How to teach remotely with
Here are some suggestions for how you could use the units in the Mindset Student’s Books and other supplementary materials to support your online classes. The Presentation Plus software and class audio recordings are available for download and for you to use during your live online lessons. Please contact your Cambridge representative for access details.
click here
For the Mindset series, there are online skills development modules, Academic study skills, language specific and plus modules and online practice tests (Testbank). These are all available to students who have purchased the coursebook and are accessible via www.cambridgelms. org/main. These are ideally suited to student self-study and can be used by students as extra practice post-lesson or as pre-lesson preparation in a flipped approach to teaching and learning. Data from student performance generated in these online modules can help inform your decisions about live lesson content as long as students have been placed into a class in the Cambridge Learning Management System – see the Frequently Asked Questions section of the CLMS for further advice. The suggestions are based on a mixed model of remote teaching using: > live lessons online > discussion forums moderated by the teacher > independent collaborative group tasks > individual self-access study They are based on the principle that live lessons give students the chance to speak and ask questions about issues they’re encountering. Skills development activities should also be done live with the teacher. Students can then complete other tasks such as controlled language development exercises, extended receptive skills practice and model analysis on their own, and use the classroom to check answers and ask for further clarification. Additionally, extended productive skills development can be done by small groups of students collaboratively using cloud-based tools.
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Useful tools in live classes: SCREEN-SHARING: you can share Presentation Plus (if you have it), images, short videos as well as playing audio.
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: virtual rooms usually for small groups but sometimes for individual students*. Teachers can enter these rooms and monitor the work going on in pairs or small groups.
G R E AT F O R :
> making students aware of lesson aims and objectives
> starting the lesson
> comparing answers after tasks
> checking concepts
> presenting input on skills and language development
> closing the lesson
> identifying common errors and queries for clarification
> giving instructions and setting up tasks
> recording attendance quickly.
> providing answers and clarification on skills and language development activities > stimulating discussions .
> getting feedback
> role-plays and/or short discussions > reflecting on learning and identifying good exam practice > *checking on individual students in confidence and providing personal support.
Two or three short breakout room tasks each lesson add variety and allow for more interaction. To find out more about how to create and manage breakout rooms and other functions in your online class, please follow this link: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here
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Tools your students can use for tasks outside the classroom DISCUSSION FORUMS: 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 Microsoft Teams, Moodle or Edmodo, or you may want to use a wiki or a blog or other shared online space).
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VIDEO OR AUDIO RECORDINGS: 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 W R I T I N G T O O L S :
REFLECTIVE LOGS AND JOURNAL:
students can work together online to write and edit a document as well as provide peer feedback e.g. Google docs, Office 365 online docs.
students are encouraged to reflect on their learning and share these experiences to help develop into more independent learners aware of best practice e.g. Microsoft Sway, discussion forums, etc.
A quick overview of the Student’s Book unit structure* Typical unit contents are illustrated below but may not appear in every unit or in the order suggested. Those particularly suited to synchronous video-conferencing classes are shown in bold. Lesson 1 – Reading
Unit objectives, Lead-in, Language development (Vocabulary and/or Grammar), Reading skills development and practice, Exam Skills
Lesson 2 – Writing
Unit objectives, Lead-in, Language development (Vocabulary and/or Grammar), Writing skills development and practice, Exam Skills
Lesson 3 – Listening
Unit objectives, Lead-in, Language development (Vocabulary and/or Grammar), Listening skills development and practice, Exam Skills
Lesson 4 – Speaking
Unit objectives, Lead-in, Language development (Vocabulary, Grammar and/or Pronunciation), Speaking skills development and practice, Exam Skills
*Mindset for IELTS Levels 1–3 – Foundation has a different unit structure, but the principles above apply The other sections can be set for self-study or collaborative asynchronous pairwork or groupwork. How much you can cover in your live classrooms depends on your preference and schedule. You will probably want to plan your schedule unit by unit and use the first lesson of each new unit to explain the workflow to your class, setting out deadlines for independent study, and creating groups for collaborative tasks. Online modules accompanying Mindset are designed to be done as self-study. However, if students are placed in a class in the CLMS it is possible for you as a teacher to monitor student progress in order to inform future lessons as well as provide students with areas to discuss and reflect on in small group discussion in online breakout rooms. It is advisable to spend some time in the synchronous class looking back at the previous class or any homework and address any issues arising from that.
