Documente Academic
Documente Profesional
Documente Cultură
21st century
6Y06
Read this opening paragraph of a Part 5 reading text, and the question below. Which
of the options A D are correct?
Classroom activities
Classroom activity 1: Mobile phones, love them or hate them?
Timing
Materials
Rationale
Procedure
1. Working in pairs, ask learners to discuss the following questions:
Does your mobile phone sometimes make you angry? What about other
people do they sometimes annoy you with their mobile phones?
Do you think your text was written: a) this year; b) 2 years ago; c) 10 years
ago? Why?
Ask learners to share their answers and explain why they chose them to the rest
of their group. Monitor and encourage learners to extend and explain their
reasoning.
Do you use your phone for the same reasons as Amy, or for other reasons?
What problems does she have with her phone? Can you think of any
solutions?
Group B
What specific reasons does Jeremy have for not liking mobile phones? Do
you agree with any of them?
5. Regroup learners into groups of four, with two from Group A and two from
Group B. The new groups should carry out the following tasks:
Explain to your group when you think your text was written, and why.
As: tell Bs about Amys problems, and ask them for any solutions. Then tell
them what your solutions are.
Bs: tell As why Jeremy dislikes mobile phones. Ask them if they have any
solutions, and say what your answers are to these problems.
6. Still in their groups of four, learners must produce a set of recommendations for
mobile phone use, and decide how to present them. They will need to consider
who their audience is and where their recommendations will be displayed. Should
the recommendations be written or audio-visual? What style will they use? What
will be the tone? Once they have produced their recommendations, groups can
present them to the class for review and reactions on how effective they are.
10 minutes
Materials
Rationale
This activity can be used with learners of any level of English. It will
help them to become more efficient in their internet searching.
Procedure
1. Ask who has searched for something on the internet today/in the past 24 hours/in
the past week. Ask some questions, according to the learners level, such as:
Do you always find what youre looking for easily on the internet?
2. Elicit how learners go about searching on the internet. Write ~ on the board and
ask if anyone ever uses this symbol when they search. If not, explain that this
symbol can help make their searches more efficient. If so, elicit what the symbol
means (it searches for related words, not just the word you typed in the search
engine).
3. Give out the worksheet: Internet searching. Learners must match the search
terms with the functions.
4. When learners have done the task, take feedback (see key to worksheet, below),
and elicit situations when each search term would be useful.
Extension
Elicit any other search terms that learners know and ask them to teach these to
the rest of the class (in English).
Key to worksheet
1) e
2) d
3) c
4) b
5) a
2012..2016
a)
2)
b)
3)
c)
4)
site
d)
5)
e)
50 minutes
Materials
Rationale
Procedure
1. Show learners 56 logos of companies or institutions that are well known to them.
In pairs/small groups, learners must identify the company or institution.
2. Feed back in plenary, asking learners what the logo may represent.
3. Once you have a range of suggestions for each logo, learners go back into their
pairs or small groups to search online for the explanations or interpretations of
the logos. The teacher may need to divide the task, giving one logo per group.
Learners could also do this as homework, or on their personal devices, such as
mobile phones, if these are available. Learners should be encouraged or taught
to search effectively, e.g. using search terms.
4. When theyve finished searching, ask learners to feed back what they found to
the class. They should include the website/s where they found their information
and the search terms they used, and how these helped them.
5. Discuss the reasons why logos are so important and why so much thought goes
into their design. Learners could give examples of logos they find more or less
effective, and explain their opinions.
6. Regroup learners into groups of 46. Each group needs to design a logo for their
school (or town, or other institution of their choosing). This should be broken
down into smaller tasks: identifying the key values, perhaps through some
research or a survey; learning about making logos from internet sources;
https://logomakr.com
http://www.wikihow.com/Design-a-Logo
http://www.car-brand-names.com/bmw-logo/
Notes
Notes
10