the Feedback Loop

1 Where are we going? At the start of a lesson, have clear objectives and ensure
students understand them (see Objective Setting and Can-Do Statements, p. 9).
2 How are we going there? All feedback during the lesson should focus on
the lesson objectives and be non-evaluative and specific. Ensure students have
opportunities during the lesson to act on feedback, i.e. apply it. When students can
make changes to their work the loop has begun.
3 Reflect on the objectives. Did students achieve the objectives? Are they ready to
move on? ➔ Close the loop (Where to next? / Where are learners going?).
4 Are we ready to move on? Do students need to review? Do they need more
feedback? ➔ Repeat steps 2 and 3.
How are we going there?

(ongoing assessment
and feedback / acting
on feedback)
Where are we Reflect on

going? (objectives) objectives
Ready to move on /
Not ready to move on
Steps in the Feedback Loop
Feedback
Tips on Giving Feedback

Feedback does not only need to come from you. With written work, consider introducing and
Students can also give each other and themselves using a correction code (codes that represent
feedback (see Introducing and Managing Peer the type of mistake, e.g. sp = spelling mistake;
Feedback and Self-Assessment, p. 19). Try these vt = wrong verb tense; ? = I don’t understand,
tips for giving feedback and encouraging your etc.) so students can reflect and self-correct.
students to give feedback. Then when they correct, tell them not to erase
any mistakes but make corrections using a
Explain and discuss the value of feedback with
students. different color. This allows you to see how they
have self-corrected and they will become more
When giving feedback, focus on learning not aware of typical mistakes they make.
testing. Ask yourself, How will this feedback help
this student improve? Give students lots of practice and feedback
with the types of task that you grade to
Give feedback that is informative. give them time to improve before doing the
Give feedback immediately (during the lesson) graded task.
and continuously (throughout the lesson, Be open and clear about success criteria.
unit, level). Share these with students. There should be
Encourage students to give feedback by no secrecy surrounding what counts as “good”
working together to explain difficult concepts, since students need to be clear about what
e.g. grammar and checking each other’s they are aiming for, and why they did or didn’t
understanding. reach the target.
Encourage students to give themselves regular Consider when it would be appropriate for
feedback to increase self-confidence, develop students to assess their own work or grade
self-regulation, and discourage dependence on themselves, using success criteria as described
you, the teacher. above.
Praise students for a reason. Saying to students Give students time in class to act on feedback,
who cannot do the work Well done, you worked e.g. self correct written work or repeat oral
well today is not useful. These students are in tasks. This communicates to students that
most need of constructive feedback and cannot feedback is valuable and worth spending time
work out for themselves what they need to do on. It also gives them the opportunity to
to improve; such “empty praise” does not help improve in a supportive environment.
them to learn and achieve, it prevents them. Remind students of when they did a similar
Do not show students grades or marks for task. Tell them to remember what they learned
writing tasks until they have read feedback last time. Ask them what feedback they had and
comments and corrected or improved their what they need to remember this time so they
work. According to researchiv, less-confident don’t make the same mistakes.
students tend to despair when they get low According to some research, students do not
grades and think they can’t do it or aren’t good like comments written in red and prefer them
at it; more confident students see a good grade in pencil. Find out how your students prefer to
and become complacent; they see no need receive written feedback.
to read and act on comments and think I’m
good enough. Try some of the activities in the Introducing and
Managing Peer Feedback and Self-Assessment
section, p. 19.
Feedback
Questioning Techniques
Questioning helps you identify gaps in knowledge You can also use questions to prompt students
and correct misunderstandings. It also gives to add more information, e.g. Why do you think
you information about what learners know and that? or to encourage students to respond to
understand, which you can use to plan activities each other and engage in discussion, e.g. Lucas do
that move students from where they are to where you agree with Maria? Raul, can you add anything to
they need to go. Questioning can have a strong Pablo’s answer? What do you think about Martin’s
impact on learning and achievementv, but it needs answer? etc.
to be effective. If you find that it is always the same students who
Asking closed questions gives you very little, if volunteer to answer questions, you could try using
any, information about how your students are “wait time.” This gives all students time to think, and
doing and requires little from students in terms of greater opportunity for all students to answer. Try
thinking skills. For example, With apple, do we use a some of these techniques before taking answers:
or an? only requires students to recall information.
give 30 seconds silent thinking time
Instead, ask, Why do we use an with apple and a
with banana? to get students to reason and show give pairs 2–3 minutes to brainstorm
you they understand the underlying principle. ask students to write a few notes
Do you understand? usually results in Yes whether ask students to discuss with a partner
students understand or not. Asking open
questions, on the other hand, will give you useful use Think, Pair, Share (see Learning Techniques
information about your students’ knowledge in the Teacher’s Book).
and skills, and will require them to think and
communicate. For example:
Why is…?
Why does…?
What if…?
Can you explain…?
Feedback
Introducing and Managing Peer Feedback and Self-Assessment

Here are some suggested activities for gradually Feedback Sandwich
introducing peer feedback and self-assessment with This is a useful activity when students are more
your students. All are suitable for use with Levels confident in peer feedback and self-assessment.
5–6, and some may be appropriate for Levels 3–4;
you will need to judge for yourself depending on Model how to give feedback by writing on
your students. Additionally, think very carefully the board:
before introducing peer feedback; students should I like … because …
be mature and sensitive when commenting on each
I think next time you should … because …
other’s ideas, work or performance, and you may
need to negotiate some rules beforehand. It’s a It’s also good because …
good idea to model the kind of responses you want Elicit what a feedback sandwich is from the
them to give and provide feedback on their peer- text on the board (what is good and why, what
or self-assessments, so they understand how to could be better and why, what is good and why).
structure their responses and why they are valuable. For example:
WILF (What I’m Looking For) I like the paragraph because it is interesting.
This activity can be used at the start of a writing I think next time you should write a sentence
or speaking activity. with so because it’s one of the success criteria.
It’s also good because you included new words.
Point to the can-do objective on the board.
Elicit what the success criteria might be. Learning Wall
Make a “learning wall” from poster paper where
Negotiate or share the criteria. students can post positive feedback comments
Write these on the board to prompt students about others. Comments can focus on SEL
as they do the task. competencies (e.g. kind and helpful), language
As you circulate and monitor, point to the abilities (e.g. good at spelling), knowledge (e.g.
criteria to remind students what to focus on. knows about inventions), etc.
Ask them to assess their work using the criteria. Self-Assessment Prompts
Examples:
Two Stars and a Wish
This is a useful activity when introducing peer- or Choose one thing in your work you are proud
self-assessment for the first time, and can be used of. Tell your partner/group why. You have one
with success criteria on the board. minute.
Explain/elicit the meaning of “stars” and Discuss which of the success criteria you have
“a wish” in relation to feedback (two good been most successful with and which one could
things and one thing you wish was better / be improved and how. You have three minutes.
could improve). Three Things
Role-play with a volunteer to model how to At the end of the lesson, ask your students to
give two stars and a wish peer feedback. For make a list of two things they learned and one
example: thing they still need to learn.
T: This is a really interesting paragraph—I like it!
S: Thank you.
T: And I think you included some new words, too.
(Look at the success criteria on the board.) Hmm,
but you didn’t include the word because.
Feedback
My Question In the first part of this handbook, we have

