News by Levels · Level 2 · For teachers

Teacher guide & answers

In this lesson: Explain community involvement and use “rather than” with parallel activities.

Climate-Grief Research Focuses on Community Support

How to use these two pages

Give learners the student worksheet. It contains the story and questions, without the answers. Keep this guide for yourself. Use it to lead the activity and explain the answers afterwards.

Student worksheet

A simple 15–20-minute lesson

Before reading · 2 minutes
Show the title. Ask: “What do you think this story is about?”
Read and answer · 8–10 minutes
Give out the student worksheet. Learners read for the main idea, then reread to answer the 2 questions. They can compare answers with a partner.
Discuss and write · 5–8 minutes
Check the answers below together. Ask learners to point to the clue in the story, then finish with the open question.

Adjust the support: Let learners use word help or Level 1 if needed. For a challenge, compare the wording in another level. This activity is not a proficiency test.

Answers to the 2 questions

The question numbers match the student worksheet. Each answer includes a reason and the clue learners can find in the story.

Whose involvement was planned in shaping the toolkit?
Correct answer: B — Communities and mental-health representatives
Why: The planned collaboration included communities and mental-health representatives.
Clue in the story: Its planned toolkit would be shaped with communities and mental-health representatives, including attention to valued natural and cultural places.
Which pair is parallel in this sentence?
Correct answer: A — designing / asking
Why: Both -ing forms name activities being compared.
Clue in the story: Working with communities was part of designing the resource, rather than asking people to use a finished toolkit. WHO’s earlier guidance also supports community approaches to mental health and climate change.

The open question: accept different answers

Ask learners: Use “planned” and “tested” to distinguish designing a toolkit from assessing it.

One possible answer: The team planned a toolkit with communities. Its effects would need to be tested; announcing the project does not show that it works.

This is an example, not the only correct answer. Look for a relevant idea, a reason and the learner’s own words. Learners can answer aloud or write one or two sentences.

Grammar to discuss

Designing rather than using

Working with communities was part of designing the resource, rather than asking people to use a finished toolkit.

The sentence contrasts two activities using -ing forms: designing and asking. Example: “We discussed improving the route rather than cancelling the trip.”