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A suggested structure for an online course following a mainly synchronous approach If you are following a flipped approach, you may want to ask the students to prepare for the lead-in discussions beforehand and/or complete all or some of the vocabulary and grammar, basic controlled skills development and model analysis exercises in each lesson offline prior to looking at them together in class. It should be noted that many of the grammar points are embedded in written or spoken texts. You can decide if you feel it would be better for students to be exposed to these texts before focusing on the grammar. The time in class can then be dedicated to answering questions and addressing requests for clarification, practising the language and providing opportunities for students to demonstrate skills they have developed in freer practice. Additionally, you may wish to ask students to complete the extension exam practice activity offline, individually or collaboratively, to use to inform future lesson content as well as anything you want to address based on students’ self-study using the online modules associated with Mindset. The notes below are based on four live lessons per unit. But you can break these up in whatever way suits your timetable.
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UNIT / 03: EDUCATION AND EMPLOYMENT
MULTIPLE-CHOICE QUESTIONS
READING
FINDING THE ANSWER
03
IN THIS UNIT YOU WILL LEARN HOW TO
04
• identify the main ideas of a passage • find information in a text quickly • deal with multiple-choice questions.
Spend another ONE minute quickly reading the text and answer this question. Does the text express a positive or negative view of globalisation in education? Quickly find which paragraph (A–F) you need to read to answer these questions. 1 Blended learning means A continuing to learn throughout your life. B studying online or via email. C mixing traditional and modern methods. D learning in a classroom.
2 All of these are advantages of globalised education except: A Students in developing countries can get better jobs. B Students can get a degree at a cheaper price. C Universities benefit from international students. D The elite get most of the opportunities.
Do you need to read the whole paragraph to find the answers? LEAD-IN
01
Choose the correct answers and explain your choices to your partner.
Are these words about work or studies? Put them in the correct column. academic degree job off ice
blended learning employers qualification lifelong learning
Work
02
44
business retirement primary education seminars
TIP
01 Divide your vocabulary notebook into topics. Leave space to add new words as you learn them.
Studies
How many of the words can you find in the text opposite in ONE minute?
In multiple-choice questions, you have to choose the correct answer from four options: A, B, C, D. In the test, you will not have time to read the whole passage in detail. You need to quickly find the part of the text that contains the answer. First, skim the text (read it very quickly) so you know what it is about. Next, look at the main part of the questions (NOT the options A, B, C, D) and decide which words will help you find the answer. These are the ‘key’ words. Then, read the text again quickly. This time you are only looking for the key words or words which mean the same. That is the part of the text where the answer is.
GLOBALISATION OF EDUCATION AND THE WORKPLACE A Globalisation has affected most aspects of our lives. One area which has changed is education. More and more people move to different countries for their studies. At the same time, more people stay at home and study by distance learning. It is now easy to learn without attending a college or university, or attending less often. ‘Blended learning’ means studying partly in a traditional way in the classroom and partly online or via email. These changes also mean that there is now more interest in ‘lifelong learning’, the idea that we go on learning throughout our working lives and even into retirement. It is easy to attend ‘webinars’ or online seminars without being away from our offices. Many adults go back to college later in life because it is so easy to get a qualification without giving up work or disrupting family life. B Different countries have benefitted from the globalisation of education in different ways. Many British, Australian and American universities run their degree programmes in countries throughout Asia, and many students, parents and employers feel this is a valuable opportunity. Students can get an internationally recognised degree at a much cheaper price than going abroad and so can improve their chances of getting a good job. At the same time, those in the countries providing world-class degrees also benefit. They have greater access to ideas and knowledge from all over the world and having international students enriches their universities. C However, it is not good news for everyone in some developing countries. It is usually the elite – or the richest people in the large cities – who have access to international education. Many people in rural areas have not even had a primary education. Also, those areas usually do not have reliable internet connections and most people do not own a computer. It will take a bit more time for international opportunities to reach everyone in developing countries.
