How to teach remotely with
Here are some suggestions for how you could use the units in the Passages coursebooks and other supplementary materials to support your online classes. The link below takes you to the teaching resources. You can download and share these links with your students. They include links to all the audio and video files in the coursebook lessons, and there are also Teachers Resource Worksheets for every unit: https://www.cambridge.org/gb/cambridgeenglish/catalog/adultcourses/passages-3rd-edition/resources click here
The suggestions are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > collaborative group tasks without the teacher > individual self-access study
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Useful tools in live classes: SCREEN-SHARING: you can share Presentation Plus (if you have it), images, audio files and short video files (bandwidth permitting).
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: these are virtual rooms for small groups that can be set up as part of the main classroom. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> checking answers
> short discussion
> closing the lesson
> collaborative tasks.
> stimulating discussions.
> getting feedback.
click here
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, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/ using-video-conference-platform-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, or 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 (for example) Google Docs.
A quick overview of the Passages unit structure. Each unit of Passages is divided into two lessons: Lesson A and Lesson B. We recommend that Lesson A should always be taught before Lesson B. This is because Lesson B activities incorporate grammar and vocabulary introduced in Lesson A. However, teachers are free to change the order of activities within each lesson. The sections you will want to prioritize for live video-conferencing classes are shown in bold.
For Lesson A and Lesson B: Start of Lesson
> Starting Point: Short texts or statements to generate interest in the topic. > To set the topic: A speaking or listening activity following on from the Starting Point. This may include a vocabulary presentation.
Middle of unit
> Presentation of new Grammar and Vocabulary, sometimes including pronunciation work) > A Discussion activity follows either after the Grammar or the Vocabulary presentation. > New language is practiced through speaking or listening.
End of unit
> Speaking / writing skills work + related grammar focus > Lesson A usually ends with Writing. This includes analysis of a model followed by writing practice. > Lesson B usually ends with Reading, followed by comprehension activities and discussion.
Every three units
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Review (self-assessment, speaking and listening activities)
IMPORTANT NOTE: This structure is a generally true representation of all units. Passages develops all four skills, plus grammar, vocabulary and pronunciation— but to keep students engaged and to avoid being repetitive, the structure is not identical in every unit. The other sections can be set for self-study or collaborative asynchronous pair work or group work. Your schedule and the length of your online classes will determine how much you can cover in your live classes. You will probably want to plan your schedule unit by unit and use the first class of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks. In the last lesson you may want to ask students to prepare for the next unit. You may also want to dedicate specific lessons or parts of the course timetable to the Review sections.
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Suggested structure for a flipped approach for Advanced Learners A flipped approach is based on the principle that live lessons should focus on communication and interaction with the teacher to practice speaking and clarify doubts. Students can complete other tasks such as reading, listening and controlled practice exercises on their own.
Reading Advanced level students will not take long to read, understand and react to the short texts and statements in Starting Point. For this reason, we recommend using them as part of the live class. On the other hand, the longer reading texts at the end of the unit are best read before the lesson.
Listening Longer listening tasks may be completed at home, even if this means changing the order of the Lesson. However, since advanced learners may react to the ideas raised in the listening tasks, you may also wish to include them in your live lessons.
Grammar and Vocabulary While it may be ideal to do all grammar and vocabulary exercises outside the class, there are reasons for not always doing so. Firstly, students may be confused and prefer to consult the teacher while working through the exercises. This can be the case especially with advanced students, as they are learning about the finer points of grammar. Secondly, some grammar exercises lend themselves to communication and extension.
Peer Review Peer review activities (for example at the end of Writing Lessons) are not included here, as they may be difficult for teachers to manage online. However, if you have a fast internet connection and the platform allows for sharing and editing of essays, peer editing can be adapted and incorporated.
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Detailed notes on how to teach a Live Class through a complete Unit The notes below incorporate different approaches, including those discussed above. The Before the Class suggestions should be reviewed during the previous lesson, so that they can be given to students for homework. Remember: > You can change the order of activities within Lesson A or Lesson B > To avoid becoming repetitive, the structure in Passages is not identical in every unit. This sample unit plan is based on Level 2, Unit 6 and the following Review section.
6 1
MUSICIANS AND MUSIC LESSON A
A world of music
STARTING POINT
Taste in music A Read the statements expressing different views on music. Which ones do you agree with?
Streets
Overheard on the 1 “I think the more you like to dance, the more you appreciate music with a Latin beat.”
