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03 March Activism B1 C1 School Strike for Climate

#Fridaysforfuture special: lesson plan

Did you know that school children across the world and in the UK going on strike on Fridays? Find out why with your students and:

  • Read an authentic text with support
  • Discuss what you feel strongly about
  • Write a set of demands
  • Read each others’ demands

Level: B1 upwards

Time: 60 – 90 minutes

Preparation and materials: Lesson Plan. Internet and projector. Photocopies of the worksheet. Downloaded HTML version of genial.ly slides if no internet.

Click on the slide show below. Lesson plan and worksheet included.

Categories
03 March C1 Climate Change Dates and Occasions International Women's Day

International Women’s Day March 8th #BalanceforBetter

It is international Women’s Day soon. Why not celebrate women’s achievements this March using this touching lesson about Greta Thunberg, a Swedish girl who has mobilised thousands of young people to demand action on the climate emergency? This lesson will particularly appeal to teens but can be used with higher level adults and younger learners too.

Students will:

  • Watch a presentation to pick out the main message
  • Listen for detail to find specific information
  • Reflect on the message in a class discussion
  • Plan and deliver their own speech to the class

Slides containing teachers notes are here:

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B1 C1 media and communication shopping and consuming

Adbusters: Raising Remix Literacy Skills

How do we engage students to learn English while using their ‘remix literacy’ skills? By ‘remix literacy’ we mean the ability to take existing content and make something totally new. Memes are an example of this as people write their own text over a famous picture. Try this lesson and students will:

  •  analyse some remixed images
  • discuss the role of advertising in our lives
  • practice ‘wh’ question forms
  • create their own remixed image

Why the focus on remix literacy? This quote sums up the value clearly:

In opening up space for remix in our classrooms, we give students the opportunity to speak out about both major and minor issues that matter to them. The bigger issues might be social, political or environmental (with the last of these representing a relatively safe option in contexts where student social or political activism is risky or unwelcome). Because it entails a reconceptualisation and reworking of its constituent materials, remix presupposes a critical approach. But unlike the more traditional ‘media literacy’ on which it builds, remix goes beyond critique by shifting the emphasis from consumption to production, thereby giving students agency and allowing them to propose their own alternative, sometimes even multiple, viewpoints.

Dudeney, G., Hockly, N. and Pegrum, M. (2013) Digital Literacies. Routledge. pp 11-14

Click here for the lesson.