Internet connection; Web quest: http://zunal.com/webquest.php?w=251825 Windows; google images; online dictionaries; Go animate; Voky.
Students must be able to use the imperative and be acquainted with the vocabulary of the topic.
Internet access, online dictionary with definitions, PC, projector.
Lesson # 1
Students and teacher analyze and register possible reasons and consequences of different types of addictions: alcohol; cigarettes; shopping; computer games; gambling; shopping; food; etc.
Students write down the conclusions on their notebooks;
Students are asked to solve a web quest: http://zunal.com/webquest.php?w=251825
Using the guidelines in the web quest students search for information on line and write an anti addiction campaign. Students can use PowerPoint; Publisher or any word processing tool to make a poster or a leaflet. If they choose to do an animation, students can use Go Animate,Voky (free online programmes that allow them to create an animated presentation) or a video using their mobile phones and movie maker.
Setting homework – If students don’t finish their presentation within the first 90 minutes they will have to do it as homework. At home they must practice the class presentation.
Pairs present their campaign to the class.
Students register information of peer’s presentation and evaluation on a table.
Peer assessment – Students fill in a table with information from the presentation of their peers.
Evaluation - Teacher will evaluate using direct observation of the task performance according to the success criteria described below. Self and peer assessment will count 10% of the final evaluation, 5% each.
If necessary, a debate about the videos presented earlier (http://www.youtube.com/watch?v=LNIQ79mkG_A ; http://www.youtube.com/watch?v=Bhk4fh6Sld0) can be arranged, followed by a worksheet with questions on the videos and presentations produced by students.
Students have done well:
if they have presented a persuasive anti addiction campaign using ICT resources and if they achieve the following criteria:
Vocabulary - they have used vocabulary and expressions connected to the topic
Grammatical correctness - they have used simple grammatical constructions and expressions that they have learnt by heart
Fluency - they have been able to talk for a longer period of time without lacking words or making too many mistakes
Coherence - they have been able to link sentences with fitting connectors and used conjunctions quite frequently
Interaction - they are active within the small and larger group, and share their ideas and accept other people’s opinion and criticism.
Pronunciation - they could pronounce the words used correctly and could correct some major mistakes made by your classmates or group members.
In order to avoid delays in lesson development, always download videos beforehand using a youtube downloader like iLivid. for example.
www.ivona.com can be used by students to check on their pronunciation.
Set precise deadlines to conclude the task. If students don´t finish after the 2nd 90 minutes, ask them to finish it at home.
Be precise in setting the goal of the task and in explaining the evaluation criteria.
The task was created to develop language competences using ICT resources and to develop social competences by enlightening the danger of having addictive behaviours.
Engage teachers in the inclusive use of ICT in the language lesson.
Encourage teachers to adopt TBLT and CEFR in their practice.
This task can be introduced in the Health and Body care theme which is transversal to most national syllabuses and foreign language programmes.