Geekdom Unit - 3 PM

The impact of new technologies on students' lives provides an excellent context for a pedagogical unit aimed at 3ème PM students, focusing on sharing opinions, constructing arguments, and producing cohesive written arguments. This topic is highly relevant to their daily experiences and offers numerous opportunities for engaging discussions and writing exercises.

GeekdomThe geeks haven

Classe concerné: 3 EME Prépa-Métiers Niveau CECRL: A2/A2+

Theme culturel: Geek Universe Notion: Modes de communication et réseaux sociaux

What effects does technology have on people's daily life?

GeekdomThe geeks haven

Final task: Your class is participating in a contest organized by the CNIL (French Data Protection Authority) regarding the impact of new technologies on the daily lives of high school students. To validate your participation in this contest, you will write an article evaluating the positive aspects and/or the negative impact of using new technologies in your everyday life. You will build your reflection by using relevant arguments illustrated with concrete examples.

Start

Classe concerné: 3 EME Prépa-Métiers Niveau CECRL: A2/A2+

Theme culturel: Geek Universe Notion: Modes de communication et réseaux sociaux

What effects does technology have on people's daily life?

GeekdomThe geeks haven

Final task: Your class is participating in a contest organized by the CNIL (French Data Protection Authority) regarding the impact of new technologies on the daily lives of high school students. To validate your participation in this contest, you will write an article evaluating the positive aspects and/or the negative impact of using new technologies in your everyday life. You will build your reflection by using relevant arguments illustrated with concrete examples.

Start

- Savoir décrire, raconter, organiser ses énoncés avec cohérence. - Savoir argumenter son point de vue et l'illustrer à l'aide des exemples.

Phonologie: -Prononciation du "ed" au prétérit -Accents GB/US selon les supports

Grammaire et syntaxe: -Prétérit -Présent simple -Superlatif

Lexique: Lexique lié à la technologie, expression d'opinion, adverbes d'intensités et connecteurs logiques et chronologiques.

Composante pragmatique

Composante linguistique

Objectives

Geekdom Learning objectives

• Project the word "technology" on the board or write it in large letters.
• Brainstorming phase: allow students to react freely to the title and write down their suggestions and definitions on the board. Expected students responses: computers, addiction/to be addicted to, mobile phone, progress...ect.
• Lexical enrichment based on students' productions.
• Written record

• Speaking activity: students are invited to ask each other questions about their habits regarding the use of new technologies. An exemple question can be given at the start: how often do you use Facebook? Do you text friends at night?

Setup:

Objectifs: être capable de mobiliser du lexique en relation avec le théme. être capable d'émettre des hypothéses. Activité langagière travaillée: POC/POI Support: Slideshow

Déroulé séance I - Anticipation

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• HOMEWORK: be able to define the term "Geek" based on the elements collected from the video. Be able to give your opinion on this definition.

• Warm up and recap of the previous lesson.
• The title of the video is written on the board. Students are invited to anticipate the content of the document that will be presented to them.
• Video projection: Students are asked to take notes on what they understand from the video. 2 viewings planned. Students have 2 minutes to discuss in pairs.
• Sharing of elements on the board. Then, provide some useful expressions that students can use to articulate their thoughts clearly and effectively.
• Students are invited to express their agreement/disagreement with the definition proposed by the video.
• Some examples of productions can be noted on the board.

Setup:

Objectifs: être capable de comprendre les éléments les plus importants énoncés dans la vidéo. être capable de réformuler ce qui a été compris et de définir le terme "Geek". Activité langagière travaillée: CO Support: Vidéo YouTube "What's a geek?"

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Déroulé séance II - What is a geek?

• Anticipation phase on the topic of virtual friendship.
• Jerry King's cartoon is projected on the board.
• Students are invited to react freely to what they see and understand ranging from simple description of the cartoon, analysis of the cartoonist's message and discussion of the question raised by the cartoon.
• Written record.

Further activities: some questions in a worksheet are distributed and projected. They'll serve as leads for an in-depth analysis of the cartoon.

Setup:

Objectifs: être capable d'exprimer son point de vue à l'oral. être capable de réagir à un point de vue exprimé par un pair. Activité langagière travaillée: POC/POI/EE Support: Cartoon "virtual friends"

Déroulé séance III - Virtual friends

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• Ice breaker activity - Circle of compliments
• Distribute the short article: first silent reading
• Some written comprehension exercises are given and projected: they'll serve as guidelines for analyzing the document. The instructions are provided and the group activity is explained (worksheet).
• In each group, one student reports on the comments of their classmates. all elements are pooled together, especialy during the last activity, at the board.
• Common written record on the article.

Setup:

Objectifs: être capable de comprendre les informations principales d'un court article de presse pour pouvoir le discuter. Activité langagière travaillée: CE Support: Article de presse du India Times "Best of friends"

Déroulé séance IV- Best of friends

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HOMEWORK: review what was noted during the lesson. be able to express orally, using notes if necessary, on the issue of mobile phone addiction in general and your habits regarding the use of your mobile phone.

