How to teach remotely with
This guide provides teaching suggestions for using Making Connections coursebooks and other supplementary materials to support your online classes. The links throughout this guide take you to a variety of teaching resources. The suggestions are based on a mixed model of remote teaching using: > live lessons online > collaborative group tasks without the teacher > individual self-access study They are based on the principle that live lessons give students the chance to speak and clarify their doubts. Students can complete other tasks such as reading and practice exercises on their own and use the classroom to check answers.
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Tools you can use in live classes: SCREEN-SHARING:
C H AT B O X :
BREAKOUT ROOMS:
can be used to share the digital version of the Student’s Book (eBook), images, as well as playing audio.
allows for all students to participate actively at the same time, best used for short answers and brainstorming.
are virtual rooms for small groups. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
G R E AT F O R :
G R E AT F O R :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> closing the lesson
> short discussions.
> getting feedback.
> stimulating discussions.
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Two or three short breakout room tasks each lesson help to add variety. To find out more about how to set up and manage breakout rooms and other functions in your online class, read Using a video conference platform for teaching online.
Tools your students can use for tasks outside the classroom:
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DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
You can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo, you may want to use a wiki or a blog or other shared online space).
Students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: Students can work together online to write and edit a document using e.g. Google docs.
A quick overview of the coursebook unit structure. The sections you will want to prioritize for synchronous videoconferencing classes are shown in bold.
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Unit Opener
Unit title and images, Skills and Strategies
Before you Read
Connecting to the topic, Preview and Predicting
Readings
Reading passages, Reading Skill Development, Vocabulary Development, Beyond the Reading, Making Connections
A suggested structure for an online course following a mainly synchronous approach
SKILLS AND STRATEGIES 9
Vocabulary Study When you read in English, you will meet many new words. Some of these words will be important for you to learn and remember; some may not be so important. What should you do when you meet new words that you want to learn and remember? You should write down the new words with a definition and an example sentence. You should study them frequently. You can do this if you keep the words and their definitions in a vocabulary notebook or on vocabulary cards. Cards work best because you can change the order of the words when you study them. Cards are also more portable.
Examples & Explanations
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Architecture is the art and science of building. One important choice in architecture is building materials. In the eighteenth century, most large buildings were made of stone. Stone made the buildings heavy and dark. In the nineteenth century, the invention of new materials, such as steel and concrete, changed buildings on the outside and inside. Stone walls were very heavy and thick. In contrast, walls made of concrete and steel were much thinner but stronger. This combination of steel and concrete also made it possible to construct much taller buildings with very large windows and recesses. The outside walls were so strong that new buildings also needed fewer walls on the inside for support. These changes on the outside and inside meant buildings could be light and open.
DESIGN IN EVERYDAY LIFE SKILLS AND STR ATEGIES
The words in color may be unfamiliar to you. As you read, you may need to guess or look up their meaning to understand the paragraph. After you have finished reading, you will need to decide which words from the reading you want to study and remember. It may not be possible to remember every new word, so you need to choose just the most important words and study them. Choose words that are useful. A word might be useful in general or useful to you as an individual. In this paragraph, generally useful words include materials and construct. However, based on your interests or your work, perhaps the words architecture, steel, and concrete are also words you would like to remember. In contrast, the word recess is less common than the other words, so it is probably less important to study. Once you have chosen the new words to study, you can make vocabulary cards. Each card should include the word, its definition, and how it is used in a sentence.
• Vocabulary Study • Taking Notes from a Reading
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Strategies
Skill Practice 2
These strategies will help you study new vocabulary words. ●
First, make sure you understand the meaning of the new word. Check the definition in a learner dictionary, and follow the steps in Skills and Strategies 3 on page 44.
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For the new words you choose to study, make vocabulary cards like the example on the right. On one side of the card, write the word and an example sentence – either the sentence in which you found it or an example sentence from the dictionary. This will help you remember how the word is used in context. On the other side, write a definition of the word in English.
Side 1
materials The only materials you need are paper and a pencil.
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Mix up the cards, and study them in a different order each time.
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Study your cards often but for short periods of time. This is more effective than studying them less often for a long period of time.
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Start by looking at the side with the word and the example sentence, and think of the meaning. After you know the words fairly well, change the direction. Look at the side with the meaning, and think of the word.
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To help you remember the word, try to use it. For example, say the word aloud, write it down, or use it in a new sentence.
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Use an electronic dictionary to listen to the pronunciation of the word. Practice saying it out loud.
