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					CHAPTER EIGHT
Teachers’ Guide Recommended Grammar Link: Coordinating and subordinating conjunctions The passive Vocabulary focus: technology vocabulary, rhetorical devices for creating an argument. Warmer activity The warmer is a vocabulary based activity that allows students to familiarise themselves with the key vocabulary of the topic and the chapter. At the beginning of the lesson this vocabulary building can also serve as a stimulus for a discussion on new technologies that follows on from the final activity of the previous chapter on how Italians spend their free time.

Attività 1 Students should read only the headlines of the article. This pre-reading activity allows students to form ideas about the article and to create contexts for the article. Encourage the students to brain-storm on the types of gadgets the article may refer to; the types of activities that people may think they can do simultaneously (watching TV, listening to music, checking emails, talking on the phone and doing homework at the same time); what they understand by multitasking; their experience of using gadgets: how often they check their mobile phone, their emails, their social networking websites. Once the students have discussed what they know about gadgets, focus their attention on writing a newspaper article on technologies, therefore considering a much wider audience. The heuristic activity helps students to structure arguments and think about their readers whilst writing. The heuristic activity is reproduced as a worksheet below that can be used as the basis for a concept map. The writing skill practiced in this activity is note taking and then writing an article from notes. Following the heuristic activity students should read the article and add further notes and, if they feel it appropriate, quotations. The focus on form for this activity is coordinating and subordinating conjunctions.

Che cosa dell’“attenzione continua”

sai parziale

CHE COSA

Che cosa devono sapere i lettori?

Chi usa questi gadget?
CHI

Chi è contrario gadget?

ai

Chi è a favore dei gadget?
© Theresa Oliver-Federici 2008

Chi teme l’uso dei

gadget?

Come cambiano la vita dei utenti? Come potrebbe essere la situazione nel futuro? Come influenzeranno il futuro di internet?
COME

In quale modo potrebbe essere possibile cambiare le idee degli utenti / dei detrattori dei gadget?

Quando è fenomeno?

iniziato

il

QUANDO

Quando è diventato importante in Italia?

Perché questi gadget sono diventati così popolari?

PERCHÉ

Perché è importante parlare di questi gadget?

Attività 2 This activity combines a summary with a reply-writing activity. The summary allows students to focus on the essential information of the text and writing the summary in 60 words forces them to think about the clarity and relevance of every word they choose. The summary should be the students’ own work and should not be lifted from the text. Before students write their reply, ask them to think about the tone they want to adopt using the choices at the beginning of the activity. The focus on form is giving opinions and reporting the opinions of others, some suggestions are provided in the course book. This would also be a useful opportunity to revise the passive voice with constructions with impersonal constructions.

Attività 3 The first part of this activity follows the same pattern as the previous article giving the students further practice in making suppositions based on headlines in order to increase awareness of the subject matter before reading. The activity continues to mirror the activities on the first article, but on this occasion students are asked to divide the article up into paragraphs and give a paragraph heading to each one. This also reflects back to the Attività 3 in Chapter 6.

© Theresa Oliver-Federici 2008

The last part of this activity asks students to make brief notes on the 7 vices listed in the text. This part of the activity has been put into a table and can be reproduced and distributed to students. Peccato Come si manifesta questo peccato? Che cosa si dovrebbe fare per migliorare la situazione / evitare il peccato

disuguaglianza

sfruttamento commerciale e abusi informativi rischi per la privacy

disintegrazione delle comunità plebisciti istantanei e dissoluzione della democrazia tirannia di chi controlla gli accessi perdita del valore del servizio pubblico e della responsabilità sociale

Attività 4 In the final activity students are asked to write a presentation that will be delivered in a class conference. The writing skills needed to do this build on the chapters so far and add a further dimension; that is writing for an oral presentation. If facilities exist students can be permitted to use slide shows to illustrate and structure their presentation. Students should be strongly discouraged from reading their paper out loud. Return to the table in Attività 3 with a selection of reasons for writing and ask students to discuss the different techniques, how they could be employed and the different ways they may be used in written and spoken discourse. Discuss the amount of information that can be retained by reading an article and by hearing a talk, the use of repetition in a talk, the use of sign-posting (more on this in other chapters) and of clear arguments, introductions and conclusions.

© Theresa Oliver-Federici 2008


				
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