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Power Cut A2

Power Cut A2

  • Level: A2
  • Topic: Modern Technology
  • Learning Outcome: Can discuss modern technology used in daily life.
  • Grammar: Prepositional verbs
Key Language:

Technology: power cut, digital detox, AI, electronic devices, mobile phone, download, website, social networks, comments, profiles, editing, power plant, the radio, network, mobile data, wifi

Rick has time for everything, except his homework. Max is different. He wants to finish his essay first and play games afterwards. On the night of the big power cut, who will get their way?

Transcript

Power Cut_Transcript
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Aim of Activity

10 - 15 minutes

To check students understanding.

Steps for Students

If you play this game with cards, follow these steps: 

  1. Your teacher will give you a set of Plickers cards. Each card has a unique code on it, like a barcode or QR code. 
  2. Before the game begins, hold up your Plickers card so that your teacher can see the code on it. This will help them match your card to your name in the Plickers system. 
  3. During the game, your teacher will ask you a question, and you’ll need to choose an answer from the options given. 
  4. Hold up your Plickers card with the code facing up, and rotate it until the letter of your chosen answer is at the top. 
  5. Your teacher will then scan the room with their phone or tablet’s camera, and the Plickers system will record your answer. 
  6. Your teacher will then display the results of the question, so you can see how well you and your classmates did. 
  7. Repeat steps 3-6 for each question in the game. 
  8. And that’s it! Just remember to hold up your Plickers card with the code facing up and rotate it to select your answer. 

Plickers is a fantastic app which will engage your students and make learning more interactive. With Plickers, you can easily create quizzes or polls that your students can respond to using a simple set of cards. 

One of the most popular features of Plickers is the ability to scan these cards with your phone or tablet’s camera, instantly collecting and analyzing your students’ responses.  

Plickers also offers a variety of other useful features, such as the ability to create multiple-choice, true/false, or open-ended questions, and to track student progress over time. It’s easy to set up and use, and your students are sure to love the engaging and interactive learning experience it provides! Please, do give it a try. 

To install Plickers, please go to: PLICKERS

When everything is installed and ready, these are the two sets of questions you will need: 

Unfortunately, it wasn’t possible to have all 10 questions in one set. The free version only allows 5 questions per set. Sorry about this inconvenience. 

For non-interactive (presentation) mode: Simply click on this link: NON-INTERACTIVE MODE  It will take you to a simple Slides presentation which you will go through with your class. Correct answers are shown after each question card. 

Not available

Aim of Activity

10 - 20 minutes

To reinforce correct use of common prepositional verbs.

Steps for Students

There will be 12 cards with questions.
Take turns in reading and answering the questions.
Go to: ACTIVITY 2

  1. In case you skipped Activity 1, make sure students have watched the animated video at least once before starting this activity. 
  2. Then go to: ACTIVITY 2
  3. To start, a student will pick one of the 12 questions, you click on it, the student will read the question aloud and then answer it. Then, another student will pick, read and answer the next one. 

There are no points assigned for this activity – the focus is on practicing the prepositional verbs and getting comfortable using them. 

Not available

Aim of Activity

15 minutes

Understanding that there are some vocabulary-related differences between British and American English. 

Steps for Students

Your task is to determine whether a given sentence is more commonly used in British English or American English.

Scan attached QR code to open google forms: Amy or Bree?

  1. Go to: ACTIVITY 3    
  2. Introduce the activity by explaining that students will work with two fictional characters, Amy and Bree, who are from the United States and the United Kingdom, respectively. 
  3. Highlight that American and British English sometimes use different words for the same object, and give an example (e.g., crosswalk vs. pedestrian/zebra crossing). Encourage students to guess which words Amy and Bree would use for the objects listed on slide 2. 
  4. For each word listed in British English, ask students to find the corresponding word in American English. 
  5. Direct students to a Google form where they can submit their answers to all eight questions. They can work individually or in pairs. 
  6. Once students have submitted their answers, review the results and provide useful tips based on the most common errors or misconceptions. 

TIP!

Extra Activity: Have your students prepare a few “typically British” and a few “typically American” sentences combining the right words. 

Key (British English first): 

  • underground x subway  
  • wardrobe x closet 
  • sweets x candy 
  • autumn x fall  
  • postbox x mailbox 
  • holiday x vacation  
  • biscuit x cookie  
  • lift x elevator
  • flat x apartment 
  • crisps x chips 
  • film x movie 
  • rubbish x trash 
  • lorry x truck 
  • petrol x gas 
  • trousers x pants 
  • queue x line 
  • motorway highway  
  • chemist’s drugstore  
  • hall corridor  
  • mobile phone  cell phone  
  • toilet restroom

Activity attachment

QR_google forms Amy or Bree?
Download

Aim of Activity

15 - 15 minutes

Building stronger listening and speaking skills, using common technology-related vocabulary with ease.

Steps for Students

In this class activity, you’ll be discussing a presentation on things that are currently obsolete and things that will become obsolete in the future. You’ll also be listening to a recording that features people from different parts of the world. After listening to the recording, you’ll need to answer a few questions about it. 

Click on the link: ACTIVITY 4 to access a Slides presentation

  1. Click on the link: ACTIVITY 4 to access a Slides presentation.
  2. Ask your students to guess the meaning of the word “obsolete”. Then display the definition on Slide 2 and encourage them to use it while discussing the content on Slide 3 in pairs.
  3. After that, have a group discussion using the same content on Slide 4.
  4. Next, direct your students to follow the link on Slide 5 and have them listen to the recording once or twice. You may want to invite one of your students to complete the gaps on the board or share their screen if you’re teaching online.
  5. Slide 6 displays the correct answers and includes an additional question for further discussion. 

Not available

Aim of Activity

15 to 30 minutes

To develop students’ digital and communication skills.

Steps for Students

In this class activity, you’ll be watching a presentation that explores the capabilities and limitations of our smartphones.
You’ll also learn how to use Artificial Intelligence (AI) as a creative tool.
Afterwards, you’ll have the opportunity to discuss a few interesting questions with the rest of your group. 

Follow the link to: ACTIVITY 5

Follow the link to: ACTIVITY 5

Please view all of the slides, and keep in mind that generating each image with the “art generator” may take approximately 20 seconds, so please be patient.

Not available

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

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