Side 2
Read the following paragraph. Some of the words may be unfamiliar to you. Choose three words that you think are important for you to study. Make a card for each word. On one side, write the word and an example sentence. On the other side, write a definition. Philippe Starck is one of the world’s premier designers. He designs everything from toothbrushes to hotels. When he was a child, he liked building things better than going to school. He left school before graduation and went to work. He became famous after he designed an apartment for the French President, François Mitterand. Starck designs luxurious hotels and homes; however, he is best known in the United States for bringing his design of everyday objects to stores where ordinary people shop. Today, he designs motorcycles, trains, and even spacecraft. However, the design that remains his most famous is much smaller. It looks like a huge spider but is actually a lemon squeezer.
the things that you need to make or do something
Skill Practice 3 Reread the Example paragraph on page 172 and the two paragraphs in Skill Practices 1 and 2. Choose four more words to study. Make cards for them, and study them for a few minutes. Then, work with a partner and test each other on your 10 new vocabulary words.
Skill Practice 1 Read the following paragraph. The words in color may be unfamiliar to you. Use context clues to figure out their meaning, or look up their meaning in a dictionary. Choose three words that you think are important for you to study. Make a card for each word. On one side, write the word and an example sentence. On the other side, write a definition. naoto Fukasawa is an innovative designer. He designs living spaces, furniture, and other everyday objects. He started his career designing Seiko watches in Japan. In 1989, he found a job in the United States. At that time, he didn’t speak very much English, so he tried to create designs that were simple to understand. He didn’t need many new words to explain his designs. His idea was to design things that fit well into people’s lives. For example, he designed a bedside lamp with a small bowl in it where people can put their glasses or keys before they go to sleep. He designed a cell phone that feels like a smooth rock that slides easily into a pocket. He also designs furniture and appliances. Some of his designs are in the Museum of Contemporary Art in new York City. SKILLS AnD STrATEgIES 9 ● 173
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Unit Opener Use a video conference and ask students to look at the unit title and images and brainstorm ideas about the unit.
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Main classroom Screensharew
Skills and Strategies
Main classroom
> Use video conference screenshare to cover skill, examples and explanations. Elicit other examples from students. Consider using the chat box for students to place examples, or allow students to annotate on your Whiteboard, if applicable.
Screenshare
> If you are using a conferencing tool that allows for breakout rooms, allow students to work in small groups to complete Skill Practices.
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Chat box Breakout rooms
Before You Read
Connecting to the Topic Read the definition of design, and then discuss the following questions with a partner. design (n) the way in which something is planned and made 1 Look at the title of the reading on the next page. What do you think “everyday objects” are? give three examples. ● ● ●
2 When you buy everyday objects, such as a camera, chair, or microwave, what is most important to you? The appearance? The cost? The design? Explain your answer. 3 Have you ever bought something and then discovered that it was difficult to use? Describe why it was difficult.
Previewing and Predicting Looking at illustrations and reading the first sentence of each paragraph is a quick way to predict what a text will be about. A Look at the illustrations and read the first sentence in each paragraph in Reading 1. Then put a check (✓) next to the topics you think will be included in the reading.
A Principles of design B Examples of bad design C Design in the economy D Emotional responses to design E History of design F Famous designers B Compare your answers with a partner’s.
While You Read As you read, stop at the end of each sentence that contains words in bold. Follow the instructions in the box in the margin.
rEADIng 1 ● 175
Before you Read Connecting to the Topic
Main classroom
> If using video conferencing, put students into breakout rooms to work with a partner or a small group to discuss questions. Assign each group one question to report back on.
Screenshare
> If students have access to an LMS, and questions are appropriate, post questions on the Discussion Board for students to complete prior to coming to class.
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Chat box Breakout rooms
Preview and Predicting
Main classroom
Screenshare the eBook version of the Student’s Book page(s) to cover skill, examples and explanations. If applicable, place partners in breakout rooms to share and exchange answers.