At the end of the lesson, ask your students to looked at why an AFL approach is important;
write a question on what they are not clear about how it can benefit you, your students, and your
on an exit slip. Collect them and invite other school; and how you can apply an AFL approach
students to explain. using Global Stage. In the next part, you will find
materials to help you apply an AFL approach
Setting Goals during your day-to-day teaching of Global Stage.
After self-assessment, peer, or teacher feedback, These include suggestions on:
encourage students to set goals. Tell them they when and how you can observe and monitor
know what is good, what is not so good, and any progress, give feedback, and monitor peer- or
gaps in their knowledge. Now they need to think self-assessment during each type of lesson for
about their goal and how they can reach it. Ask each level
them to work individually and answer the questions:
What is your goal? How will you achieve it? how to prepare students for Global Stage tests
and how to use the results
Learning Logs how you can use the Global Stage Support and
Ask your students to keep a learning log to record Challenge activities.
their personal learning goals, action plans, ideas You will also find writing and speaking assessment
about what they have learned, how they felt doing rubrics for conducting and recording assessment.
certain activities and why, etc. Tell them that if
they want to show them to you, they can, but
they don’t have to; they can be private.
Portfolios
Encourage students to keep a portfolio of samples
of their work, e.g. work done in class, homework,
test results, self-assessment comments, learning
log, comments from peers and the teacher, etc.
Have students choose what to include in this,
for example work they are particularly proud of
or work that shows corrections and edits they
made (which demonstrates their determination
to not give up and improve, etc.). Portfolios
allow students (and their parents) to view the
learning journey and they are a valuable tool for
self-reflection, so give students opportunities
to refer to these from time to time to see
the progress they have made. (You can read
more about creating digital portfolios in the
Teacher’s Book.)
Formative Assessment by Lesson
In this section you will find examples of red = I need help). Shortly into the activity, ask
opportunities to formatively assess learning during them to choose the card which best reflects
each type of lesson, for each level of Global Stage. how they are feeling, and show it to you.
It is important to note that where suggestions Support where necessary.
involve students engaging in reflection and/or Assessment Point: Grammar/Speaking
peer- or self-assessment, this does not need to be
in English. At times, it may be more appropriate Activity F: Freer Practice–Communication
for students to do activities in L1 in order for them Circulate and listen. Make a note of a few
to be meaningful and effective. You will need to mistakes, or common mistakes. At the end
judge what is most appropriate depending on your conduct feedback. Write some examples on
students’ age and level. the board and ask, What’s wrong with this? Elicit
corrections from students.
Levels 1–2: Language Book
Cool Down–See Lesson 1.
Lesson 1: Vocabulary 1 Presentation
Assessment Point: Vocabulary Lesson 3: Global Citizenship–Vocabulary 2
Presentation, Listening, and Discussion
Activity D: Controlled Practice and Critical Thinking
Assessment Point: Vocabulary
Encourage peer support and have students
check their ideas with their partner. Circulate Activity C: Game
and check understanding while they discuss. Circulate, listen to the language students are
Have feedback time after a pairwork activity, producing, and check understanding during
so students see the purpose of the activity and pairwork.
feel their work is valued.
Assessment Point: Listening
Assessment Point: Reflecting on Learning
Activity D: Listening for Gist and Main Idea
Cool Down
Encourage students to compare their answer
Create a grid with students’ names down with a partner before conducting whole-class
the left side. Choose two or three different feedback. By allowing students to check they
students to observe each time you do the Cool are on the right track, you are giving them the
Down. Make a few notes after the lesson on confidence to want to volunteer the answer
how they’re doing. In addition to learning, think when you bring the class together.
about behavior, participation, cooperation, etc.
Activity E: Listening for Detail
Refer students back to the lesson objectives and
Check understanding by creating small groups,
elicit what they did (activities) during the lesson
e.g. of four. Number each student within
to achieve these. Then check understanding
each group 1–4. Have the groups stand up to
by having learners draw a face to show how
compare their answers and sit down when they
confident they are about the unit content:
agree. Call out a number, e.g. 2, and have all
= ready to move on, = fairly confident,
number 2s stand up and answer on behalf of
= not confident, need to review more.
the group. This activity would also work well for
Lessons 2 & 4: Explore Language–Grammar 1 & 2 reading comprehension tasks. Having students
Presentation compare answers not only increases their
confidence, it also provides an opportunity for
Assessment Point: Grammar them to use English in a “real” context as they
Activity E: Controlled Practice–Written discuss why they chose a particular answer over
Give each student three cards (green = I’m another one.
working well, yellow = I’m doing OK, Cool Down–See Lesson 1.
Lesson 5: Take the Stage / Talk About It–Speaking Differentiate lessons to meet the needs of all
Assessment Point: Pronunciation students by using the Support, Standard, and
Challenge printouts in the Resource Bank for
Pronunciation Practice final drafts.
If the sound is particularly difficult for students Use the assessment rubrics for Global Stage
in general, repeat short practice activities at the writing tests (see Writing and Speaking
start or end of subsequent lessons and monitor. Assessment Rubrics, p. 44) as a basis for feedback.
Continue until the objective is achieved.
When you use the Reflect callout feature in
Have students line up and whisper specific the Language Book, have students think of one
sounds, words, or pairs of words to you, to
thing they think they did well, and one thing
identify which they need more practice with.
they could do better next time. Ask them to
Assessment Point: Speaking record these points in a learning log. You could
Activity E: Practice and Production have them refer back to these points when they
receive your feedback on their writing, to check
Circulate and give feedback while students are if you agree or differ on the positive and not so
practicing their presentation or conversation. positive points. At the start of the next Lesson 6:
This allows them the opportunity to act on Write About It, have them refer back to these
feedback straight away. points to remind themselves of what to focus on.
Use the assessment rubrics for Global Stage Cool Down–See Lesson 1.
speaking tests (see Writing and Speaking
Assessment Rubrics, p. 44) while they are Lesson 7: Think It Over–Unit Review and Put It
performing, as a basis for feedback. Together–Review Game
At the start of the course, plan to do one or Assessment Points: Reflecting on Learning, Multiple
two more detailed assessments of each student Language Skills
at points during the Global Stage level. It may Write some of the key objectives and activities
be possible to do this for a pair of students from this unit on the board and have students
simultaneously, depending on the activity. match them by coming up and drawing lines.
When you use the Reflect callout feature, get Then check understanding by having learners
students to think of one thing they think they draw a face to show how confident they are
did well, and one thing they could do better about the unit content = ready to move on;
next time. Ask them to record these points in = fairly confident; = not confident, need to
a learning log. At the start of the next Lesson 5: review more. At the end, have students write a
Take the Stage / Talk About It, have them refer personal goal in their learning log. This could be
back to these points to remind themselves of related to behavior, e.g. participation; learning,
what to focus on. e.g. practice spelling with my sister; or teamwork,
e.g. helping others, etc.
Get to know students better by making a note
Lesson 6: Write About It–Writing of what they liked best or didn’t like and finding
Assessment Point: Writing out why. Consider adapting future activities
based on their feedback to make them more
Activity D: Production–Writing Task enjoyable and productive.
Circulate and give feedback during planning, so When you use the Put It Together review
that students can act on this feedback when they games (after units 2, 4, 6, 8, 10), circulate and ask
write their rough draft. yourself, Are they ready to move on? Provide extra
Negotiate with students the writing checklist input, support, and feedback as needed.
to display on the board for use during peer- or
self-review.
Levels 1–2: Literacy Book Use actions and movement, where appropriate,
to check students’ answers. For example, with
Lesson 1: Get Ready to Read–Reading Skill & multiple-choice options, assign each corner of
Pre-Reading 1 the room a–d and ask students to choose a
Assessment Point: Reading Skills corner; with true/false options, ask students
Activity F (or final activity): Reading Skill Preview to sit or stand. Kinesthetic activities benefit all
learners by enhancing memory and learning;
Use this activity as a baseline to gauge student having a positive effect on mood; developing
understanding of the skill. This will help you to social and emotional skills; and keeping students
determine if more or less in-depth teaching of fit, alert, and better able to concentrate.
the skill is necessary.
Assessment Point: Critical Thinking
Lessons 2 & 5: Fiction/Nonfiction–Readings 1 & 2 Activity B: Text Analysis
Assessment Point: Reading Comprehension
Encourage students to justify their answers in
Callouts pairs (if necessary, they can do this in L1). Ask,
To give all students an opportunity to answer Why did you choose this answer? Tell your partner.
callout questions (the questions in colored Circulate and observe how well students
boxes throughout the reading), use a quick can do this. Give feedback on justification of
Think, Pair, Share activity, where appropriate, answers rather than focusing only on correct
and listen in to observe students’ depth of answers. Praise good justifications (see the
understanding. section on process praise in Feedback, p. 15).
Assessment Point: Reflecting on Learning Assessment Point: Phonics
Cool Down Phonics Practice
Create a grid with students’ names down During lessons throughout the unit, track
the left side. Choose two or three different progress by paying attention to the spelling of
students to observe each time you do the Cool the particular sounds whenever students write,
Down. Make a few notes after the lesson on and the pronunciation of those sounds when
how they’re doing. In addition to learning, think they speak, and give corrective feedback.
about behavior, participation, cooperation, etc. Use printouts in the Resource Bank to
Refer students back to the lesson objectives reinforce, if students need more practice.
and elicit what they did (activities) during the Cool Down–See Lessons 2 & 5.
lesson to achieve these. Ask them to stand on an
invisible line where one end means “I achieved” Lesson 4: Get Ready to Read–Reading Skill &
and the other end means “I didn’t achieve.” Pre-Reading 2
Assessment Point: Reading Skills
Lessons 3 & 6: Explore the Reading–Post-Reading
1&2 Activity B: Reading Skill Practice
Assessment Point: Reading Comprehension Refer back to your baseline analysis in Lesson
1. Ask yourself if students have understood the
Activity A: Reading Comprehension
reading skill and been able to use it.
Encourage checking answers with a partner
Cool Down–See Lessons 2 & 5.
and agreeing on the best answer if they differ,
before conducting whole-class feedback.
Lesson 7: Think Together–Unit Review interact, try drawing them into the discussion
Assessment Points: Reflecting on Learning, Multiple by asking a direct question. Before the next
Language and Literacy Skills class, feed back to shy students that you’d like
to hear what they have to say.
Write some of the key objectives and activities
from this unit on the board and have students Assessment Point: Vocabulary
match them by coming up and drawing lines. Activity D: Controlled Practice and Critical Thinking
Then ask them to focus on one and write a
personal goal in their learning log. This could be Encourage students to justify their answers in
related to their reading skills, what they plan to pairs. Ask, Why did you choose this answer? Tell your
read in English, phonics, cooperation skills, etc. partner. Circulate and observe how well students
can do this. During whole-class feedback,
Make a note of what students enjoyed and encourage discussion where students disagree, to
didn’t enjoy doing and find out why. Consider give them the opportunity to input knowledge.
adapting future activities based on their Give feedback on the justification of answers,
feedback to make them more enjoyable and rather than focusing solely on whether an answer
productive. is correct or not. Praise good justifications (see
During this lesson ask yourself, Are they ready the process praise section in Feedback, p. 15).
to move on? Decide which resources to use to Assessment Point: Reflecting on Learning
give additional support and practice, if students
need it. Cool Down
Activity B/C: Speaking Activity Create a grid with students’ names down
the left side. Choose two or three different
Listen carefully and give feedback and praise students to observe each time you do the Cool
on good cooperative and collaborative skills, as Down. Make a few notes after the lesson on
well as the language students are producing. how they’re doing. In addition to learning, think
Cool Down–See Lessons 2 & 5. about behavior, participation, cooperation, etc.
Refer students back to the lesson objectives
Levels 3–4: Language Book and elicit what they did (activities) during the
Lesson 1: Vocabulary 1 Presentation lesson to achieve these. Then ask students
Assessment Point: Peer Learning and Feedback to identify something they want to follow-up
on, e.g. find out more about …, or review
Warm Up: Prediction … words. Alternatively, ask them to identify
Brainstorm in pairs or small groups rather something they need to practice more, choose
than as a whole class. Put pairs / small groups a practice activity, and tell you what they chose
together to share ideas. This gives you time and why.
to monitor and assess students. Encourage
students to listen and recall ideas from other Lessons 2 & 4: Explore Language–Grammar 1 & 2
pairs or groups during whole-class feedback. Presentation
Assessment Point: Grammar
When using prediction questions, assign pairs
or small groups different questions to discuss. Activity E: Controlled Practice–Written
Have them share ideas with another pair or the When students have completed the activity, tell
whole group. Encourage “listeners” to listen them to put a question mark next to any answers
actively and respond in some way, e.g. comment they are unsure of.Tell them to discuss those
on what is interesting, suggest other ideas, etc. answers with a partner. Circulate and support.
Ensure students know what is expected of During whole-class feedback, find out which
them and monitor participation. If there are answers most students were unsure of, identify
students who need more encouragement to why, and give further input and/or practice.
Tell learners that when they have completed Lesson 5: Take the Stage / Talk About It–Speaking
the activity they should draw a square on the Assessment Point: Pronunciation
page and color it red if they do not understand
well, yellow if they partly understand, and green Pronunciation Practice
if everything is clear. Circulate and support If the sound is particularly difficult for students
where necessary. in general, repeat short practice activities at the
Assessment Point: Grammar/Speaking start or end of subsequent lessons and monitor.
Continue until the objective is achieved.
Activity F: Freer Practice–Communication
Have students line up and whisper specific
Circulate and listen. Make a note of a few sounds, words, or pairs of words to you, to
mistakes, or common mistakes. At the end identify which they need more practice with.
conduct feedback. Write some examples on
the board and ask, What’s wrong with this? Elicit Assessment Point: Speaking
corrections from students. Activity E: Practice and Production
At the start of the activity, elicit from students Circulate and give feedback while students are
which grammar points they are practicing. Tell practicing their presentation or conversation.
them that during this activity they should try This allows them the opportunity to act on
to use that grammar correctly. If they notice feedback straight away.
they’ve made a mistake, they should stop and
With presentations, create two can-do success
self-correct. Model self-correction with a student
criteria based on the grading criteria given in
first, e.g. student mimes eating; you say, You
the unit test answer key (see Making Summative
eating, and then say, No, you are eating. Monitor
Assessment Formative, p. 34). Introduce and display
and note which students are able to do this (see
them. Remind students of the success criteria
Introducing and Managing Peer Feedback and
during the preparation and practice stages. After
Self-Assessment in Feedback, p. 19.)
the task, give students time to assess themselves
Cool Down–See Lesson 1. using this criteria. Make sure they have a record.
When you give your feedback, discuss it in relation
Lesson 3: Global Citizenship–Vocabulary 2 to each student’s self-assessment, to highlight any
Presentation, Listening, and Discussion key strengths and areas for development.
Assessment Point: Vocabulary
At the start of the course, plan to do one or
Activity C: Controlled Written Practice–See two more detailed assessments of each student
Lesson 1: Vocabulary. at points during the Global Stage level. It may
Assessment Point: Critical thinking be possible to do this for a pair of students
simultaneously, depending on the activity.
Global Citizenship Discussion Questions
Use the assessment rubrics for Global Stage
During whole-class feedback, encourage further speaking tests (see Writing and Speaking
discussion and development of ideas. Give Assessment Rubrics, p. 44) as a basis for feedback.
feedback on critical and creative thinking. Focus
praise on good ideas, rather than good use of When you use the Reflect callout feature in the
language (see the section on process praise in Language Book, get students to think of one
Feedback, p. 15). thing they think they did well, and one thing
they could do better next time. Ask them to
Cool Down–See Lesson 1. record these points in a learning log. At the
start of the next Lesson 5: Take the Stage / Talk
About It, have them refer back to these points
to remind themselves of what to focus on.
Lesson 6: Write About It–Writing pairs, in groups; what activity types they enjoy, e.g.
Assessment Point: Writing working quietly, moving around, playing games,
etc.; things that help them learn, e.g. discussing,
Activity D: Production: Writing Task seeing words written down, hearing words, writing
Circulate and give feedback during planning, so sentences, etc. Have them write a short text in
that students can act on this feedback when their learning log, How I Learn. Read their reflections
they write their rough draft. and consider how you can adjust your teaching to
Create two can-do success criteria based on the suit their learning styles.
grading criteria given in the unit test answer key Ask students what was the most difficult or
(see Making Summative Assessment Formative, boring activity in this unit and why. This may give
p. 34). Introduce and display them. Remind you valuable insight into their interests and needs
students of the success criteria during the which you can feed into future lessons.
planning stage. After the task, give students time
Ask students to remind you of the shared lesson
to assess themselves using the criteria. Make
objectives from this unit (you need to write these on
sure they have a record. When you give your
the board and number them). Ask them to choose
feedback, discuss it in relation to each student’s
one objective they achieved, and take whole-group
self-assessment, to highlight any key strengths and
feedback (It could be interesting to identify any
areas for development.
objectives which students generally found memorable
Negotiate with students the writing checklist and achievable).Then ask them to think of one they
to display on the board for use during peer- or didn’t do so well with and write the number on a
self-review. piece of paper. Ask them to stand up and find others
Differentiate lessons to meet the needs of all who chose the same number and form a group. Ask
students by using the Support, Standard, and groups to brainstorm what they could do to improve
Challenge printouts in the Resource Bank for and write an action point. Groups can then share
final drafts. their ideas with the class and record any that are
relevant to them in their learning logs.
Use the assessment rubrics for Global Stage
writing tests (see Writing and Speaking Assessment When you use the Put It Together review games
Rubrics, p. 44) as a basis for feedback. (after units 2, 4, 6, 8, 10), circulate and ask
yourself, Are they ready to move on? Provide extra
When you use the Reflect callout feature, have
input, support, and feedback as needed.
students think of one thing they think they did
well, and one thing they could do better next Levels 3–4: Literacy Book
time. Ask them to record these points in a
learning log. You could have them refer back to Lesson 1: Get Ready to Read–Reading Skill &
these points when they receive your feedback Pre-Reading 1
on their writing, to check if you agree or differ Warm Up–See Language Book, Lesson 1.
on the positive and not so positive points. At
the start of the next Lesson 6: Write About It,
have them refer back to these points to remind Activities D and E: Think and Discuss
themselves of what to focus on. Have students discuss in small groups. During
Cool Down–See Lesson 1. whole-class feedback, encourage discussion to
give students the opportunity to input knowledge.
Lesson 7: Think It Over–Unit Review and Put It Encourage justification of ideas by asking Why?
Together–Review Game Identify gaps in knowledge and misconceptions about
Assessment Points: Reflecting on Learning, Multiple the topic to focus on later. Give feedback on ideas
Language Skills and justification of answers. Praise critical and creative
thinking and contributions to the discussion (see the
Encourage students to think about how they like
section on process praise in Feedback, p. 15).
to learn and how they learn best, e.g. alone, in
Assessment Point: Reading Skills Lessons 3 & 6: Explore the Reading–Post-Reading

