Task 2
With the proliferation of technology, using words has become more competitive than ever before. Sawyer (2009) advises to engage students in comprehensive tasks that involve reading, viewing, analyzing, responding, answering, questioning, critical thinking and research skills that will enable students to become powerfully literate.
Richards (2001, p. 253) mention students have different learning styles and interests and when choosing teaching materials, teachers should consider those that provide students with optimum benefit. On the other hand, Stergioulas and Drenoyianni believe, ‘the literate person must possess digital skills in order to navigate successfully the multi- dimensional environment’ (2011, p.3).
Students will research on the objectives of UN’s 2012 campaign on Sustainable Energy for All. They will watch a video, explore, identify and record issues related to sustainable energy. The teacher will brainstorm ideas from the students, which they can select from and use as a basis for their arguments. Students will process and organise the information and do a Power Point/multimedia presentation on how they can influence the society to switch to alternative energy. Students will learn to skim and scan for information, data, graph and statistics. Watching the videos will assist students to research and select information from visual texts, engage them in critical thinking, use technical terms and understand how to create texts to engage and inform the target audience.
The task enables teachers to assess students’ understanding of the text, reading strategies, research skills and ability to work individually and in groups.
With the proliferation of technology, using words has become more competitive than ever before. Sawyer (2009) advises to engage students in comprehensive tasks that involve reading, viewing, analyzing, responding, answering, questioning, critical thinking and research skills that will enable students to become powerfully literate.
Richards (2001, p. 253) mention students have different learning styles and interests and when choosing teaching materials, teachers should consider those that provide students with optimum benefit. On the other hand, Stergioulas and Drenoyianni believe, ‘the literate person must possess digital skills in order to navigate successfully the multi- dimensional environment’ (2011, p.3).
Students will research on the objectives of UN’s 2012 campaign on Sustainable Energy for All. They will watch a video, explore, identify and record issues related to sustainable energy. The teacher will brainstorm ideas from the students, which they can select from and use as a basis for their arguments. Students will process and organise the information and do a Power Point/multimedia presentation on how they can influence the society to switch to alternative energy. Students will learn to skim and scan for information, data, graph and statistics. Watching the videos will assist students to research and select information from visual texts, engage them in critical thinking, use technical terms and understand how to create texts to engage and inform the target audience.
The task enables teachers to assess students’ understanding of the text, reading strategies, research skills and ability to work individually and in groups.