Screenshare Breakout rooms
READING
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The Design of Everyday Objects 1
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We use many different products every day: cars, watches, pencils, and hundreds of other things. Why do these products look the way they do? Why do they work the way they do? The answer is design. Design combines art and engineering to create objects that are a part of our lives. The design of everyday objects has changed in the past 300 years. Early designers were craftsmen who made tools, clothing, furniture, and other objects by hand. For farmers and working people, craftsmen made simple, useful objects. For wealthy people, they made beautiful things. They carved furniture, made gold jewelry, and created fine clothes. The design and creation of these decorated objects required a lot of time and skill. The objects showed the world that the owners were very rich. However, industrialization in the nineteenth century changed the role of design in society. Machines could carve, paint, and decorate hundreds of these everyday objects at a low cost. Whereas in the past, only craftsmen could make beautiful objects; now machines could mass-produce them at a low cost. This change meant that these objects were no longer symbols of wealth; they were available to everyone. 3 In the twenty-first century, although most products are mass-produced, they still require design. Some, like pencils, are simple; others, like cameras, are far more complex. All of these products follow three basic principles of design. The most basic design principle is functionality. A functional product does what it is supposed to do: a bottle holds liquid, a lightbulb provides light, and a DVD stores sounds and images. Design should not conflict with functionality. For example, the main function of a chair is to provide a place to sit. The design of the chair in the photo to the left prevents people from sitting in it. Although the design of the chair in the photo is beautiful, its design conflicts with its function. 4 The second design principle is usability. Is it clear how to use the object? If it is not easy for a consumer to understand how to use an object, then it does not have a good design. Many consumers complain that some products have become too complex. Some people report that they do not use all of the functions of their mobile phones or their televisions, for example. They simply don’t
Well designed products are easy to operate.
5 WHILE YOU READ 1
What two ideas are in contrast in this sentence? Highlight them.
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WHILE YOU READ 2
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Look back in paragraph 3 to find a noun + noun collocation. Highlight it.
understand how to make them work. This does not happen only with high-tech products. It can be confusing to control the temperature in a shower. It can be difficult to decide whether to push or pull a door. Experts say that this is the result of poor design. One design expert, Donald Norman, says that many products fail the basic test of usability. However, a few simple changes could improve their usability. According to Norman, products should provide visual signals. For example, a long horizontal bar across a door tells the user to push the door. A short vertical handle on one side of a door tells the user to pull the door. A product should also tell users if they have used it correctly. For example, when an oven is turned on, a light should show that the oven is on. Finally, a well-designed product should prevent users from doing something wrong. If batteries must go in one direction, the product design should make it impossible to put them in the other direction. Problems with usability often occur because designers do not think about the users. Perhaps designers of complex mobile phones think more about selling their product than about using it. If they include lots of new functions in the phone, the company can advertise all of the things that the phone can do. This may persuade consumers to buy it. However, when consumers take the phone home and try to use it, they may not like it because it is too complicated. Functionality and usability are central design principles, but there is one more very important consideration – the emotional response to the product. This is the third principle of design. How does the product make the user feel? Does it bring pleasure? A product can do this in many ways: in how it looks, feels, sounds, or even smells. You can have a positive emotional response to a simple object, such as a chair or a computer mouse. A well-designed computer mouse feels good in your hand and is a pleasure to use.
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Objects can bring other emotional responses, too. Today, consumers don’t just want objects that work well and look good; they want objects that show the world who they are. In other words, they want their objects to express their personal identity. For example, some people may prefer a luxury car with leather seats. Others may like a small, fast car. In order to satisfy this desire to express personal identity, designers offer the same product in many different colors and patterns. Some experts believe that the next big challenge in design will be sustainability. Good product design can reduce waste and reuse resources. Designers will need to balance functionality and usability with the need to reduce our negative impact on the environment. However, designers may not have to worry too much about whether sustainable designs produce an emotional response. Many consumers already have a positive emotional response to products that use less energy and can be recycled. Good design today pays attention to the three basic design principles: functionality, usability, and emotional response. Some products will emphasize some principles more than others. For example, look at the watches in the photos below. The first watch has many different functions; it does not just tell the time. It is functional but may be difficult to use. The second watch emphasizes usability. It has only a few functions, but it is easy to use. The last watch is a good example of the emotional impact of objects. It tells time, but the important thing about this watch is what it says about the person who wears it.
3 1
2
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Assign students reading outside of class. Have them complete the While You Read questions.
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WHILE YOU READ 4
Look back in paragraph 6 to find a cause-and-effect relationship. Highlight the cause and the effect.
rEADIng 1 ● 177
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Reading
WHILE YOU READ 3
What is the main idea of paragraph 5? Highlight it. What examples are given to support it? Highlight them.
WHILE YOU READ 5
Look back in the sentence for an adjective + noun collocation with impact. Highlight it.
Reading Skill Development
Main Idea Check
7 Which watch on page 178 is less functional than the other two? a Watch 1 b Watch 2 c Watch 3
Match the main ideas below to five of the paragraphs in Reading 1. Write the number of the paragraph on the blank line. A Usability is an important design principle. B An object can be an expression of personal identity.
Skill Review
C Many products are not very usable and could be improved. D Functionality is the most basic design principle.
In Skills and Strategies 9, you learned that making and studying vocabulary cards for new words is a good way to learn and remember new words. Increasing your vocabulary will help you read more quickly and with a better understanding.
E Some designers pay more attention to sales than usability.