Activity F (or final activity): Reading Skill Preview 1&2
Assessment Point: Reading Comprehension
Use this activity as a baseline to gauge student
understanding of the skill. This will help you to Activity A: Reading Comprehension
determine if more or less in-depth teaching of Encourage checking answers with a partner and
the skill is necessary. agreeing on the best answer if they differ, before
conducting whole-class feedback. This gives you
Lessons 2 & 5: Fiction/Nonfiction–Readings 1 & 2 time to monitor and observe individual students.
Assessment Point: Reading Skills
Use actions and movement, where appropriate,
Words in Context to check students’ answers. For example, with
Monitor how students develop this skill over multiple-choice options, assign each corner of the
several units. Create a grid with students’ room a–d and ask students to choose a corner;
names down the left side. Choose two or three with true/false options, ask students to sit or
different students to observe each time you do stand. Kinesthetic activities benefit all learners by
this activity type. Make a few notes after the enhancing memory and learning; having a positive
lesson on how they’re doing, and whether you effect on mood; developing social and emotional
need to introduce more practice. skills; and keeping students fit, alert, and better
able to concentrate.
If more practice is needed, ask students to
underline a different unfamiliar word in the text, Assessment Point: Critical Thinking
find a partner who chose the same word, and Activity D (or final activity): Think and Discuss
discuss its possible meaning.
Have students discuss in small groups. During
Assessment Point: Reading Comprehension whole-class feedback, encourage discussion to
Callouts give students the opportunity to input knowledge.
Encourage justification of ideas by asking Why?
To give all students an opportunity to answer Correct gaps in knowledge and misconceptions
callout questions (the questions in colored about the topic. Give feedback on ideas and
boxes throughout the reading), use a quick justification of answers. Praise critical and creative
Think, Pair, Share activity (see Learning thinking and contributions to the discussion (see
Techniques in the Teacher’s Book), where the process praise section in Feedback, p. 15).
appropriate, and listen in to observe students’
depth of understanding. Assessment Point: Spelling
Assessment Point: Reflecting on Learning Spelling Practice
Cool Down Use printouts in the Resource Bank to reinforce
learning if students need more practice.
Create a grid with students’ names down
the left side. Choose two or three different Track progress by paying particular attention to
students to observe each time you do the Cool the target spelling patterns whenever students
Down. Make a few notes after the lesson on write or complete spelling printouts, and give
how they’re doing. In addition to learning, think corrective feedback.
about behavior, participation, cooperation, etc. Cool Down–See Lessons 2 & 5.
Refer students back to the lesson objectives,
elicit what they did (activities) during the lesson
to achieve these. Ask them to stand on an
invisible line where one end means “I achieved”
and the other end means “I didn’t achieve.”
Lesson 4: Get Ready to Read–Reading Skill &