D One concern people have about globalisation is that it can start to mean ‘westernisation’. In other words, local
knowledge can be lost and money seen as more important than culture. Education should treat every culture with respect; it should not be just learning about the West, but should include different ways of teaching and approaches from around the world. The aim is to enrich and share; the flow of ideas and information should go from East to West as well as from West to East. E Educational institutions have changed their focus due to globalisation. There are so many benefits of having overseas students that universities are competing for them, using strategies from the world of business. For example, they visit Education Fairs all over the world and spend time and money creating publicity material and advertisements. There is also more emphasis on the student experience. There is more focus on customer care, especially helping international students to settle in, improve their English and understand the academic culture of the host country. F There are many advantages to the globalisation of education and the workplace. More people get benefits
that were only available to those in the developed countries before. There is more understanding between different nations as people learn about each other’s cultures. However, it is important to make sure the benefits reach everyone and don’t leave many citizens of the developing world behind.
UNIT 03 / READING
UNIT 03 / READING
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Lesson 1: Reading Before Lead-in vocabulary (01/02) and grammar focus (08) can be done pre-lesson
During Lead-in:
Main classroom
i
Share screen function
Outline lesson objectives visually by sharing your screen. Where possible, survey students on their experiences or confidence in terms of meeting these objectives.
Polling/Survey or Hands up function or Chat box
ii If vocabulary has not been done before the lesson, put students into small
Breakout room
iii Bring students back to whole group discussion to check answers and
Main classroom
groups to discuss and complete these activities. If vocabulary has been done (or as an extension), ask students to discuss personal experiences of the themes the vocabulary raises.
provide clarification if necessary. Use a combination of chat box and nominating individual students or share the correct answers on the screen and the students can check their own work.
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Share screen function Chat box
Reading skills development:
Main classroom
i
Share screen function
Focus students on skills development for answering MCQs and then invite and address queries or requests for clarification.
Chat function
ii Give instructions for skimming practice activities 03 and 04 and check
Breakout room
iii Bring students back to whole group discussion to check answers and
Main classroom
students understand the tasks. Students complete tasks and compare answers in small groups.
provide clarification if necessary. Use a combination of chat box and nominating individual students or share the correct answers on the screen and the students can check their own work.
Share screen function Chat box
Repeat above process for activities 05, then 06 and then 07.
Grammar Focus:
Breakout room
i
Main classroom
If not already done, put students into small groups to discuss and complete these activities. If already completed (or as an extension), ask students to compare and justify their answers.
Share screen function
ii Bring students back to whole group discussion to check answers and
Chat box
Reading skills development:
Main classroom
Give instructions for homework task and highlight advice. Check students understand the task by nominating, polling tools or chat box. Encourage students to add to reflective log based on exam practice experience – what did I do well and what should I do again? What didn’t work and how will I do it differently next time?
Share screen function
provide clarification if necessary.
Polling/Survey function Chat box
After Exam Skills: Students do homework task and can either discuss and check their answers in follow-up class or the teacher provides answers in a known location. Students can add to a reflective log and share experiences of best practice with peers.
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Discussion forum Reflective log Collaborative document
UNIT / 03: EDUCATION AND EMPLOYMENT
DESCRIBING CHANGES IN NUMBERS
WRITING
02
Put the words into the correct column. Are they verbs (V), nouns (N) or both? decline
decrease
drop
fall
growth
increase
rise
IN THIS UNIT YOU WILL LEARN HOW TO • describe different types of data • describe changes in numbers • use prepositions with numbers.
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Write the past simple and past participle forms of the verbs. infinitive
1
bar chart
pie chart
drop decrease
line graph
% of graduates in the population (UK)
2
40
rise
4%
grow 11%
30
39%
15%
25 20 15
decline
Which English-speaking country do foreign students want to study in?
