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Tasks:
a) Read the quotations and match them to the photos on p.50/51.
b) Choose one quotation and explain what it means to you. Take notes (2-3 sentences).
c) Pick an A4 sheet with your chosen quotation and come to the front. Read out the quotation and then ask people to sit next to you and comment on them.

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Aspects of life effected by digitalisation

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Aspects of life effected by digitalisation

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Tasks:
1) Read the columns above dealing with different categories of digitalisation.
2) Look at the 2 photos of a girl in your book on p.55. What have  they got to do with the aspects mentioned in the columns?
3) Explain what you like/dislike about the photos.

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aspects of life effected by digitalisation

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Analysis: Narrative perspective and language

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Analysis: Narrative perspective and language

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1. Analyse the narrative perspective and explain its effect on the reader.
2. Analyse the narrator‘s language. Focus on the register and tone that she chooses.

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Book: Greenline 6
Unit 1: Never enough? (oral exam: December)
Unit 2: The digital age (1st class test 25/09/23)
Unit 3: Discover Canada (3rd class test)
ZP 10: 16/05/2024

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Tasks:
a) Look at the pictures in your English book on p.50/51. On your own, decide which one represents the digital age best.
b) Describe the picture (help: p.167 S11 green box) and explain your choice to a partner.

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AnswerGarden » Which aspects belong to the digital age?

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Task:
a) Think about the following question: Which aspects belong to the digital age? Fill in your answers here:
https://answergarden.ch/3313761
b) Match the aspects to the photos in your book.

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AnswerGarden » Which aspects belong to the digital age?

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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Tasks:
a) Choose four terms and explain them in English. You may use artificial intelligence.
b) Study vocabulary (p. 243-244 check-in)

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The Common Sense Census: A Day in Teens' Digital Lives

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Homework- Video: A day in a teen‘s digital life

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Homework- Video: A day in a teen‘s digital life

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The Common Sense Census: A Day in Teens' Digital Lives

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a day in the digital life of a teenager exercises

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Tasks:
1. Follow the instructions on the worksheets.
2. Don‘t forget to fill in the two boxes on the second sheet.

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Task:
Read the definitons. Match the photos to the correct category: AR or VR.

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Tasks:
1) What advantages does Marissa mention about travelling virtually?
2) Write down what disadvantages you can see in virtual tours.

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Homework: Check your knowledge of the new "digital words"

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Homework: Check your knowledge of the new "digital words"

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Task: Cross out the word that doesn't fit. Say why the other words go together.

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Write the words from the word bank above into your new "Language Log" and learn them. If you don't know the German meaning look the words up in your English book (p.240-242).

(You will find the worksheet Language Log i n your group file on IServ.)

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Tasks:
1) Read the text above. You have got 45 seconds. What can you grasp? Write down your answers here:
https://answergarden.ch/3321175
2) Pick three aspects from our answergarden and for these three aspects find out more in detail by digging deeper into the text. (Reading the text for detail)
3) Take notes in the form of a mindmap around these 3 key ideas.

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Creating your own reality: Key sentences from p.55:

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Creating your own reality: Key sentences from p.55:

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Task:
After now having found out in detail about Rankin's project, explain these key sentences from the article.

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1) Fill in the words from the new vocabulary "self-optimization" into your language log and group them the same way as in the vocabulary mindmap. (If you do not know the German meanings you can check them on p.245-246 in your books)
2) Sum up what the teenagers who participated in the project think about their own modified selfies. Write your answer into your folder. (summing up = preparation for the first classtest)

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Please click here if you are not redirected within a few seconds.

Sep 19, 2016 · This video lecture is part of the material in a MOOC (massive open online course) on academic ...
Duration: 9:07
Posted: Sep 19, 2016

May 13, 2020 · GCSE (9-1) Tone, Style and Register (Higher)/(Foundation) This covers formal ... An ...
Duration: 2:55
Posted: May 13, 2020

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beispiel für register and tone - Google Search

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Please click here if you are not redirected within a few seconds. Sep 19, 2016 · This video lecture is part of the material in a MOOC (massive open online course) on academic ...Duration: 9:07 Posted: Sep 19, 2016 May 13, 2020 · GCSE (9-1) Tone, Style and Register (Higher)/(Foundation) This covers formal ...

