New lesson plan: TP 3 The Virtual Revolution

Emelie

TP 3 The Virtual Revolution - B2 level

TP 3 The Virtual Revolution
B2 level

Description

In this lesson, students practice listening and speaking in a context of the internet and how it has changed our world. After pre-teaching vocabulary the students watch a video about The Virtual Revolution, introducing some of the best-known internet pioneers. Then the students answer questions and discuss positive and negative sides of the internet.

Materials

Answer key

Handout 3 and 4

Pictures A4

HO1

HO2

Answer key

Handout 3 and 4

Pictures A4

HO1

HO2

Main Aims

To provide practice in listening for specific information on topic of the internet.

Subsidiary Aims

To provide practice in fluency through discussion their opinions about the internet in a small group.

Procedure (45 minutes)

Warm up (3 minutes) • To introduce the topic and encourage all students to speak. (T-Ss, s-s)

Ss sit in semi circle. T writes three web pages on the board and asks ‘What are these?' and 'Why do you think I wrote these on the board?’ T tells Ss these are the web pages she visits first everyday. Ss share in pair three webpages they visit everyday. In feedback, T nominates Ss to share their partner's information with the class.

Group discussion (3 minutes) • To activate schemata and have Ss relate the topic to a relevant context.

Write ‘How has internet changed the world?’ on the board. Ask Ss to also think about what’s happening in Turkey and what role internet plays in it. Ss discuss the question in groups of three (Twitter, Facebook, Youtube, ev. Instagram)

Pre-teach vocabulary (11 minutes) • To prepare students for the listening task, by teaching blocking items.

1) Brainstorming in groups: Give each group Handout 1 with pictures. During 1 min have Ss write as many words as possible that they think of when they look at the pictures. After one minute continue same procedure with Handout 2. Then have Ss quickly look at the other groups’ words by switching papers. (ICQ: - Are you going to write whole sentences? – No. - What are you going to write? – Words.) 2) Put the pictures on the board. ECDW ‘authority’, ‘spy’, ‘censor’, and ‘pioneer’, by creating a context with help from the pictures. Continue with ‘web addict’, e-shopping’, ‘wealth’ and ‘key-player’. 3) Give Ss Handout 3 (fold them). Read the sentences with Ss, check comprehension and ask them to give examples from their previous discussion.

Reading text (4 minutes) • To have students predicting the content of the DVD in before introducing the listening task.

Introduce the DVD by having Ss read the text ‘The Virtual Revolution’ quickly to themselves. Then Ss discuss the questions in pairs. Nominee a couple of students to predict the topic of the video.

Receptive skill - Listening practice (14 minutes) • To practice listening for specific information.

1) Give Ss Handout 4. Ss read the sentences in 3. Check comprehension. Play the DVD for Ss to put the sentences in order. After viewing, Ss compare their answers in pairs. Then handout answer key. 2) Same pairs try to match the person with the extracts in 4. Then play DVD again for Ss to check their answers. If needed, watch the DVD again. F/B in open class.

Productive skill - Group discussion (10 minutes) • To practice fluency through discussion in groups.

Have Ss work in 3 groups to discuss the questions in 5. Have Ss using the pictures and when discussing negative and positive sides of the internet. T monitors and supports during discussion. If the discussion comes to an end to fast, cross-group to continue.