Lesson script 3rd educational stage (III.1), English Grade:

(1)

Lesson script

3rd educational stage (III.1), English

Grade:

3

Content area:

Use of authentic materials with the help of information and communication technologies (ICT) in foreign language classes

Detailed requirements:

Student (8.1) processes text materials orally or in writing and communicates the information contained in foreign language visual (e.g.

diagrams, maps, symbols, icons), audiovisual (e.g. films, commercials) and textual materials.

Topic

: Electronic media

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

 Knows the vocabulary related to the electronic media;

 Knows differences between various types of media;

 Knows the current development trends in the mass media.

Detailed goals regarding the range of skills

Student:

 Can listen for specific information;

 Can take notes from a film;

 Can find the relevant information in textual materials;

 Can exchange opinions about presented statements.

Detailed goals regarding attitudes

Student:

 Becomes familiar with authentic materials;

 Appreciates the importance of the electronic media in the modern world;

 Becomes aware of the dangers related to overuse of the electronic media;

 Learns to listen to others;

 Learns to support his/her opinions with specific arguments.

(2)

Methods

Brainstorming; prediction; discussion; watching for specific information; reading for specific information; whole class, small groups, pairs, individual.

Forms and venue

Forms: individual, pairwork, small groups, whole class.

Classes are to be held in the classroom.

Materials and teaching aids

Film; interactive widget; newspaper article (for stage 2.3; Supporting Material 1);

worksheet (for the closing stage; Supporting Material 2); computer and multimedia projector; board

Multimedia resources

 Film: A few interesting facts about modern media

 Interactive widget: Can you predict how the story goes?

Lesson plan/procedure

1 Warm up

Interaction forms: whole class Duration: 3 minutes

To introduce the topic of the lesson, the teacher initiates a short discussion about the mass media. He/She asks the students to name different types of media they know and use, explain their importance, etc.

2 Main stage

2.1. Introduction to the topic – film

Interaction forms: pairs/small groups, individual, whole class Duration: 15 minutes

The teacher puts on the board some data about electronic media (Internet,

Facebook, Twitter) featured in the film. The students’ task is to predict what these numbers may refer to.

Possible numbers to use: 7 billion (people in the world), 2.4 billion (Internet users), 144 billion/day (e-mails sent), 175 million/day (tweets sent), 2.7 billion/day (Facebook

‘likes’ pressed), 400,000 (tweets sent during the 3-minute film).

Note: The teacher should explain that the English term “billion” is not the same as the Polish “bilion”, but rather means 1,000,000,000.

The students brainstorm for ideas in pairs or small groups.

(3)

Then the teacher plays the film A few interesting facts about modern media. While watching, the students take notes and check if their predictions concerning the numbers were correct.

Next, the teacher tells the students that they will watch the film again, but this time they will have to find answers to a few more questions. He/She may put them on the board or prepare the questions beforehand and display on the screen.

Which countries have the largest percentage of Internet users? (Norway, Japan, Australia)

What percentage of e-mails is spam? (70%)

How did the number of Internet resources increase between 2005 and 2012? (15- fold)

What portion of Internet resources is in English? (more than half) What is IAD? (Internet Addiction Disorder)

The students watch the film a second time and note down the answers. Then they are checked in open class.

The teacher may initiate a short whole class discussion on the mass media in the modern world. Did the students guess/predict what the numbers refer to correctly?

Was any of the information mentioned in the film surprising for them?

2.2. Target language extension and practice – interactive widget Interaction forms: individual/pairs/small groups, whole class

Duration: 10 minutes

At this stage of the lesson, the students may work individually, in pairs or in small groups, depending on the technical possibilities in the classroom. The students run an interactive widget Can you predict how the story goes? On the screen, short pieces of information about a certain event appear one by one, like on

www.twitter.com. After each new entry, the students predict what will happen next.

They choose one of the options available in the widget. Once they have done that, a new entry developing the story appears. There is a short feedback if the students’

predictions were correct. In this way, the students find out if they predicted the events correctly and get to know the whole story.

2.3. Target language consolidation and practice – newspaper article Interaction forms: pairs, whole class

Duration: 12 minutes

At this stage of the lesson the teacher shows the students the newspaper article:

Angry scenes at Radio1 building (Supporting Material 1), covering the same topic as the widget. The students work in pairs. Each pair gets a copy of the article. The

(4)

students read the article, then discuss how the article differs in form and content from the tweets.

The students are asked to point out the differences between these two types of mass media. The teacher puts the students’ answers on the board, thus compiling a list of differences between Twitter (electronic media) and newspaper coverage (traditional media).

The teacher may continue the discussion with a few follow-up questions, e.g. Do you like sending/getting tweets? What is your favourite source of news (Facebook, TV, radio, Internet, press)?

3 Closing stage

Interaction forms: small groups, whole class Duration: 10 minutes

The students work in small groups. Each group gets the worksheet: What’s your opinion about modern media? (Supporting Material 2).On the worksheet, there are some statements about the mass media the students had a chance to see during the lesson. The students express their opinion about each statement and briefly discuss their opinions in the group.

To sum up, in open class the teacher asks the students if there were any questions they all agreed/disagreed about. If so, why?

(5)

Means of mass communication

Supporting Material 1

DAILY NEWSPAPER

Angry scenes at Radio1 building in Liverpool

A radio show’s plan to win listeners through a Twitter campaign backfired after police attempts to calm a gathering crowd grew violent. Radio 1, in Liverpool, hoped to encourage people to become listeners of their station by holding a competition, which resulted in a large group going to the radio station. Some are primarily blaming Twitter for the violent incident was followed. As a result of the clashes, four people were injured and one was arrested, while another was held by police for questioning.

It all started when Radio 1 invited a mystery celebrity to their morning show. Soon afterwards, people began to wait outside the radio station in the hope of seeing the star. Listeners were invited to guess the celebrity’s identity on the station’s Twitter feed, and a scooter was offered to the person who guessed correctly. The promise of a scooter seems to have encouraged even more people to head down to the station.

(6)

DAILY NEWSPAPER

As the crowd gathered, unrest flowed through the group. Radio 1 then posted the name of the celebrity, causing a number of people in the crowd to come forward and claim their prize. As the crowd grew larger and larger the police were called in because it looked as though the crowd would break into Radio 1’s studio. “I don’t understand what the police were doing,” said Lorna Sampson, an observer, “it was just a few kids having fun.”

The police tried to get control of the situation as more and more people showed up.

The police report states that the crowd included around 30 teenagers. A fight then began amongst the crowd, police and employees of the station. “They all just went mad,” added Sampson, “people were screaming and throwing chairs across the lobby, it was pretty scary.”

The fight was dispersed without any serious injuries. Radio 1 has not released any statement regarding the event or its aftermath, and police are currently investigating.

Meanwhile, many people are asking who takes responsibility for this violent occurrence, with some putting the blame on the effects of social media.

(7)

Means of mass communication

Supporting Material 2

Here are a few statements on the significance of mass communication

Do you agree? Why? / Why not?

1. Twitter can be more influential than traditional news sources.

2. No one will buy newspapers or magazines in the future.

3. Social media will not remain a news source for very much longer.

4. It is possible to get addicted to the Internet.

5. More rules and regulations are needed to control the Internet.