Autumn is upon us, and it is time to plan the next school year, starting with that very first lesson. Here you find our suggested year plans for E2 International English and SKILLS, as well as teaching resources to help you get off to a good start with your students.
Invite your students to discuss whether the internet is helpful or harmful in shaping the opinions of its users based on the text “The web’s “echo chamber” leaves us none the wiser” from E2.
Teaching suggestions:
Relevant competency aims:
Possible starter/pre-reading activity:
Let students discuss in what ways they believe the internet to be helpful or harmful in general.
The following clip might also serve as a useful introduction:
*Prince Harry and Barack Obama on social media* (“Balkanisation” and “cocooned” may need to be explained)
Preconditions:
Students need to have read Alan Martin’s text “The web’s “echo chamber” leaves us none the wiser” (pages 149-150).
Approximate use of time: 25-30 minutes, depending on class size.
Possible follow-up activities:
As the arguments are clearly split into pro and con arguments, this might form part of a broader debate on internet use, with one half of the class being assigned roles as Internet-sceptics, whilst the other half play the roles of avid supporters of the internet.
Invite your students to discuss education and future career based on the text “Will it pay off?” from E2.
Teaching suggestions:
Relevant competency aims:
Approximate use of time: 25-25 minutes
Invite your students to discuss Brexit based on S. Toubeau’s text “Brexit: Europe’s new nationalism is here to stay” from E2.
Teaching suggestions:
Relevant competency aims:
Approximate use of time: 25-35 minutes
Here are two good reasons to visit our seminar for English teachers at Gyldendalhuset 4 May.
We are happy to welcome you to Gyldendalhuset, and our English seminar for teachers in VGS.
Where: Gyldendalhuset, Oslo
When: 4 May
What: Free seminar for English teachers in VGS
Is Oslo a long journey away? We sponsor one night in a hotel if you must travel more than two hours. You pay only 500 NKR.
Our annual seminar for English teachers will take place on 4 May in Oslo. Stay tuned for the programme and registration, but save the date!
What: Free seminar for English teachers in VGS
When: 4 May 2018
Where: Gyldendalhuset, Oslo
“I was born in London but I no longer recognize this city. I don`t know if I love the new London or if it frightens me: a city where at least 55 per cent of people are not ethnically white British, nearly 40 per cent were born abroad, and 5 per cent are living illegally in the shadows. I have no idea who these new Londoners are. Or even what their London really is.”
Have you planned the last lesson before Christmas yet? If not, here are a few suggestions that we hope will bring out the Christmas spirit in the classroom. Have fun!
In December, we find our cynical selves, usually alert to the danger of commercial manipulation, wiping away an unexpected tear while watching a… television advert. They hit on key elements of the human psyche, triggering strong emotions like joy, sadness, excitement or endearment. A company’s use of effective visual layout in advertisements can greatly add to the viewer’s evaluation of it. Emotion is also a great shortcut to virality. The adverts become the talk of the town. Consequently, the credibility of the company increases and we are more likely to buy their products.
Study these adverts from two popular British household names with your students.
Marks and Spencer https://www.youtube.com/watch?v=KfaSxIkLslE (1:35)
John Lewis https://www.youtube.com/watch?v=Jw1Y-zhQURU (2:10)
Making use of the rhetorical mode of pathos means triggering the feelings of your audience.
Time: 30 minutes
http://www.telegraph.co.uk/business/0/the-10-best-christmas-adverts-of-all-time/
Invite your students to discuss aspects of gender inequality, based on Binah Shah’s text Fix the Men! from E2.
Relevant competency aims:
Approximate use of time: 25-30 minutes, depending on class size.
Required reading: Binah Shah’s text “Want to end sexual violence against women? Fix the men!” (page 47-48 in E2).
Possible follow-up activities: The arguments gathered in the class discussion might serve as a starting point for a discussion on other aspects of gender inequality as found in E2, as well as a broader discussion on the topic of #metoo. The groups might be invited to invent their own strategies for combatting gender inequality and the related problems presented in the midst/in the wake of #metoo.
Hanna Kvalem Oltedal, Sørumsand VGS