Pre-Reading 2 My reading comprehension is …
Assessment Point: Reading Skills very good!
Activity B: Reading Skill Practice good.
Refer back to your baseline analysis in Lesson 1. not great, but OK.
Ask yourself if students have understood the
Ask students what was the most useful,
Cool Down–See Lessons 2 & 5. interesting, surprising, enjoyable, etc. thing they
learned in this unit and why. Find out what
Lesson 7: Think Together–Unit Review they didn’t enjoy so much. This may give you
Assessment Points: Reflecting on Learning, Multiple valuable insight into their interests and needs,
Literacy and Language Skills which you can feed into future lessons.
Write some of the key objectives and activities Levels 5–6: Language Book
from this unit on the board, and have students
match them by coming up and drawing lines. Lesson 1: Vocabulary 1 Presentation
Then ask them to focus on one and write a Assessment Points: Peer Learning and Feedback,
personal goal in their learning log. This could be Reflecting on Learning
related to their reading skills, what they plan to Warm Up: Prediction
read in English, spelling, cooperation skills, etc.
Brainstorm ideas about the topic in pairs or
During this lesson ask yourself, Are they ready small groups rather than as a whole class. Put
to move on? Decide which resources to use to pairs / small groups together to share ideas.
give additional support and practice, if students This gives you time to monitor and assess
need it. students. Encourage students to listen and
Activity B/C: Speaking Activity recall ideas from other pairs or groups during
whole-class feedback.
Listen carefully and give feedback and praise
on good cooperative and collaborative skills, as Have learners write one sentence to summarize
well as the language students are producing. what they know about the topic at the start of
the lesson. You could focus this by telling them
Cool Down to include what or why or how. At the end of
Ask students to complete a simple the unit you could ask them to look back at this
self-assessment form or have them create one sentence and write another one based on what
in their learning logs. This could focus on the they’ve learned.
key reading skill and comprehension objectives Assign pairs or small groups different questions
from the unit, or skills and comprehension in to discuss. Have them share ideas with another
general, e.g. pair or the whole group. Encourage listeners
to listen actively and respond in some way,
My reading skills are … e.g. comment on what is interesting, suggest
very good! other ideas, etc. Ensure students know what is
expected of them and monitor participation.
good. If there are students who need more
not great, but OK. encouragement to interact, try drawing them
into the discussion by asking a direct question.
Before the next class, feed back to shy students
that you’d like to hear what they have to say.
KWL: At the beginning of a topic learners work what they found difficult
in groups to create a KWL grid with three
something they would like to learn more
columns: what they Know; what they Want to about.
know; what they have Learned. Together they
brainstorm and pool their knowledge to fill Build time into your routine for students to
in the first column, then they write questions quietly reflect on their learning in relation
in the second. At the end of the unit they to the lesson objectives at the end of every
complete the final column, and edit and cross lesson. Encourage them to keep a learning
out misinformation in the first column. They log to note any questions they have, personal
also check that they now know what they goals, or action points. They may not use the
wanted to know, and if not, ask questions. log every lesson, but each time they do, they
can refer back to what they wrote before, and
Assessment Point: Vocabulary reflect on what they have done or need to
Activity D: Controlled Practice and Critical Thinking continue doing. To get them started, you can
write prompts or questions on the board, e.g.
Encourage students to justify their answers in
pairs. Ask, Why did you choose this answer? Tell your Do you have any questions? What do you need
partner. Circulate and observe how well students more practice with? How do you feel about your
can do this. During whole-class feedback, progress today?
encourage discussion where students disagree, to Lessons 2 & 4: Explore Language–Grammar 1 & 2
give them the opportunity to input knowledge. Presentation
Give feedback on the justification of answers,
rather than focusing solely on whether an answer Assessment Point: Grammar
is correct or not. Praise good justifications (see Activity E: Controlled Practice–Written
the process praise section in Feedback, p. 15).
When students have completed the activity,
Assessment Point: Pronunciation tell them to put a question mark next to any
Activities E and F: Stress and Intonation answers they are unsure of. Tell them to discuss
those answers with a partner. Circulate and
Track progress of pronunciation by picking up support. During whole-class feedback, find out
on incorrect stress and intonation, and drill which answers most students were unsure
to provide corrective feedback. If you notice of, identify why, and give further input and/or
particular difficulties common to all students, practice.
do a quick review and practice in subsequent
lessons. Tell learners that when they have completed
the activity they should draw a square on the
Assessment Point: Reflecting on Learning page and color it red if they do not understand
Cool Down well, yellow if they partly understand, and green
if everything is clear. Circulate and support
Create a grid with students’ names down where necessary.
students to observe each time you do the Cool Assessment Point: Grammar/Speaking
Down. Make a few notes after the lesson on Activity F: Freer Practice–Communication
how they’re doing. In addition to learning, think
about behavior, participation, cooperation, etc. Circulate and listen. Make a note of a few
mistakes, or common mistakes. At the end
To help students become more aware of how conduct feedback. Write some examples on
they learn, have them share with a partner: the board and ask, What’s wrong with this? Elicit
three new things they have learned corrections from students.
what they found easy
At the start of the activity, elicit from students Create two can-do success criteria based on the
which grammar points they are practicing. Tell them grading criteria given in the unit test answer key
that during this activity they should try to use that (see Making Summative Assessment Formative,
grammar correctly. If they notice they’ve made a p. 34). Introduce and display them. Remind
mistake, they should stop and self-correct. Model students of them during the planning stage.
self-correction with a student first, for example, Activity F: Production: Writing Task
student mimes eating; you say, You eating, and then
say, No, you are eating. Monitor and note which Assessment Point: Writing
students are able to do this (see Introducing and Use the assessment rubrics for Global Stage
Managing Peer Feedback and Self-Assessment in writing tests (see Writing and Speaking
Feedback, p. 19). Assessment Rubrics, p. 44) as a basis for feedback.
Cool Down–See Lesson 1. When using the Read and Respond callout
feature, in addition to getting students to give
Lesson 3: Global Citizenship–Vocabulary 2 positive peer feedback, consider introducing
Presentation, Listening, and Discussion one of the peer feedback activities listed in
Assessment Point: Vocabulary Introducing and Managing Peer Feedback and
Activity C: Controlled Written Practice–See Self-Assessment, in Feedback on p. 19.
Lesson 1: Vocabulary. After the task, give students time to assess
Assessment Point: Critical Thinking themselves using the success criteria. When you
give your feedback, discuss it in relation to the
Global Citizenship: Discussion Questions student’s self-assessment, to highlight any key
During whole-class feedback, encourage further strengths and areas for development.
discussion and development of ideas. Give feedback Consider using a self-assessment activity. (See
on critical and creative thinking. Focus praise on Introducing and Managing Peer Feedback and
good ideas, rather than good use of language (see Self-Assessment in Feedback, p. 19.)
the process praise section in Feedback, p. 15).
Cool Down–See Lesson 1. Lesson 6: Take the Stage / Talk About It–Speaking
Assessment Point: Preparing to Speak
pre-Lesson 5: Process Writing
Activity C: Preparing to Speak
Assessment Point: Writing
Circulate and check students are on task, have
At the end of the Process Writing Lesson, give enough ideas, etc. Encourage them to discuss
students an opportunity to reflect on the writing with a partner if necessary. This will encourage
strategy. For example, you could use a Think, Pair, students to recognize when they need
Share routine with these questions: Did you find the additional support themselves, and ask for it.
strategy useful? Give one example of how it helped
you to improve your written text. Can you use this With presentations, create two can-do success
strategy in in other subjects? Give an example. criteria based on the grading criteria given in
the unit test answer key (see Making Summative
Lesson 5: Write About It–Writing Assessment Formative, p. 34). Introduce and
Assessment Point: Planning display them. Remind students of them during
the preparation and practice stages.
Activities D/E: Planning to Write
At the start of the course, plan to do one or
Circulate and check students are using the two more detailed assessments of each student
writing strategy practiced in the Process Writing at points during the Global Stage level. It may
Lesson, and, where relevant, other strategies be possible to do this for a pair of students
practiced in previous Process Writing Lessons. simultaneously, depending on the activity.
Prompt where necessary.
Assessment Point: Speaking Ask students what was most difficult or boring
Activity D: Production in this unit and why. This may give you valuable
insight into their interests and needs which you
Monitor. If necessary, ask students to repeat the can feed into future lessons.
task. If it is a conversation, they can do this with
a different partner. Ask students to remind you of the shared
lesson objectives from this unit (you need to
After the task, give students time to assess write these on the board and number them).
themselves using the success criteria. When you Ask them to choose one objective they
give your feedback, discuss it in relation to the achieved, and take whole-group feedback (It
student’s self-assessment to highlight any key could be interesting to identify any objectives
strengths and areas for development. which students generally found memorable and
Use the assessment rubrics for Global Stage achievable). Then ask them to think of one they
speaking tests (see Writing and Speaking didn’t do so well with and write the number on
Assessment Rubrics, p. 44) as a basis for feedback. a piece of paper. Ask them to stand up and find
others who chose the same number and form
Use the Reflect callout feature as a basis for a group. Ask groups to brainstorm what they
peer- or self-assessment. could do to improve and write an action point.
Get students to think of one thing they think Groups can then share their ideas with the class
they did well, and one thing they could do and record any that are relevant to them in
better next time. Ask them to record these their learning logs.
points in a learning log. At the start of the next Ask learners to write one or two points that
Lesson 6: Take the Stage / Talk About It, have are not clear to them on sticky notes and stick
them refer back to these points to remind them on a learning wall. The teacher and class
themselves of what to focus on. discuss these points and work together to make
Consider using a self-assessment activity. (See them clear.
Introducing and Managing Peer Feedback and When you use the Put It Together review
Self-Assessment in Feedback, p. 19. games (after units 2, 4, 6, 8, 10), circulate and
Cool Down–See Lesson 1. ask yourself, Are they ready to move on? Provide
extra input, support, and feedback as needed.
Lesson 7: Think It Over–Unit Review and Put It
Together–Review Game Levels 5–6: Literacy Book
Assessment Points: Reflecting on Learning, Multiple Lesson 1: Get Ready to Read–Reading Skill &
Language Skills Pre-Reading 1
Fully exploit the activities suggested in the Warm Up–See Language Book, Lesson 1.
Teacher’s Book which promote reflection,
self-assessment, and self-regulated learning.
Activities D and E: Think and Discuss
Encourage students to think about how they like
to learn and how they learn best, e.g. alone, in Have students discuss in small groups. During
pairs, in groups; what activity types they enjoy, whole-class feedback, encourage discussion
e.g. working quietly, moving around, playing to give students the opportunity to input
games, etc.; things that help them learn, e.g. knowledge. Encourage justification of ideas by
discussing, seeing words written down, hearing asking Why? Identify gaps in knowledge and
words, writing sentences, etc. Have them write a misconceptions about the topic to focus on
short text in their learning log, How I Learn. Read later. Give feedback on ideas and justification of
their reflections and consider how you can adjust answers. Praise critical and creative thinking and
your teaching to suit their learning styles. contributions to the discussion (see the process
praise section in Feedback, p. 15).
Assessment Point: Reading Skill Refer students back to the lesson objectives
Activity F (or the final activity): Reading Skill Preview and elicit what they did (activities) during
the lesson to achieve these. Ask them to
Use this activity as a baseline to gauge student stand on an invisible line where one end
understanding of the skill. This will help you to means “I achieved” and the other end means
determine if more or less in-depth teaching of “I didn’t achieve.”
the skill is necessary.
Lessons 3 & 6: Explore the Reading–
Lessons 2 & 5: Fiction/Nonfiction–Readings 1 & 2 Post-Reading 1 & 2
Assessment Point: Reading Skills Assessment Point: Reading Comprehension
Words in Context Activity A: Reading Comprehension
Monitor how students develop this skill over Encourage checking answers with a partner
several units. Create a grid with students’ and agreeing on the best answer if they differ,
names down the left side. Choose two or three before conducting whole-class feedback.
different students to observe each time you do This gives you time to monitor and observe
this activity type. Make a few notes after the individual students.
lesson on how they’re doing, and whether you
need to introduce more practice. Use actions and movement, where appropriate,
to check students’ answers. For example, with
If more practice is needed, ask students to multiple-choice options, assign each corner of
underline a different unfamiliar word in the text, the room a–d and ask students to choose a
find a partner who chose the same word, and corner; with true/false options, ask students
discuss its possible meaning. to sit or stand. Kinesthetic activities benefit all
Assessment Point: Reading Comprehension learners by enhancing memory and learning;
having a positive effect on mood; developing
Second Reading: Analyze the Text and Features social and emotional skills; and keeping students
To assess how well students have understood fit, alert, and better able to concentrate.
a text, give learners four cards with the letters Assessment Point: Critical Thinking
A, B, C, D written on them (or they can make
these themselves at home). Ask comprehension Activity C or D: Think and Discuss
questions, give students four possible answers Throughout the course, during Lesson 3,
(one for each letter), and have them show you observe how students respond to the focus
the correct card. of the content in different units. Identify
Callouts students who are knowledgeable on the topic
of a particular unit and encourage them to
To give all students an opportunity to answer input information. If there are students who
callout questions, use a quick Think, Pair, Share are especially interested in a particular topic,
activity, where appropriate, and listen in to encourage them to share more about their
observe students’ depth of understanding. interest (when it started, why, where they find
Assessment Point: Reflecting on Learning information, clubs they belong to, events, etc.).
Cool Down
Create a grid with students’ names down
students to observe each time you do the Cool
Down. Make a few notes after the lesson on
how they’re doing. In addition to learning, think
about behavior, participation, cooperation, etc.
Throughout the course, during Lesson 6, During this lesson ask yourself, Are they ready
observe how students interact and engage to move on? Decide which resources to use to
during discussions, and make a note of any give additional support and practice, if students
areas for development or improvement. In need it.
addition to focusing feedback on ideas, focus Activity B: Speaking Activity
on discussion skills such as active listening,
responding to others’ contributions, respectfully Monitor and observe students’ relationships
disagreeing, and compromising to reach with each other and how they cooperate
an agreement. throughout the units. Identify any tensions
within the group and encourage the
Cool Down–See Lessons 2 & 5. development of strategies to support students
Lesson 4: Get Ready to Read–Reading Skill & in managing their emotions and behavior.
Pre-Reading 2 Consider using a self-assessment activity. (See
Assessment Point: Reading Skills Introducing and Managing Peer Feedback and
Self-Assessment in Feedback, p. 19.)
Activity B: Reading Skill Practice
Refer back to your baseline analysis in Lesson 1.
Ask yourself if students have understood the
Lesson 7: Think Together–Unit Review