2 “At first, I didn’t like rap music. But the more I listened to the lyrics, the more I understood its powerful social message.” 3 “Some of the greatest music is in movie soundtracks. The more exciting the soundtrack, the better the movie seems.” 4 “Radio stations kill music sales by overplaying songs. The more I hear a pop song on the radio, the less I feel like buying it.”
5 “I’m interested in how a band plays, not how it looks. The more a band focuses on its appearance, the less interesting the music is.” 6 “Classical music has many layers of complexity. The more knowledgeable you are about it, the more you’ll be able to enjoy it.” 7 “TV commercials often feature a catchy tune – and the catchier the tune, the more likely you are to remember the name of the product.” 8 “A lot of my friends like to go to clubs with really loud music, but not me. The louder the music gets, the sooner I feel like leaving.”
B Pair work What kinds of things do you look for in new songs or artists? What makes certain songs more successful than others? “I love sampling. You know, when artists mix older songs with new music and lyrics.” “Me, too. I like recognizable tunes, but with a new twist.”
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Useful expressions Asking about opinions What do you think of/about . . . ? How do you feel about . . . ? Are you into . . . ?
LISTENING
Awesome tunes A Listen to Adam and Lisa talk about music. What are they doing? B Listen again. What are the three types of music Adam and Lisa listen to? What do they think about the types of music they hear? Complete the chart. Type of music 1. 2. 3.
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Lesson A Before the class > Students do the Listening task on p44 > Students brainstorm different genres of music and musicians that they would associate with each of these genres > Students review the Grammar Box on p45 (referring, if necessary to Grammar Plus on p116)
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UNIT 6
Musicians and music
Lisa’s opinion
Adam’s opinion
Lead-in Report back on the answers to the listening task that students have done at home.
Chat Box Main Screen
Elicit the music genres and musicians that the students have thought of before the class. Optional: Play students a few music clips of your own. See if they can identify (or agree on!) the genres.
Listening
Starting Point (p44)
Breakout Rooms
Divide the class into pairs or small groups and ask them to discuss the Starting Point statements in the breakout rooms. (Give these instructions before moving them to breakout rooms.) Allow at least 6 to 7 minutes for this discussion, including the time it takes to move to the breakout rooms. Visit each of the rooms in turn to monitor the task and help where necessary.
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Bring the students back into the main classroom. Ask them to share which statements they agree with.
Main classroom
Choose a few examples of good language and a few examples of errors to praise or correct in the chat box, based on what you heard while monitoring the pair work.
Chat Box
Grammar (p45)
Breakout Rooms
Students discuss A and together in the Breakout Rooms. After 5 minutes return to the Main Room quickly check that there are no issues with understanding.
Main classroom
Return again to the breakout rooms to discuss possible answers for C.
Breakout Rooms
Finally return again to the Main classroom (D) to compare ideas.
Main classroom
Before the class > Students do the Vocabulary exercises on p46 (A and B) > Students read the essay (The Beatles vs The Rolling Stones) and do Exercise A. Vocabulary (p46) Review students’ answers to the vocabulary exercises. There may be some disagreement regarding describing the different types of music. Encourage students to use additional vocabulary and to justify their choices.
Chat Box
Discussion (p46)
Breakout Rooms
Students discuss A and B as suggested in the book (Pair work for A; Group work for B) in Breakout Rooms.
Main classroom
Main classroom
Share some of the ideas with the class. Writing (p47) Students review their answers to Task A (done before the class) and discuss ideas for B. Students write an essay (Task C) for homework and submit to the teacher.
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Breakout Rooms
LESSON B
1
Getting your big break
STARTING POINT
Music success stories A Read about these three music success stories. Do you know these singers? Do you know how any other famous singers began their music careers?
Bruno Mars Bruno Mars, born Peter Gene Bayot Hernández Jr., grew up in a very musical family in Hawaii. At age four, he would play with his family’s band five days a week. When he was only 17, he moved to L.A. to write and produce music. At concerts, you’ll see this multitalented musician sing and play the piano or the guitar with ease.
From a very young age, Adele would perform for her mother, impersonating her favorite singers. She went to a performing arts academy in her teens, and, while there, a friend posted some of her songs online. Two years later, recording companies started noticing her. Despite her fame, Adele will still sometimes suffer from stage fright before a performance.
Adele
Rihanna As a girl in Barbados, Robyn Rihanna Fenty would sell clothes at a street stall. She loved to sing with neighbors and friends. True talent will always be noticed. In 2003, a visiting music producer discovered her. Today, superstar Rihanna will often reinvent her look with startling new hairstyles and clothes.
