Internet connection; Internet access, PCs with Internet access for all participants, projector, on-line dictionaries
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students must know how to search the Internet for valid information on energy questions; they should be informed about the various kinds of energy resources, like e.g. nuclear power plants, alternative energy, etc. or any other topic
students must know how to present information digitally (PowerPoint or other tools)
Lesson #1 and #2
Lessons #3 ,#4 and #5 (presentation)
a copy for the other class members
Lessons #3 ,#4 and #5 (debate)
one student chosen by the group to present the group’s results of the web search becomes the main speaker for the debate
in a final discussion the pros and cons of different forms energies all class members contribute their findings and utter their own opinion concerning the energy form they prefer.
students are asked to write an argumentative essay on what kind of energy they prefer
Students have done well if
Prepare PCs and Internet so as not to lose time with booting.
Prepare seating for the different groups in the classroom. Offer scaffolding for enabling students to cope with difficult words.
Provide links to relevant websites to support the Internet search of your students
In case the topic of energy does not comply with the national curricula, any other topic might be used for the a web search which is followed either by a presentation or a debate.
Make sure that the groups are of equal average linguistic competence to make the debate efficient and vivid
In case the class members cannot decide on a moderator or jurors, make appropriate proposals.
Make sure that the arguments of the jurors are fair and based on real, convincing arguments.
Debate is a competence in itself, one which focuses very clearly on argumentative language that can and should be practiced.
Students are placed in a new situation (debating not just for their customary colleagues but for these people who are playing new roles – that of moderator and jurors!) which encourages them to use the target language appropriately.
Students learn to listen to opposing positions on a motion and respond accordingly.
Students also learn how to take sides and to present a position that may not correspond with their actual beliefs.
Encourage teachers to introduce and use ICT, TBLT and reference to the CEFR in their lessons.
This task can be used in most national curricula and especially for bilingual or CLIL teaching as it is a topic of common interest