Assessment Points: Reflecting on Learning, Multiple
Language and Literacy Skills
Write some of the key objectives and activities
from this unit on the board, and have students
match them by coming up and drawing lines.
Then ask them to focus on one and write a
personal goal in their learning log. This could be
related to their reading skills, what they plan to
read in English, spelling, cooperation skills, etc.
Make a note of what students enjoyed and
didn’t enjoy doing and find out why. Consider
adapting future activities based on their
feedback, to make them more enjoyable
and productive.
Making Summative Assessment Formative
Put simply, “making summative assessment Assign review activities in the Student’s App
formative” means using results from tests to for homework. Again, students can be given,
improve future student performance. In the or guided to choose, different activities
feedback loop, testing falls into step 2: How are depending on their needs. Using the
we going there?, i.e. How are the learners meeting Progress Tracker will alert you to any areas
objectives? (See feedback loop in Feedback, p. 16). for concern. Alternatively, choose some
Below you will find some tips on how to prepare review activities to use with all students in
students for tests, how you can use Global Stage the classroom, as these can be found in the
tests, and how you can use test results formatively. Tap & Teach resources, too.
Use the Games Bank at the start of the
Preparing Students for Tests
Teacher’s Book. You could plan an entire
There are two dimensions to consider when lesson using your students’ favorite games
preparing students for unit, mid-year, and to review and practice specific areas of
end-of-year tests: vocabulary and grammar.
1 That they have the level of English language and 2 Global Stage lessons use similar activity types to
skills required to answer the questions those found in the tests.
2 That they are familiar with the test format (the Raise students’ awareness of this when you
sections, the question types e.g. true/false, match, do these types of activities during lessons; tell
etc.), that they have the strategies or skills for them this is a common type of test question.
dealing with different types of questions, and that
Use unit tests to familiarize students with the
they know what type of answer is “good.”
format for mid- and end-of-year tests.
Here are some tips on how to address the two
To prepare for writing and speaking tests,
dimensions:
students need a clear idea of what is
1 Global Stage offers a range of resources and expected from them, i.e. the success criteria.
activities that you can use to review language Gradually introduce success criteria during
and literacy content and skills leading up to a the course. These can be simplified from
test. Together with your students, identify what the grading criteria for writing and speaking
they need to review, and then: in the test answer keys according to the
Use Resource Bank materials to give level, for example, “I can answer in full
students extra practice according to their sentences” (Level 1 speaking); “I covered all
needs. You could use these with the whole the points” (Level 6 writing), etc. Display the
class or you could set up learning corners, success criteria and have students refer to
e.g. a vocabulary corner, a grammar them during peer- and self-assessment after
corner, a writing corner, etc. At the same speaking and writing practice.
time promote student independence by
supporting your students to choose what
they need to practice more.
How to Use Global Stage Tests

In the Resource Bank you can find PDF versions of diagnostic, unit, mid-year, and
end-of-year tests for each level. Additionally, there is a Test Generator that enables
you to adapt/create tests appropriate to your students’ needs or abilities.
Use the Diagnostic or Unit 1 test to find out which question types students find
most difficult. Consider removing one or two of these question types in the
subsequent unit test if they are too challenging for your students, so that they
don’t become demotivated—you can gradually train them to be able to deal
with this type of question later.
Consider saving one or two unit tests to prepare for mid- and end-of-year tests,
i.e. use them as mock tests.
To promote learning and study skills, consider using unit tests as open book
tests. Tell students they can refer to the Language Book / Literacy Book if they
don’t know, or want to check an answer. Also tell them to put a question mark
next to those answers so you know which questions they found difficult.
Unit 3 Test Vocabulary Unit 3

Unit 10 g
Test Grammar Test Listening and Writin
A Read and complete.
that, these, or those. Elias and choose.
A Complete with this, A Listen to Kirsty and
1 3 people commit
1 If an area is clean,
2 Amazing Machines! fewer / more crimes.
I saw an amazing machine the other
day at a Maker Faire. It was a small / encouraging
4 box on three 1 w heels so it could metal 2 Nudging means forcing
move easily. You had to turn it on with
6 2 sw a big people to do things.
on the side. Then on top it had a 3 g
5 could change the speed. And you could so you use trash cans if
use it to 4 p things along 3 Fewer / More people
behind you. It had a 5 l like animals.
that you pulled when you needed to the cans are shaped
it. Then there was a red 6 b turn
dinosaurs are scary. on the back that you pressed to get trash cans with
4 the machine to pick something up. It 4 In Scotland, they use
1 These bikes are new.
train can’t fly. but it could do more!
was smaller than any of the other machines,
questions about / picture
s of soccer
5
2 skateboards are old. players.
6 robot can’t sing. g means picking up
video game is fun. 5 In Sweden, ploggin
while you’re
3 /5 your / everyone’s litter
/5
out running.
B Look and match.
choose
6 Kirsty says she would
a
can. Messi / Ronaldo.
questi ons and answers with
B Write sentences or /10
can dance and sing
. f
1 dance and sing They