B Pair work What qualities and opportunities does a person need to have in order to be a success in the popular music industry? Share your ideas with a partner. “I think it’s important to have an established person in the business take an interest in your talent and help you get your start.”
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VOCABULARY
Breaking into the business A Look at these expressions related to show business and fame. Write them in the chart below. Compare with a partner. be a big hit be a has-been be discovered
make it big be washed up pay your dues
Just starting out
get your big break make a comeback be a one-hit wonder
break into the business make a name for yourself get your foot in the door
Currently successful
No longer successful
be a big hit
B Pair work Talk about famous people you know. How did they start out? Which ones are still successful? Which ones are has-beens? “Mark Wahlberg has really made a name for himself. He went from singer to model to Oscar-nominated actor.” VOCABULARY PLUS see page 135
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UNIT 6
Musicians and music
Lesson B Before the class > Students read the short texts about Bruno Mars, Adele and Rihanna. > Assign different students to read about one of these three artists and find out three more interesting facts about them to share with the class. > Students do Vocabulary Task A, putting the expressions into the relevant columns and checking meanings online if needed. Starting Point (p48) Mix students who have researched different singers and ask them to share what they have learned.
Breakout Rooms
Bring students back to the main classroom and ask them to share what they found most interesting or surprising.
Main classroom
Vocabulary Review and check answers to Task A
Main classroom
Task B as a class. If the class is large, this can be done in smaller groups.
(or Breakout Rooms)
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Before the class > Students read through the Grammar Box (referring, if necessary to Grammar Plus on p117) > Students work through Grammar Tasks A, B and C > Students do the listening tasks (A, B and C) > Students read through the article about Sixto Rodriguez (p51) Grammar (p49)
Breakout Rooms
Students discuss Pair Work statements (Task D) in pairs before comparing with the whole class.
Main classroom
Listening and Discussion (p50) Review students’ answers to the Listening (this provides useful input for the discussion which follows).
Breakout Rooms
Discussion – go through A, B and C in groups and then feedback to the class.
Main classroom
Reading (p51) Ask the class for their reactions to the article.
Main classroom
Ask the question: how can people today become famous without knowing it?
Chat Box
Ask students to do the comprehension questions together in pairs or groups.
Breakout Rooms
Review as a class and discuss the Task C questions.
Main classroom
Alternatively: Set the reading comprehension for homework. Optional: additional practice materials are available in the Online Workbook / print Workbook.
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Self-study
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4
GRAMMAR
Will and would for habits and general truths You can use would to express habitual actions in the past. Would is more formal than used to and is frequently used in past narratives. Would needs to be clearly associated with a time in the past. From a very young age, Adele would perform for her mother.
LISTENING
GRAMMAR PLUS see page 117
B Complete these sentences using the verb in parentheses and would or will. 1. In my younger days, I
would play
1. His parents
(practice) every chance I get.
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3. His appearance
(plug)
4. The possibility of failure
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(gain)
1. When Ricky was a little boy, he was crazy about his violin.
He would take it with him wherever he went.
DISCUSSION
talk show
1. I really enjoy listening to . . . 2. When I was young, I loved . . .
Changes you’d make
drama series
B Pair work Compare your ideas with a partner. Use sentence adverbs. “For me, CSI is unquestionably the best TV show ever.” “I like it, too. Apparently, some of the episodes are based on real crimes. But one thing I’d change is . . .”
Advice for Success
5. The key to Jennifer’s successful music career is that she teaches and performs.
Good points
reality TV show soap opera
D Pair work Complete these statements with true information. Then write a follow-up sentence using would or will. Share your answers with a partner.
Example
game show
2. What are some of the things that successful people have in common?
4. The music Helen listened to as a teen was very different from what’s popular these days.
●
1. Don’t be afraid to dream. You don’t need to accept limitations others put on you.
●
5. Always appear confident – even if you don’t always feel that way inside.
●
2. Don’t talk about your plans too much. Spend that energy making things happen.
●
6. Think positively. Don’t let yourself have negative thoughts for very long.
●
3. Take yourself seriously. Pursue your dreams with conviction.
●
7. Don’t be afraid to fail. All successful people will fail – and learn a lot from it.
●
4. Don’t try to do it all alone. Seek out the people and resources you need.
●
8. Dress for success. Figure out how you need to look to get what you want.
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DISCUSSION
You have to see this! A Think about your movie-viewing habits. Give an example for each of these topics. 1. a movie you would recommend 2. the most interesting character you’ve ever come across in a movie 3. a book you would like to see made, or that has already been made, into a movie
3. It’s true that musicians today . . .
4. a movie that you would rather see in a theater than at home
C Group work Tell your group which three pieces of advice you chose. Explain why you think they are useful.