A Closer Look Look back at Reading 1 to answer the following questions.
A There are several words related to design in Reading 1. They are essential for
1 According to paragraph 2, which statement is not true?
understanding the reading. Look up the following words in a learner dictionary. The first one has been done for you.
a Machines changed the role of design. b Decorated objects were expensive in the eighteenth century. c Mass production made decorated objects available to more people. d Industrialization required a lot of time and skill. 2 All products are functional. True or False? 3 What are some characteristics of a well-designed and usable product according to paragraph 5? Circle all that apply. a b c d e
It It It It It
is beautiful. has visual signals that show how it works. includes many advanced functions. makes people feel good. shows the users that they are using it correctly.
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mass-produce (v) (Par. 2) to make a lot of a product, using machinery in a factory
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principle (n) (Par. 3)
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functional (adj) (Par. 3)
B Make vocabulary cards for the new words above. Put the sentence in which
the words occur in Reading 1 on one side of the card. Put the definition on the other side. C Review Reading 1.
1 Choose two other new words.
4 According to paragraph 6, why do designers of high-tech products include a lot of functions in them? a They hope all of the functions will attract buyers. b They enjoy exploring new technology. c They think the functions will make the products less expensive. d They think the functions will increase the product’s usability.
2 Make a card for each word. 3 Write a new sentence with each new word. D Use your cards to test your classmates on new vocabulary.
5 Choosing an expensive watch can be an expression of personal identity. True or False? 6 According to paragraph 9, why do some consumers choose sustainable products? a They have a positive feeling about using these products. b They are less expensive than other products. c They don’t want products with a lot of extra functions. d These products are very functional.
rEADIng 1 ● 179
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Reading Skill Development
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> Have students complete the Main Idea Check and A Closer Look for homework.
Main classroom
> If using a conferencing tool with breakout rooms, have students review homework in breakout rooms. Review together as a class. If you do not have breakout rooms, review together as a class, be sure to call on individual students for answers.
Screenshare Breakout rooms
Vocabulary Development
Definitions Find the words in Reading 1 that complete the following definitions. When a verb completes the definition, use the base form, although the verb in the reading may not be in the base form. 1 To
is to cut into wood or stone. (v) Par. 2
2 Something that is
has a lot of parts. (adj) Par. 3
3 Something that is 4
is simple but very important. (adj) Par. 3 are rules that explain how things work. (n pl) Par. 3
5 To
something is to keep or save it for future use. (v) Par. 3
6 To
is to oppose or disagree with. (2-part verb) Par. 3
7 Something that is
is related to seeing. (adj) Par. 5
8 To someone is to make him or her do or believe something by giving good reasons. (v) Par. 6 9
is enjoyment or happiness. (n) Par. 7
10 A / An
item is very comfortable and expensive. (adj) Par. 8
Words in Context Complete the sentences with words from Reading 1 in the box below. confusing decorated
identity leather
owner pay attention to
prefer symbols
1 Most expensive shoes are made from 2 The walls were
.
with beautiful blue and yellow flowers.
3 The star and new moon are 4 Do you
of Islam.
coffee or tea with your lunch?
5 The instructions for the CD player were very to put the batteries.
. It was not clear where
6 The car was parked in the same place for more than a year. no one knew who the was. 7 If you
lectures and readings, you will do well on tests.
8 Teenagers often express their personal and having interesting hairstyles.
by wearing unusual clothes
rEADIng 1 â—? 181
Vocabulary Development > Have students complete the activities for homework.
Main classroom
> If using a conferencing tool with breakout rooms, have students review homework in breakout rooms. If you do not have breakout rooms, review together as a class and be sure to call on individual students for answers.
Breakout rooms
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Beyond the Reading
Critical Thinking
PERSONALIZING
In Reading 1, the writer states that consumers often buy objects that show the world who they are. They want to own and use objects that express their personal identity. A Think about the objects that you own. Then, explain your answers to the following questions to a partner.
Thinking about how new information applies to your own life can help you understand a text better.
1 Which object do you find difficult to use? 2 Which object is very well designed? 3 Which object is not very functional but produces a positive emotional response? 4 Which object expresses your identity well? B Share your answers and examples with the rest of your class.
Research Research the history of an everyday object that you use, such as a toaster or a pencil. Find answers to the following questions. ●
How has the design changed since its origin?
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Has it improved?
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Have there been changes in functionality, usability, or the emotional response the object produces?
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Could the design be better? How would you improve it?
Writing Think of an object that is poorly designed. Write two paragraphs. The first paragraph will describe the object and explain why it is not well designed. The second paragraph will explain how to improve it. Refer to the three basic principles of design in your paragraph.