35
3
past participle
increase
Match the diagrams with their names in the box. Which of them describe changes to numbers over time? table
past simple
fall
LEAD-IN
01
New Zealand Canada Australia UK USA
04
Use the correct verb or noun form of one of the words from above to complete the sentences about the table. New entrants to primary teacher training programmes 2007 – present
31% 1990
1995
2000
2005
2010
2015
Participation of 18-year-olds in education and training, 2014
4
Not in employment, education or training In employment Other education and training Employer-funded training Work-based learning
New entrants to primary teacher training programmes 2007 – present 2007/08
16,540
2009/10
15,500
2011/12
17,630
2013/14
18,360
2015/16
20,480
This year
19,213
2007/08
16,540
2009/10
15,500
2011/12
17,630
2013/14
18,360
2015/16
20,480
This year
19,213
during 1 The number of new entrants to primary teaching the period between 2009/10 to 2011/12. from 2007/08 to 2009/10. 2 There was a in numbers from 2009/10 to 2015/16. 3 There was a steady again this year. 4 The numbers
Full-time education 0
100,000
200,000
300,000
UNIT 03 / WRITING
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50
UNIT 03 / WRITING
Lesson 2: Writing Before Lead-in vocabulary (01–04) activities, graphs and bar chart description analysis (05–07), model analysis (08) and describing a pie chart (09) can all be done pre-lesson, freeing up time for a more collaborative task-based approach to much of the lesson.
During Lead-in:
Main classroom
i
Share screen function
Outline lesson objectives visually by sharing your screen. Where possible, survey students on their experiences or confidence in terms of meeting these objectives.
Polling/Survey or Hands up function or Chat box
ii Ask students to discuss their answers to activities 01–04 together in small
Breakout room
iii Bring students back to whole group discussion to check answers and
Main classroom
groups, providing justifications where necessary.
provide clarification if necessary. Use a combination of chat box and nominating individual students or share the correct answers on the screen.
Share screen function Chat box
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Graphs, bar charts and pie chart description analysis: i
Students compare answers to activities 05–09 in small groups.
ii Bring students back to whole group discussion to check answers and clarify where necessary as above.
Exam skills: i
Breakout room
Main classroom Share screen function Breakout room
Put students into small groups to complete the preparation for the writing discussion activity.
ii Bring students back to whole group discussion to check answers and clarify any queries. Set up writing activity (11) and check students know what they are going to do.
Main classroom Share screen function Chat box
iii Students work collaboratively in small groups to write their answers. Provide
Collaborative document
iv Provide individual and/or plenary feedback and identify good practice.
Main classroom
opportunities for peer feedback and revision of work based on comments.
Share screen function
After Encourage students to reflect on writing process and identify positive practice and areas for improvement. Students share this online and/or in small group discussion in the following class.
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Discussion forum Reflective log Collaborative document
UNIT / 03: EDUCATION AND EMPLOYMENT
03
LISTENING
Job
• identify key words in sentence completion tasks • use strategies to help you answer sentence completion tasks • follow a conversation • recognise synonyms and paraphrase.
04
LEAD-IN
Pictures A–G show different areas of work or study. Match the pictures with the words in the box.
01
hotel and catering information technology
construction art and design
A
D
health retail
sports and leisure
In the Listening test you may hear people talking about their area of work or studies. And in the Speaking test you may have to talk about your job or your course. It is important to understand and use words related to these topics to help you do this.
F
health
4
hotel and catering
5
information technology
6
retail
7
sports and leisure
1 I’ve done a course in computing / badminton coach / food technology. 2 My sister has worked on a cruise ship as a chef / medicine / doctor. 3 Our son had a job as a(n) architect / store assistant / building engineering. 4 He’s very keen on web designer / fitness training / textiles.
chef doctor medicine textiles
building engineering fitness training shop management
Conversation 1
06
Read the sentences carefully. Underline the key words before and after each gap.
04 It is important to listen carefully to the ending of words. For example, words ending in -ology and -tion can be used to talk about different areas of work or study. Words that end in -er may refer to people and jobs.