✔
. b of the story.
B Read the beginning
ride a bike I 1 cotton
2 on her way
✘ 2 gold Detective Maria was
the clock
? to bed as she heard
you looked out
catch a ball ? e 3 leather striking midnight. She
3 . strange
Yes, I the window and saw
✔ 4 metal g in the
orange lights flickerin
5 plastic museum opposite.
. s to create atmosphere.
The plane c Use adjectives and adverb
fly the ending of the story.
4 6 wood Now plan and write
Think about:
✘ • What did she see?
. and say?
My friends
d • What did Maria think to?
sing • Who did she talk
5 to do?
• What did she decide
✔ • How did she feel?
? • What did she hear?
he /5 /10
6 climb a tree ?
No, . /5
✘
This page has been downloaded from
1 www.MacmillanNavio.com/globalstage 5
om/globalstage Photocopiable © Springer Nature Limited om/globalstage
d from www.MacmillanNavio.c 2019 d from www.MacmillanNavio.c
This page has been downloade Limited 2019 3 This page has been downloade Limited 2019
Nature Nature
Photocopiable © Springer Photocopiable © Springer
Mid-year Level 5
Test Speaking Reading Test
Test Reading End-of-year Diagnostic Pack
Student A and B
A Read and choose. Read and say eight things about this
Name:
a year.
He can climb trees, catch Read and choose True
or False.
Monkey is very smart. as
Bob is coming with banan
ball, and run fast. Now, Monkey
Bob opens the door. Different Senses
for breakfast. But look!
Do you know what the
runs out. tongue
. Monkey plays, too. little bumps on your
A boy is playing soccer are? Those are tastebu
ds.
“Hey! That’s my ball!” They help the brain decide
the bike!
red bike. He is riding What activities did you do at school
Next, Monkey sees a
you
this year? how a food tastes. Did
y. “Stop!” he shouts. What did you like best? know that everyone
tastes
Bob runs after Monke meals. Others say
a tree and waits behind it. things differently? It’s
true!
put a lot of salt on their
Bob puts a banana under What did you enjoy learning this year? really like salty food and like dessert more
For example, some people taste of sugar and often
a. “Yummy!” because they love the
Monkey sees the banan Why did you enjoy learning it? they have a “sweet tooth” hate it. What about
you?
he is safe back home. love spicy food, but others
Bob catches Monke y. Now than dinner! Some people of us prefer foods that
texture of food. Some
What did you find hard this year? t opinions about the food, like cookies or
People also have differen Others prefer crunchy
ters are in the story? , like bananas or soup. you hated when you
were
1 How many charac Why did you find it hard? feel smooth in our mouths time. Can you think of a food
over know
b. three nuts. Our tastes can
also change because we don’t really
a. two still studying all of this
What would you like to learn about enjoy? Scientists are opinions about which
?
next year? younger, but now you thing is for sure; we all have
One
2 What is the first setting differen tly.
Why would you like to learn it? why people taste things
b. the park
a. the zoo foods taste best!
True / False
the middle of the story?
3 What happens in 1 Everyone loves spicy
food.
b. Monkey plays in True / False
a. Monkey eats “sweet tooth” eat more.
the park. 2 People who have a True / False
a banana. stays the same.
always
that’s my ball!”? 3 Our sense of taste True / False
4 Who says, “Hey,
the way that it feels.
b. a boy 4 A food’s texture is True / False
a. Bob why we have differen
t tastes.
at the end of the story? 5 Scientists are not sure
5 Where is Monkey
b. in the zoo
a. in the park
for the story?
6 What’s the best title
y Escape b. Bob’s Bananas At school this year, I …
a. Monke
/10
Fluency: /10 /10
Accuracy: /10
1 89
om/globalstage
This page has been downloaded from
www.MacmillanNavio.com/globalstage Level 5
d from www.MacmillanNavio.c Photocopiable © Springer Nature Limited stage
This page has been downloade Limited 2019 2019
d from www.MacmillanNavio.
com/global
Nature
Photocopiable © Springer 3 This page has been downloade
Nature Limited 2019
Photocopiable © Springer
How to Use Global Stage Test Results