Setup:

• Warm up and recap of the previous lesson
• The worksheet prepared is distributed to the students. Maximum 10 minutes to complete the first part (anticipation vocabulary, synonyms and phonetics).
• Correction of the first part as a whole class: emphasize the pronunciation of words for which phonetic transcription is provided (make students repeat).
• First view of the video: students are asked to put the different moments of the video in the correct order (2nd part). Fixing this part.
• 2nd and 3rd viewings: students take notes freely on what they understand.
• Sharing of understood information. Then, whole class discussion on the question raised in the video.

Objectifs: être capable de comprendre le sujet traité dans la vidéo et de donner son opinion. être capable de parler des avantages et inconvénients du téléphone portable. Activité langagière travaillée: CO/POI Support: Vidéo "Cell phone addiction on the rise" by ABC15 Arizona.

Déroulé séance V- Cell phone addiction on the rise

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• Warm up and recap the previous lesson
• Introducing superlatives, then use games such as "Board race" which involves students racing to write superlative sentences on the board based on prompts given by the teacher.
• Help students to understand the -ED spelling rules. Then, ask students to work in pair to practice pronouncing a list of verbs with -Ed endings. They can take turns pronouncing verbs while their partner provide feedback.

Setup:

Objectifs: être capable d'exprimer des extrêmes et de faire des comparaisons. Activité langagiére travaillée: Grammar point and phonology Support: printable worksheets

Déroulé séance VI- Superlative and Ed pronunciation

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• The title of the video is written on the board. Students are invited to make hypotheses about the content of the video. The ideas put forward are recorded on the board.
• First viewing: Students will validate or invalidate the hypotheses made.
• Second and third: students take notes on what they understand.
• Allow time for consultation and exchange in pairs. then, whole-class sharing.
• In a draft paper, students are invited to express their opinion on video games = Dangerous or not?
• Oral sharing with the whole class.
• Written record.

Setup:

Objectifs: être capable de comprendre la question centrale traitée dans le débat, à savoir le problème de l'addiction aux jeux vidéo. être capable de synthétiser les informations et de donner un point de vue sur le thème. Activité langagière travaillée: CO/POI Support: Vidéo intitulée "Video game addition and kids" by The Early Show (CBS)

Déroulé séance VII- Video game addiction and kids

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• Warm up and recap the previous lesson.
• The title of the text and other paratextual elements are projected on the board. Students are invited to give a spoken overview of the document's key points and structure. A few brilliant ideas are highlighted on the board.
• Text sharing: first individual reading in silence.
• The assumptions made prior to reading are confirmed or disproven.
• Display a series of guiding questions in a slideshow format on the board.
• Engaged reading and collaborative note-taking activity.
• Knowledge sharing and discussion.
• Written summary of the document.

Setup:

Objectifs: être capable de saisir les idées principales présentés dans le texte et de les utiliser comme base pour formuler ses propres réflexions écrites sur le sujet abordé. Activité langagière travaillée: CE/PE Support: Texte "Students at Portland's Lincoln High School unplug, ...", un article web tiré d'oregonlive.com

Déroulé séance VIII - Students Go Offline

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Déroulé séance IX - How to write a short essay with a template

HOMEWORK: Review the entire content of the study unit, including all document contents, vocabulary and short essay writing techniques as the next lesson will be dedicated to formative evaluation.

• The methodology document is distributed to the studends.
• Students gathered as a whole group to go over the model, with explaination provided for each component of an essay.
• Students are invited to carry out the "practical tasks" in groups.
• Sharing and correction of the different exercises.

Setup:

Objectifs: être capable d'identifier/repérer les outils et les étapes nécessaires à la rédaction d'un écrit argumenté. Activité langagière travaillée: PO Support: Fiche de méthodologie

Déroulé séance VIII - How to write a short essay, with example

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• Warm up and recap the "practical part" of the previous lesson.
• Then, students are invited to write a short article addressing a different question that connects to the theme we've been discussing.
• Students have one-hour timeframe to compose their argumentative article, utilising the steps we discussed in the previous lesson.
• The papers have been gathered for assessment.

Setup:

Objectifs: être capable de rédiger un texte argumentatifs en donnant son opinion. Activité langagiére travaillée: PE Support: Formative evaluation form

Déroulé séance X - Formative assessment

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• Students get their completed work returned, along with the distribution of the remediation worksheet for additional practice.

• Cooperative work on prevalent errors and shared areas for improvement.
• Discussing and sharing insights on all relevant components.
• Personalised learning session: students engaged in targeted Q&A, addressing individual concerns and knowledge gaps.

HOMEWORK: Final assessment preparation: to ensure optimal performance on the final task, which follows the remediation session, dedicate time to a thorough review of all unit components, including document contents, vocabulary lists and essay writing methodology.

Setup:

Support: students' work plus a remediation worksheet.

Déroulé séance XI- Targeted intervention

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• An evaluation form is distributed to the students and read out loud to the whole class.
• They have a complete hour to work on their article
• Once the hour concludes, the papers are collected for assessment.

Setup:

Activité languagiére travaillée: PE

Déroulé séance XII - Action-oriented task

note: Students may refer to their english notebooks