Conversation 2
In this type of task you complete sentences by writing up to three words, or two words and/ or a number, in the gaps. The instructions tell you how many words you can write. The gaps can come • at the beginning of the sentence
. 1 Anna has got a job as a • in the middle of the sentence • at the end of the sentence. . 2 She has recently completed a course in The sentences have a main verb and a subject. 3 The new name of the department which sells computers and . phones is September. 4 The Food Photography course takes place on the places available on the course. 5 There is a total of
G
badminton coach food technology store assistant
TIP
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SENTENCE COMPLETION
Look at the words in the box. Do they describe a job or a type of course? Put J for ‘job’ or C for ‘course’ next to each word. The first one has been done for you. architect J computing graphic designer web designer
building engineering
Identify the TWO correct endings for each sentence.
Match questions 1–5 in exercise 6 with the type of information you need to listen for, given below. The first one has been done for you. an area of study a type of job a number only
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Course
art and design construction
3
Listen to two short conversations. Are the speakers talking about a job or a course? Put J for ‘job’ or C for ‘course’.
07
02
Area of work or study
graphic designer
2
05
C
B
E
Complete the table. Use the words in exercise 2. There are two examples to help you.
1
IN THIS UNIT YOU WILL LEARN HOW TO
08 27
1
TIP
a name of a place a date
06 It is useful to underline the key words in the sentence before you listen to the recording. Doing this will help you decide what kind of information you need to listen for.
TIP 0 7 Listen again to Anna talking to the store manager and complete the sentences. It is important to Write NO MORE THAN TWO WORDS for each answer. think about what . 1 Anna has got a job as a 2 She has recently completed a course in . 3 The new name of the department which sells . computers and phones is
type of word will go into each gap. This helps you to be ready to hear it during the conversation.
UNIT 03 / LISTENING
UNIT 03 / LISTENING
55
Lesson 3: Listening Before Lead-in vocabulary (01 to 04/5 if students have access to the recording) activities. With listening, you may want to provide students with all the recordings and ask students to do this as self-study. You can then focus on checking answers and addressing queries in the synchronous class. Alternatively, you may want to provide input and skills development in the live session and ask students to do the listening – particularly longer ones – as homework. Below is more of a mixed approach.
During Lead-in:
Main classroom
i
Share screen function
Outline lesson objectives visually by sharing your screen. Where possible, survey students on their experiences or confidence in terms of meeting these objectives.
Polling/Survey or Hands up function or Chat box
ii Ask students to discuss their answers to activities 01 to 04/5 together in
Breakout room
iii Bring students back to whole group discussion to check answers and
Main classroom
small groups, providing justifications where necessary.
provide clarification if necessary.
Share screen function Chat box
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Sentence completion, Following a conversation and Listening for synonyms and paraphrase:
Main classroom
i
Share screen function
Provide input about good practice and tips for sentence completion tasks in the Listening exam. Check understanding and address queries.
Chat box
ii Students complete activities 06 and 07 in small groups and are encouraged to justify their answers where necessary.
Main classroom Share screen function
iii Clarify answers, address queries and then give instructions for listening
Chat box
iv Students listen as a whole group or provide students with the recording
Breakout room
activity 08. As before, nomination or allowing students to volunteer answers or questions works well here.
and time to listen before bringing them back to the whole group.
v Students compare their answers in small groups, once again justifying where necessary.
vi Activities 09–13 can follow the same teacher input and set-up, small group completion and whole class checking of answers, etc.
Exam skills: Set up activity for homework. Check students understand the task by nominating, polling tools or chat box. Encourage students to add to reflective log based on exam practice experience.
Main classroom Share screen function Polling/Survey function Chat box
After Students do homework task and can either discuss and check their answers in the follow-up class or the teacher provides answers in a known location. Students can add to a reflective log and share experiences of best practice with peers. Activity 16 is well suited to reflections on good practice.
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Discussion forum Reflective log Collaborative document
UNIT / 03: EDUCATION AND EMPLOYMENT
ADJECTIVES TO DESCRIBE FEELINGS AND EXPERIENCES
SPEAKING
02
Look at the words in the box. Which words have a negative meaning?