Giving Feedback on Answers referring to the text. To challenge, have
Traditionally, after a test, teachers give the students answer the questions without looking
marked tests back to the students, go through it back at the text, and then check their answers
and explain the answers. If you use test results with the text at the end.
formatively, however, there is so much more you Use overall results to determine what level of
can do to reinforce learning. Here are a couple of difficulty the next test should be. For example,
activities to try before giving back the tests: if you feel that the test was too demanding in
Divide the students into groups. Give each terms of time (e.g. your learners are unable to
group one section of the test, e.g. reading, concentrate for too long and this is affecting
grammar, vocabulary (not speaking or writing). performance toward the end of the test),
Tell them to discuss the questions and agree on use the Test Generator to create a test with
the best answers. Get each group to share their fewer items.
answers with the class, and check everyone Use unit test writing scores to decide which
agrees (all students will need to see the test writing printouts to give to individual students–
paper). If they don’t agree, you could encourage Support, Standard, or Challenge–during Write
further discussion and, with older students, About It lessons. Use the following unit test
justification of answers. results to check if students are ready to move
Identify all the questions in the test that many on from, for example, Support to Standard.
students got wrong. Get students to work in Use speaking test results to determine your
groups and “take another try.” Tell them they approach to classroom speaking tasks. Do
can refer to the Language Book / Literacy some students need more time to prepare and
Book if they need to for help. If students still rehearse? If so, perhaps they could practice with
find the questions difficult, try leading them different partners/groups before performing
to the answers by exploring the questions while you listen to and assess those who are
together. Make sure they know the answers, ready. Those who are ready can then be given
and understand why they are correct, before an extra printout, according to their needs,
returning their tests to them. while you scaffold and support the others.
Using Results to Determine Next Steps in Use reading scores to identify which questions
Teaching and Learning proved most challenging, and why. For example,
When considering Global Stage tests, it is the if students can’t suggest another title, they will
end-of-year test which is often deemed the most need more support and practice in the skill of
important; this is the one that carries the most identifying the main point. If they are struggling
weight in terms of student achievement. Unit and to use strategies to work out the meaning
mid-year tests, although also summative, are not of unfamiliar words, you can focus on this by
“final” and offer opportunities to look at what using readings from subsequent units, or extra
more can be done to help students achieve even printouts, until they improve.
better results at the end of the course. Let’s look Test results can also determine which extension
at how test results can be used to gauge whether activities in the ETB to use to provide further
students need more support or are ready for more practice.
challenging tasks. Here are some suggestions: See the next section, Support and Challenge
Use results to determine which differentiation Activities, for more ideas on meeting the needs of
options provided in the Enhanced Teacher’s individual students.
eBook (ETB), are most appropriate. For
example, to support with reading, have
students work in pairs to answer questions
Support and Challenge Activities
With any group of students you will find mixed 4 Mix students who need support with those who
ability. Some students will excel at speaking while need challenge to work on a group project, for
others do better in writing; some will struggle with example, to create a poster. (You can find other
grammar while others find reading challenging. This project ideas in the Enhanced Teacher’s eBook.)
is usual but not to be ignored since providing the Group members can be assigned different roles
right level of challenge is key to each individual’s appropriate to their skills and abilities, e.g. artist,
motivation and progress. For some, you may scribe, designer, organizer, resource manager, etc.
need to lower the level of challenge; for others, 5 Once you are aware of individual students’
you may need to raise it. Here are a few ways to needs, and student relationships within
manage differentiation in the classroom (see the the group, set up “buddy” pairs (a student
Teacher’s Book for more about this). For example: who needs support + a student who needs
1 Include a differentiation activity in lessons challenge). During lessons and activities
where your students’ needs differ most, e.g. where learner differences are most evident,
Explore Language, Write About It, Take the have students work in their buddy pairs. You
Stage, Explore the Reading. Divide students will need to provide guidance so the more
into support and challenge groups based on confident students understand how to model
their needs. Give the groups different activities and support effectively.
to work on. Circulate, support, and monitor Note: While mixed-ability pairs benefit both
progress. students, it is also important to give stronger
2 Have extra challenge activities at hand, e.g. students opportunities to work together
printouts from the Resource Bank, during every sometimes, to enable them to challenge each
lesson for more confident students. While they other and reach their full potential.
are working on these, you can provide extra There are numerous resources available in
time and support to students who need it. Global Stage for supporting and challenging
3 Occasionally differentiate the entire lesson. students. The following section directs you
Divide students into support and challenge to these, explains how they can be used, and
groups based on their needs. Assign group provides some example activities. While many
roles to the challenge groups, e.g. help seekers of the activities are designed for use in the
(they communicate questions to the teacher), classroom, some can also be done independently,
quiet captains (they make sure the group or with parental support, outside the classroom.
isn’t too loud), coordinators (they make sure
everyone participates), energizers (they cheer
the group on and maintain a positive attitude).
After the initial Warm Up, get the challenge
groups started on an activity, while you help
the support groups. Support groups do the
same activity but could answer fewer questions,
spend more time on one activity while
challenge groups complete two, or do a review
activity from a previous lesson while challenge
groups do an extension activity from the ETB.
Support and Challenge Activities: Levels 1–2 Ask pairs to categorize new words from
the unit under different headings, compare
Vocabulary
with another pair, and justify their choices
Support Activities of headings.
The Review Unit Support printouts in the
Resource Bank include two activities (A and Grammar
B). Have groups of four students work in Support Activities
two pairs (As and Bs) so they can pool their Demonstrate grammar review activities in
learning. Cut the worksheet in half so each Tap & Teach lessons in the classroom, so
pair has one activity. After they complete the students feel more confident before trying
activities, pairs exchange papers and check them on their own using the Student’s App.
each other’s answers. Refer them back to the
Language Book to do a final check. This activity To support students with practicing and using
can also be used to review grammar using the new grammar: write verb forms, e.g. They
Grammar printouts in the Resource Bank. were/weren’t; sentence stems, e.g. It is (not) …;
examples, e.g. He is singing; or substitution
Use the digital flashcards, ideas in the Games tables on the board, for them to refer to
Bank, and vocabulary review games in the Tap during activities.
& Teach Lessons to provide further practice
and review in a fun way. Level 2 students can use the Resource Bank
printouts from Level 1 to review and practice
If students have difficulty remembering or grammar.
spelling words, have them make matching word
cards of key vocabulary in the unit, e.g. sing/ Challenge Activities
song; short/tall; etc. Then have them play a Have students play the Chain Game (Games
matching game: mix up the cards face down Bank, Teacher’s Books 1 and 2) or Disappearing
on the table; take turns to flip over two cards Sentences (Games Bank, Teacher’s Book 2),
and say or spell the words; if they match, keep but in pairs. Have them choose which grammar
them; if they don’t, replace them. The winner is they think they need to review, to promote
the student with the most cards. independence and goal setting.
At the end of a unit, have students work in During language drills, have students substitute
groups to make a colorful word cloud with all words in the drill to make new questions and
the new vocabulary words they recall. These statements. Ask them to come up with wild
can then be displayed to refer to for support. and funny ideas!
Challenge Activities
Speaking
Use the Review Unit Support printouts in Support Activities
the Resource Bank. Have students work
independently to check their answers/ideas During Take the Stage lessons, have students
with a partner and the Language Book. Have write out their presentations in full in their
them tell you if the activity was useful and why. notebooks, which will help them learn the
phrases. Encourage them to draw pictures as
After completing the practice activities in the well if this helps them remember their ideas.
Language Book, have students personalize the
new vocabulary by writing a few sentences that During discussions, remind students that
are true for them. Provide feedback and have there is no need to answer in full sentences;
students correct and write the sentences again often single words or phrases will do. Write
in different colors to display on the wall. question-and-answer structures on the board
to prompt students.
Have students use the Student’s App to do To give further practice, have students do the
Activities A and B in Take the Stage / Talk About practice writing activities on the Student’s App.
It at home with their parents before they come Track progress using the Progress Tracker to
to class, to give them more confidence. check if further support is needed.
Allow students to rehearse the unit speaking Use a correction code (see Tips on Giving
test a week or so before the test. Feedback, Feedback p. 17) and allow students
time to correct mistakes.
While students needing support write out
their presentations, encourage those needing Use the Write About It Challenge printouts in
challenge to add additional information and the Resource Bank.
language to theirs. Have students stretch themselves by including
After discussions ask students to report their additional information and language in their writing.
group’s ideas and opinions back to the class
without using notes. Reading
Support Activities
During role-plays (in the Literacy Book), turn
off the video and have students improvise the During Lesson 4: Get Ready to Read in the
story in any way they choose. Literacy Book, group students who need
support and give them prompts–questions or
Listening words–to scaffold them as they practice reading
Support Activities skills. For example, in Level 1, Unit 1: Where
are they? Who is there? How do they feel? etc. If
During “Listen and number” activities in the
Activity A requires written answers, encourage
Vocabulary and Global Citizenship lessons, drill
students to give spoken answers, and have
the words several times. Then practice “listen and
students write only one or two ideas.
point,” followed by “listen, point, and say,” then
have students practice “point and say” in pairs. To give students more confidence, have them
watch the reading video and do the follow-up
Encourage students to listen to stories online activities on the Student’s App at home before
for pleasure.
Lesson 2/5 in the Literacy Book.
Challenge Activities To give learners more time with the
Extend the “Listen and number” activities in comprehension activities in Lessons 3 & 6:
the Vocabulary and Global Citizenship lessons. Explore the Reading, divide the questions out
Have students work in pairs: one student says between two or three students. Then have
a number; the other points to the picture and them share their answers.
says the word. Use the Phonics Handbook (Level 1 only) and
To extend listening practice, have students do the Phonics printouts in the Resource Bank to
the extra listening comprehension activity using give extra practice where necessary.
the Student’s App. Challenge Activities
Writing During Lesson 4: Get Ready to Read reading
Support Activities skill activities, have students work in pairs within
a time limit. During that time you can give
Use the Write About It Support printouts in additional support to struggling students.
the Resource Bank.
In Lessons 2 & 5: Words in Context, challenge
If students find it difficult to transfer thoughts students to tell you how they worked out the
and ideas to paper, have them discuss these meaning of the new word. Doing this will help
first with a partner. them remember the words.
To give learners more of a challenge in participle or past form/adverb, etc. This way
Lessons 3 & 6: Explore the Reading, have them less-confident students get more exposure to
personalize the discussion activity, for example, the grammar and pay close attention without
in Level 1, Unit 1: Rose is bored. What can she do? the pressure to produce.
Ask: What do you do when you’re bored?
Have students who are having difficulty with
During Lesson 7: Think Together, have students grammar structures or word order copy
write can-do statements which describe what sentences from the Language Book, cut them
they can do now after finishing this unit. up into words, put the words in a paper clip
or envelope and give them to a partner to
Support and Challenge Activities: Levels 3–4
re-order. These cut-up sentences can be kept
Vocabulary and reviewed throughout the course.
Support Activities Use the Resource Bank printouts from previous
Check the meaning of each word by levels of Global Stage to review and practice
asking questions to confirm or help with grammar.
understanding. Challenge Activities
Use the Review Unit Resource Bank printouts Have students work in pairs to create their
from previous levels of Global Stage to review own grammar exercise modelled on those in
and practice vocabulary. the Language Book or those in the printouts
Use the digital flashcards, ideas in the Games in the Resource Bank. Have pairs do each
Bank, and vocabulary review games in Tap & other’s exercise and then check answers. You
Teach Lessons to provide further practice and could also have students needing support do
review in a fun way. the activities.
Create a gap-fill from the audio or video scripts. Have students write pairs of sentences: one
Have students listen again at home using the correct and one with a mistake in it. Have them
Student’s App and write the key vocabulary exchange with a partner; their partner identifies
in the gaps. This activity can also be useful for the incorrect sentence and corrects it.
consolidating key grammar.
Speaking
Support Activities
Have students write a definition of one of the
During Talk About It lessons, give students
words they have learned, without saying that
plenty of time to prepare their conversations
word. Have students read their definitions to
and allow them to write the phrases they want
the class, who then guess the answer.
to use from Activity B in their notebooks.
Have students work in pairs and use the new They can use these prompts until they feel
vocabulary to write three sentences about comfortable enough to have a conversation
themselves: two true and one false; they read each without using their notebooks.
other’s sentences and guess which one is false.
During discussions, give students a list of
Challenge students to create vocabulary review questions to think about and answer before
games of their own, which they can try out with they talk. Writing notes or answers first can
the class. help shy students or those lacking confidence.
Grammar During role-plays, play the audio while students
perform the story. This way, students don’t
Support Activities
have to worry about their lines and can focus
Have less-confident students test their on interpreting each scene.
more-confident friends by saying e.g. the verb/
adjective and having their partner say the
Encourage students to collect and write Have less-confident students select sentences
down key phrases, e.g. I think … because; Do directly from a model text and change key
you agree?, from each speaking activity in a words to personalize.
mini-phrasebook which they can refer to each
Give students sentence stems to complete.
time they do a speaking activity.
Use the Write About It Challenge printouts in
Encourage students to add more turns in their the Resource Bank.
conversation and to change the phrases they
use each time. Set confident students a challenge, e.g. include
two connectors in the sentence; include these
Have students improvise when they role-play five words in your paragraph, etc.
stories, making their own changes to the
dialogue. Use a correction code (see Tips on Giving
Feedback, Feedback p. 17). Have students
Listening identify one or two mistakes in their partner’s
Support Activities work and code these. Then have them correct
the mistakes. (Note: you will need to monitor
For true/false activities, tell less-confident this carefully.)
students how many answers of each there
are before feedback, so they can adjust their Reading
answers and feel more confident to contribute. Support Activities
Quickly go around and check less-confident In Lessons 3 & 6: Explore the Reading, use the
students’ answers before feedback. Place a Spelling printouts in the Resource Bank to give
question mark next to wrong answers and extra practice.
ask them to think again. This gives them the
opportunity to think and correct. You can also Give students cut-up texts to help them notice
do this during reading comprehension activities. and understand sequencing or linking. For
example, give them a set of sentences which
For longer or more challenging listening tasks, they have to put in the correct order or a set of
give students the audio or video scripts and sentence halves which they have to match, and
have them repeat the comprehension activities then put in order.
at home, using the Student’s App. Find out how
“seeing” the audio helped them to identify the Use the Resource Bank printouts from previous
root of the difficulty, e.g. connected speech, so levels of Global Stage to review and practice
that you can focus on this in the classroom. reading skills and comprehension.
Challenge Activities Write some of the answers to more difficult
comprehension questions on the board in
When listening for detail, have confident a scrambled order and ask less-confident
students read the questions, turn their books students to match them to the questions.
over and listen, turn their books back, and
complete the answers. Challenge Activities
Have students summarize audio texts in a Have confident students make up their own
sentence or a short paragraph. questions about the text to ask a friend or the
rest of the class.
Writing
With true/false comprehension questions, have
Support Activities confident students rewrite the false sentences
Use the Write About It Support printouts in to make them correct and then read them for
the Resource Bank. other students to say if they agree.
Support and Challenge Activities: Levels 5–6 the unit to give them time to prepare. In order
for students to lead the activity they will need
Vocabulary
to be confident about the grammar they are
Support Activities reviewing and be ready to deal with questions,
Encourage students to regularly record new which is challenging.
vocabulary in a variety of ways depending on
what helps them to remember, e.g. word + Speaking
picture; word + translation; word + its opposite; Support Activities
word in a personalized sentence, etc. Show Have students use the Student’s App to do
them how to organize vocabulary, e.g. into lexical Activities A and B in Take the Stage / Talk About
sets using mind maps, tables, or pictures. Then It at home before they come to class, to give
encourage them to regularly review and test them more confidence.
themselves on these words either alone, or with
a family member or buddy. At this level, conversations in the Talk About It
lessons should be spontaneous, but students can
Use the digital flashcards, ideas in the Games make notes about what they want to say. Have
Bank, and vocabulary review games in Tap & them select a few functional phrases, writing
Teach Lessons and Student’s App to provide each one on a different piece of paper. They turn
further practice and review in a fun way. it over when they’ve used it.
Create a gap-fill from the audio or video scripts. Challenge Activities
Have students listen again at home using the
Student’s App and write the key vocabulary Encourage students to take the lead in ensuring
in the gaps. This activity can also be useful for conversations are balanced and encouraging all
consolidating key grammar. speakers to participate.
Challenge Activities During discussions, encourage students to
respond to a point made by someone else,
At the end of each unit, have a different pair or summarizing it before giving their opinion.
small group of students lead a vocabulary review
activity. Tell them at the start of the unit to give Listening
them time to prepare. In order for students to Support Activities
lead the activity they will need to be confident
about the vocabulary they are reviewing and be Give students key words or phrases to listen for
ready to deal with questions, which is challenging. before doing comprehension activities to help
them know when to listen more attentively.
Grammar Check which students need to hear the audio
Support Activities again by asking them to raise their hands. This
Encourage students to notice grammar by helps you know whether to repeat the listening
highlighting use in reading texts from the unit, for and see who is finding the listening more difficult.
example, past tense verbs in yellow and present Display the audio script to give students further
perfect verbs in green. This will help consolidate context and to help them work out the meaning
their understanding of new grammar. of the vocabulary.
Use the Resource Bank printouts from For longer or more challenging listening tasks,
previous levels of Global Stage to review and give students the audio or video scripts and
practice grammar. have them repeat the comprehension activities
Challenge Activities at home, using the Student’s App. Find out how
“seeing” the audio helped them to identify the
At the end of each unit, have a different pair or root of the difficulty, e.g. connected speech, so
small group of students lead a review activity that you can focus on this in the classroom.
of a grammar point. Tell them at the start of
Challenge Activities Reading