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Beyond the Reading > Review Critical Thinking skill/activities with students using screenshare. If applicable, use breakout rooms for group and pair work. Consider assigning one question or task per group to report back on. > Have students complete Research and Writing outside of class.
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Main classroom Screenshare Breakout rooms
MAKING CONNECTIONS Exercise 2
REVIEW OF CONNECTORS In Units 1–4, you learned that writers have several ways to make connections. To do this, they connect words and ideas in their writing using: ●
repetition of words and phrases. (See page 41.) pronouns to refer to previous ideas. (See page 85.) words or phrases to show cause and effect. (See page 127.)
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words or phrases to contrast one idea with another. (See page 169.)
Exercise 1 In the following paragraphs, underline repeated key words, circle pronouns and their antecedents, and highlight any transition words. 1
Make a clear paragraph by putting sentences A, B, and C into the best order after the numbered sentence. Look for transition words, pronouns, and repeated key words to help you. Write the letters in the correct order on the blank lines. 1 The interior of a car is designed for average-sized people.
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Objects are often redesigned in order to improve their usability. One example of this is wheeled luggage. People no longer strain joints and muscles because they don’t
A As a result, these car seats can be comfortable for drivers of all shapes and sizes.
B Ergonomically designed car seats therefore allow vertical and horizontal adjustments.
C However, not everyone is the same height and weight.
2 A 1997 report found that it was difficult for a majority of older drivers to read road signs. A These new signs are simple and have less information on them.
B As a result, many road signs were redesigned.
C The information is clearly written in a contrasting color.
have to lift heavy luggage. This results in fewer injuries. 2
The Museum of Modern Art in new York has a collection of everyday objects. A paper clip, a bottle opener, and a plastic top on a cup are examples of objects in the museum. These objects all provide simple solutions to everyday problems. Because they are functional and easy to use, these objects have become a part of everyday life.
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of design, such as preventing repeated injuries with computers. Others, however, may design specific spaces, such as hotel rooms.
B Therefore, we are now seeing people who are driving cars in their eighties or nineties.
C Designers are paying attention to this as they design car interiors for older drivers.
4 Injuries from repeated movements do not only occur at work. A People who play video games are also at risk of injury.
It is important to be comfortable when you are driving for a long time. Before you drive, you should adjust the seat to correspond to your height. You should also adjust your seat to lean backward a little bit. Finally, make sure the safety belt is flat over your shoulder.
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A Car door handles, for example, are larger and simpler today than they were 20 years ago.
Interior designers work in many different types of spaces. Some focus on one aspect design homes and create spaces that reflect the owners’ personalities. A third group
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3 Life expectancy is longer today than it was in the past.
Musicians have always influenced fashion design. For example, Elvis Presley
B Because of this, video game companies have designed ergonomic controls to reduce muscle and joint strain.
C Playing video games for hours, for example, puts a significant strain on the wrists and thumbs.
5 The Hong Kong Disneyland shows that culture plays an important role in design. A Although four is unlucky, the color red represents luck.
dominated rock music in the late 1950s and early 1960s. His music and fashion reflected new ideas at that time and were very popular. Because of his popularity,
B For example, in Chinese culture, the number four is unlucky, so there is no fourth floor in any Hong Kong Disneyland building.
C Therefore, many of the Disneyland rooms are decorated in red.
young people adopted his style and wore “Elvis clothes.”
MAKIng COnnECTIOnS ● 211
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Making Connections > If using a conferencing tool, screenshare the Student’s Book page and draw students’ attention to the skill box. Check students’ understanding with emojis or reaction tools. Or simply construct a poll to assess understanding. > Assign exercises for homework or use breakout rooms or LMS Assignments for pair or small group tasks. Review as a class.
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Main classroom Screenshare Chat box Breakout rooms
We hope you find these guidelines helpful. If you would like to use additional resources with your learners here are some suggestions:
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> Kahoots: Ready-made Kahoot quizzes based on vocabulary from each unit to use for diagnostic assessment, practice, formative assessment and review. Host a live Kahoot quiz by sharing your screen or create a challenge your students can play on their own. > eBooks: Digital version of the Student’s Book to screenshare during synchronous classes and for students to be able to access on their devices or computers. > Classroom Audio: Downloadable audio of the reading passages for students to review asynchronously at home.
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Looking for more digital resources to help with home learning? You might also like to consider: > Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for ‘Cambridge Dictionary Plus’ for free to access quizzes and to create, share and download your own word lists. > World of Better Learning blog for teachers: To help support all teachers who now have to teach from home due to the Coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.