03
Read the words in exercise 2 again. Which words can you use to describe your feelings? Which words can you use to describe the experience of doing the things in the photographs? Put F for ‘feelings’ or E for ‘experience’ next to each word.
tired great
IN THIS UNIT YOU WILL LEARN HOW TO • answer simple questions about your work and studies (Speaking Part 1) • use some strategies to prepare for a talk (Speaking Part 2)
boring thrilled
embarrassed not very exciting
04
• pronounce words beginning with two consonants.
Complete the table. There is an example to help you. I feel / I felt …
It is / It was
amazed
amazing thrilling boring
LEAD-IN
challenging
Match photographs A–G with the areas of work and study in the box. emergency services farming science (research and development)
fascinated amazed
Which ONE word can be used to describe both your feelings and the experience?
• introduce your talk (Speaking Part 2)
01
challenging interesting
entertainment travel and transport
education tourism
B
fascinated not very excited tiring embarrassing
A
interested great
05
Choose the correct word in each sentence. 1 I’ve got a place on the course! I’m thrilled / thrilling! 2 It’s a very interested / interesting job – I’m learning a lot. 3 I had to give a presentation in front of my colleagues. I felt really embarrassing / embarrassed. 4 She gets boring / bored easily, so she’s changed jobs twice. 5 He works long hours and late nights and weekends in order to pay for his daughter’s university course. It must be very tired / tiring for him. 6 She’s got an amazing / amazed job. She’s a journalist and she’s interviewed lots of famous people.
C
D E
G F
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UNIT 03 / SPEAKING
UNIT 03 / SPEAKING
59
Lesson 4: Speaking Before Lead-in vocabulary activities 01–06. Speaking preparation activities 07–10 and 12–19 if students have access to the recordings. As students have prepared for the speaking, focus much of the live session on students having extended practice of speaking for both parts of the exam and receiving feedback from their peers and from you in the form of plenary feedback.
During Lead-in:
Main classroom
i
Share screen function
Outline lesson objectives visually by sharing your screen. Where possible, survey students on their experiences or confidence in terms of meeting these objectives.
Polling/Survey or Hands up function or Chat box
ii Ask students to discuss their answers to activities 01 to 05 together in
Breakout room
iii Bring students back to whole group discussion to check answers and
Main classroom
small groups, providing justifications where necessary. For more extended speaking practice, students also take turns to discuss answers to 06.
provide clarification if necessary. You can nominate students to tell the whole class their answers to the extended speaking activity (06). Encourage others to give constructive feedback via the chat box function.
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Share screen function Chat box
Speaking Test – Part 1 and Part 2:
Main classroom
i
Share screen function
For both parts of the speaking, follow the same procedure. First, provide input in the form of the tips and exam strategy. Then check answers for activities done at home (see above) and provide clarification if necessary.
Chat box
ii Next, put students into small groups to complete extended speaking
Breakout room
iii Bring students back to whole group discussion, provide plenary feedback
Main classroom
practice where they take turns speaking, listening and providing feedback. Try to monitor and take notes by visiting break out rooms so that you can provide plenary feedback.
and identify good practice by nominating students to provide their answers to the class. Address any queries and set up homework.
Share screen function Chat box
After Students can record improved answers to activities 11, 12 and 20 as homework. Students can add to a reflective log and share experiences of best practice with peers.
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Discussion forum Reflective log Collaborative document
We hope you find these guidelines helpful. There are further resources available for you and your learners in the following locations: Learners who purchased Mindset for IELTS have access codes on the inside front cover of their books to the online modules as discussed above. As before you can track students’ performance as long as they have been placed into a class in the CLMS. This can be used to help inform future class content. 1. If you’ve been using Presentation Plus classroom software you can continue to use this to show pages from the Student’s Books on platforms such as Zoom and Skype when teaching remotely. Looking for more digital resources to help with home learning? You might also like to consider:
click here
click here
click here
> 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: 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. > Using online practice tests in class: Get inspired with this series of webinars on how to maximise the TestBank online practice tests with your class. There’s a webinar for each skill, full of tips and advice. > Free resources for students: We have recently launched a new website for IELTS, We Love IELTS. Students will find a wealth of resources including blogs, videos, podcasts and quizzes to support their learning and keep them motivated. They can also join our supportive online community through We Love IELTS Facebook and Instagram.
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