“I really enjoy listening to techno music. I’ll listen to it when I’m feeling tired or sad, and it will always make me feel better.”
My kind of show
1. What are some of the ways that some actors and singers have made it big?
B Read the advice for success below. Choose the three pieces of advice that you think are most useful.
3. Our teacher used to have lots of good ideas to pass the time on monotonous school bus trips.
A little
DISCUSSION
Type of show
The secrets of success
3. What is your definition of success?
2. Evan is really interested in learning all he can about today’s top musicians.
OK
A Think of an example of each type of television show. For each show, write at least one good point about it and one change that would improve it.
A Group work Discuss the following questions with your group.
C Read these descriptions of people. Then use your own ideas to write sentences describing their habitual actions with would or will.
Very well
Now do the corresponding exercises. Was your assessment correct?
2. His opinion of himself
(compose) music in his head.
5. When she was only 11 years old, Japanese violinist Midori Goto (perform) in front of large audiences with confidence. 6. As a young man in Britain, singer-songwriter James Morrison valuable experience by performing for people on the street.
How well can you do these things? Choose the best answer. Describe and evaluate television shows (Ex. 1) Take part in a discussion about movies and movie-related topics (Ex. 2) Understand a radio program about superstitions (Ex. 3) Describe and evaluate music and songs (Ex. 4) Take part in a decision-making discussion about music and songs (Ex. 4)
Theresa’s advice
(play) in a band at local clubs.
3. After he went deaf, Beethoven
SELF-ASSESSMENT I can . . .
C Listen again. What advice does Theresa give Paul regarding each of these four areas? Complete the chart.
A Look at the Starting Point on page 48 again. Which other habitual actions are expressed using would and will?
2. I love playing the piano. I
UNITS 4–6
B Now listen to the conversation between Paul and Theresa. What’s Paul’s biggest problem?
Will is also used to express facts that are generally true. True talent will always be noticed.
4. My son loves to play his electric guitar. Whenever he can, he it in and play a few songs.
COMMUNICATION REVIEW
Guitar blues A Pair work You are going to listen to Paul, a young musician, talk to Theresa about his career. What do you think some of his concerns might be? Tell your partner.
You can use will to express personal habits or characteristic behavior in the present. Today, superstar Rihanna will often reinvent her look with startling new hairstyles and clothes.
B Pair work Discuss your ideas with a partner. “I recommend Life of Pi. It’s so moving that it actually made me cry.”
LESSON B
Getting your big break
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50
UNIT 6
Musicians and music
52
UNITS 4–6
Communication review
Review: speaking and listening skills development, review of new language from previous 3 units Before the class Ask students to consider their choices of the best five songs of the past three years and think of reasons to support their choices (Task 4A, p53).
Intro
Chat Box
Confirm the objectives for this part of the unit: develop listening and speaking skills, review new language.
Lead-in Start with a quick review of the last lesson and a short warmer to allow time for everyone to enter the class. For example, you could begin with a whole-class brainstorm of all new expressions the students have learned in the last unit.
Main classroom
Discussion 1 and 2
Chat Box
You may feel that certain discussion questions will not provoke discussion in your context. For example, if most of the class does not watch much TV Discussion 1 it might be better to simply review the meaning of the different types of TV program before moving on directly to Discussion 2.
Breakout Rooms
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Chat Box
Main Classroom
Listening (p53)
Breakout Rooms
You may ask the learners to do the listening for homework. However, we would recommend predicting the answers and discussing the questions fully in class first.
Main classroom
Alternatively, do the listening in class as you would normally. Speaking (p53) The students should already have completed Task A before the class.
Breakout Rooms
Focus on discussion in Breakout Rooms and then the Main Classroom, using the Chat Box to note down their favorite choices.
Breakout Rooms Chat Box Main Classroom
Optional: additional practice materials are available in the Online Workbook / print Workbook.
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Self-study
We hope you find these guidelines helpful. You can find more resources at https://www.cambridge.org/gb/cambridgeenglish/catalog/adultcourses/passages-3rd-edition/resources click here
These include videos, audio and PDFs of worksheets which you can share or use with your students. Looking for more digital resources to help with home learning? You might also like to consider:
click here
click here
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> 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.