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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 1

Activate and build prior knowledge

Purpose: to access students' prior knowledge about technology and to get them thinking about some technology concepts.

Activity 1

Divide class into two groups - the Flintstones and the Jetsons.

Within these two groups, divide the students into groups of three - each person in the group has the responsibility of watching their cartoon clip from The Flintstones or The Jetsons and reporting all of the information on two of the categories in the comparison chart. Each group of three - either Flintstones or Jetsons - get together and share and discuss their information and fill in the ComparisonChart (Word 28KB) . Students then re-group into pairs / fours of mixed Flintstones and Jetsons and share information so that the comparison chart can be filled in.

Students then discuss: Which life would you prefer?

They write three reasons for their choice at the bottom of the comparison chart.

Students with the same preferences get together and discuss their reasons. The students regroup and a Jetson is paired with a Flintstone. They have five minutes to persuade each other why it would be better to be a Flintstone or a Jetson.

Activity 2

The teacher explains that all of the reasons the students have chosen have something to do with technology.

What is technology? Explain this with a Vanishing Cloze (Word 29KB) exercise. Use this sentence for the vanishing cloze, making sure the students understand the word 'tools': Technology is the use of tools to make our lives better or easier.

Focusing question:
What are some significant tools that the Flintstones or the Jetsons used?

Build the vocabulary of technology

Purpose: to learn the sound and spelling of the new vocabulary and be introduced to the meaning of the words.

Revision: the students write down from memory the definition of 'technology' and 'tools'.

Activity 1

Display the words (Word 46KB) . The teacher says the words aloud and the students repeat them. The students mark the syllables as they hear the words spoken. The teacher explains the meanings of the words.

The students are given 2 minutes to study the words - with folded arms. The teacher removes the words. The students write down as many words as they can from memory. The students check their words with a partner and write down any they did not have on their lists.

The teacher displays the words. The students add words that they did not have on their lists. The students correct their spelling of their words.

Activity 2

Listening vocabulary bingo:

  1. The students make a bingo grid - nine squares - and write one of the new vocabulary words in each square.
  2. The teacher reads out the words from the list at random.
  3. The students cross out the words as they hear them.
  4. The first student to get all of the squares crossed out correctly calls "Bingo" and is the winner.
  5. The student reads his / her words out for checking. Note: The teacher must make a list of the words as s/he reads them.

Activity 3

Vocabulary matching exercise:

  1. Students in pairs match the words with the meanings.
  2. The first pair to finish are the winners. Note: Cut the words and definitions out and place in an envelope - one envelope per group. Keep one version for marking.
  3. The students check their answers in the dictionary. They may add the dictionary meaning to their simple definition. They need to make sure that they have chosen the correct dictionary definition.

Published on: 09 Jan 2018

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