Have students write two more questions about Support and Challenge Activity
the listening and ask and answer with a friend. Introduce some reading races with nonfiction
Remind them that the possible answers should texts to practice skimming and scanning skills.
be True, False, or Doesn’t Say. This activity can also Instead of having each student look at their
be used for reading. book, place a number of open books, e.g. in
During “Listen and say” activities, have students corners of the room. Put students into mixed
write down the sentences that they hear. This will teams (confident and less-confident readers),
challenge them to take into account contractions have them read the comprehension questions,
and other features of connected speech. then allow only one member of the team to
run to find one answer and report back to
Writing the group. A less-confident student can write
Support and Challenge Activities the answer down. Repeat the process with a
different student running to find the answer to
Use the Writing Games printouts in the Resource the next question, and so on. When the first
Bank to support and practice writing skills. Pair or team shouts, Finished! other teams have only
group students so there is a mix of those needing one minute to find the rest of their answers.
support and those needing challenge. Encourage This activity provides challenge and support to
cooperation and peer learning. different team members, but also strengthens
Try using running dictation. Choose a short text relationships and develops collaboration and
or dialogue and make several copies. Put the communication skills.
copies up around the walls of the classroom. Support Activity
Group or pair the students (mix confident
with less-confident). Taking turns, have them In Lessons 3 & 6: Explore the Reading, use the
run (or walk) to the text, remember some, Literary Term printouts in the Resource Bank
return, and quietly dictate to a partner/team to give extra practice.
member, who writes it down. Each student For longer or more challenging listening tasks,
should have a turn at dictating and writing. give students the audio or video scripts and
The winning team is the one that finishes first. have them repeat the comprehension activities
During feedback, award points, e.g. for each at home, using the Student’s App. Find out how
correct word, phrase or sentence, but deduct “seeing” the audio helped them to identify the
points for spelling mistakes, missing words, etc. root of the difficulty, e.g. connected speech, so
This activity provides challenge and support to that you can focus on this in the classroom.
different team members, but also strengthens
relationships and develops collaboration and Challenge Activities
communication skills. In Lessons 3 & 6: Explore the Reading, encourage
Support Activity students to answer the questions in their own
words and with full sentences when appropriate,
Use the Write About It Support printouts in rather than just copying from the text.
the Resource Bank.
Introduce some jigsaw reading activities with
Challenge Activity nonfiction texts. Assign each member of the
Encourage students to challenge themselves group only one section of the text to read
to use complex sentence structures including (it is important that they do not read the
conjunctions, and a wide range of vocabulary. other sections). Then have the group answer
questions about the whole text by sharing and
pooling information, and each member justifying
their answers. This will challenge them to
collaborate and communicate effectively.
Writing and Speaking Assessment Rubrics
Use these holistic rubrics to assess writing and speaking abilities in Global Stage.
Band 1–2 Band 3–4 Band 5–6 Band 7–8 Band 9–10
Writing Beginning Approaching Meeting Practicing Performing
standard standard standard standard independently
Uses basic Limited range of Adequate range Good range of Wide range of
structures and structures and of structures and structures and structures and
Language Range
vocabulary vocabulary vocabulary vocabulary within vocabulary within
the task set the task set
Basic presentation Information and Simple Evidence of Well organized and
of information, but ideas are presented, organization of organization and coherent. Good use
Structure and
ideas lack structure but not arranged ideas, but linking linking of sentences of linking sentences
Organization
and organization coherently of sentences not
always maintained
Errors Frequent A number of Some errors, but Errors are minor,
predominate; errors, which errors may be generally non- due to ambition,
Accuracy difficult to sometimes impede present, but are impeding to and are non-
understand communication mostly non- communication impeding
impeding
Basic understanding Shows Covers most areas Covers most of Covers all areas set
of task with limited understanding of set in task, but with the areas set in in task, presents
Content
ideas task with some some irrelevant task, presents main a well-developed
repetitive ideas details points clearly response
Band 1–2 Band 3–4 Band 5–6 Band 7–8 Band 9–10
Speaking Beginning Approaching Meeting Practicing Performing
standard standard standard standard independently
Uses basic Limited range of Adequate range Good range of Wide range of
structures and structures and of structures and structures and structures and
Language Range
vocabulary vocabulary vocabulary vocabulary within vocabulary within
the task set the task set
Speaks slowly with Produces simple Some attempt at Evidence of Well organized
frequent repetition speech fluently, can organization, but organization and and coherent.
Fluency of ideas link basic sentences, linking of sentences linking of sentences Good use of linking
but repeats ideas not always sentences
maintained
Errors Frequent A number of errors Some errors, Errors are minor,
predominate; errors, which may be present, but generally due to ambition,
Accuracy
difficult to sometimes impede but are mostly non-impeding to and are non-
understand communication non-impeding communication impeding
Requires Requires effort by Requires some Requires only a Requires no effort
Pronunciation considerable effort the listener effort by the little effort by the by the listener
by the listener listener listener
Endnotes
i
Hattie, John. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to
Achievement. Oxford: Routledge, 2009
ii

Petty, Geoffrey. Evidence-based Teaching: A Practical Approach, Second Edition.
iii
Oxford: Oxford University Press, 2014

Petty, Geoffrey. Teaching Today: A Practical Guide, Fourth Edition. Cheltenham:
iv
Nelson Thornes Ltd., 2009

v

GS Assessment For Learning Handbook

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GS Assessment For Learning Handbook

Uploaded by

Copyright:

Available Formats

Assessment for

What Are the Key Principles of AFL?

Where are Where are

How are we doing?

The Feedback Loop. See p. 16 for more

What Does This Mean for Me? What Do I Need to Do?

Self-Assessment Feedback Collecting Tests

Formative and Summative Assessment in Global Stage

How Can AFL Help Me and My School?

Where am What’s important Where do I How can AFL help

I want to regularly With AFL I can …

Example Can-Do Statements from Global Stage Level 1

C Play Back Spelling.Get GuessReady to Read B What do yo

Unit 1 Meet My Family

Example Can-Do Statements from Global Stage Level 3

Write About It Explore

adjective, careful. Elicit that this time there are no spelling

Unit 1 I Love Reading

9781380002365_Book.indb 45 9781380002365_Book.indb 53 07/09/2018 16:54

Example Can-Do Statements from Global Stage Level 5

Fiction: You’re Language

Unit 1 Let’s Get Moving

9781380002594_book.indb 45 11/03/2019 10:48

Creating a Feedback Loop

Steps in the Feedback Loop

How are we going there?

Where are we Reflect on

Steps in the Feedback Loop

Tips on Giving Feedback

Introducing and Managing Peer Feedback and Self-Assessment

My Question In the first part of this handbook, we have

Assessment Point: Reflecting on Learning Assessment Point: Phonics

Cool Down Phonics Practice

Assessment Point: Reading Skills Lessons 3 & 6: Explore the Reading–Post-Reading

Lesson 4: Get Ready to Read–Reading Skill &

Lesson 7: Think Together–Unit Review

How to Use Global Stage Tests

Unit 3 Test Vocabulary Unit 3

1 dance and sing They

How to Use Global Stage Test Results

Challenge Activities Reading

Achievement. Oxford: Routledge, 2009

Oxford: Oxford University Press, 2014

Nelson Thornes Ltd., 2009

You might also like