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Task:
Go together in groups of three people. Choose one of the options and discuss it. Make use of the new vocabulary.

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Checking your knowledge of the new vocabulary

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Checking your knowledge of the new vocabulary

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Revision: Relative clauses, book p.210-211

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Revision: Relative clauses, book p.210-211

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1) Learn the words on p.245 and p.246. Then check your knowledge of the new vocabulary by doing the exercise above.

Vocab test: Monday 28th !!!! (for more details --> see post 28th August)

2) Read p.211 (G9 c) about non-defining relative clauses.
Then do exercise 2 on p.212.

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What to learn:
p.243 - p.246

How to learn:
- Look at the word banks and mind maps in this padlet where we have grouped (parts) of the new vocabulary.
- Use your own language log (digitalisation) to learn the words.

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Rules for relative clauses => revision!?

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Check your knowledge: defining and non-defining relative clauses

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Check your knowledge: defining and non-defining relative clauses

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Rules for relative clauses => revision!?

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Sort the parts to the correct form of a relative clause (defining or non-defining).

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The Disconnect (book p.65-66) - Before you read

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The Disconnect (book p.65-66) - Before you read

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Task:
Talk to your partner: Imagine one day without your smart phone. How would you feel? Why?

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Story: The Disconnect (p.65-66) - Listening

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Story: The Disconnect (p.65-66) - Listening

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Tasks:
1. Find and list the arguments which Dame Irene uses to motivate the students to take part in the challenge. Use the attached grid and give lines.
2. Would you take part in the challenge. Explain why/ why not? Write at least 7-10 sentences (see worksheet).

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Comparing your results - giving up your smartphone

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Comparing your results - giving up your smartphone

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Tasks:
a) Exchange your thoughts with your classmates.
b) Then fill in the grid.

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Tasks:
a) Based on the extract, write a characterisation of the narrator, Esther. Include quotations from the extract to support your findings. Give line numbers and make use of the two worksheets below.
b) Study vocabulary pages 242/ 243 (green boxes)
-----------------
Task for the fast:
b) Analyse the narrator's language. Focus on the register and tone that she uses.
c) Analyse Dame Irene's register and tone and compare them with the narrator's. Use your findings from b).

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Worksheet: How to write a characterisation

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Worksheet: How to write a characterisation

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Worksheet: 20 useful phrases for characterisation

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Worksheet: 20 useful phrases for characterisation

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Homework: Understanding the novel extract

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Homework: Understanding the novel extract

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Tasks: (after listening):
a) Read again and look up vocabulary you do not know.
b) Answer the questions about the extract:
1. Why does Esther say "Ugh, what a rubbish weekend"? (l.5)
2. How do Esther's feelings about the assembly change? Why?
3. Who is Dame Irene? What is her challenge about?
How does Esther respond to the challenge? Why?

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Tasks:
Creative writing
1. Finish writing your continuation of the story (Part 4_Your Creative Writing Task)
Now that you understand the importance of conflict, use the given scenario, and write a scene that incorporates the conflict and resolution you've outlined.
--> Take into account what we said about the narrator's perspective and the narrator's language.

2.
Part 5: Reflect and Revise
After completing your writing task, take a moment to review your work.
Ask yourself:
Is the conflict clear and well-defined in my story?
Does the conflict drive the plot forward and engage readers?
Have I effectively resolved the conflict in a satisfying way?

Preparing a summary:
1. Read the text "Honey, let's track the kids" on p.73 in your English books.
2. While reading Look up the new vocabulary  (p.251 - 253 to justify).
3. How would you feel if someone, e.g. your parent, used an app to track you? Write a short text (3-5 sentences).
4. Compare your own ideas with the responses in the article.

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AB Writing conference characterization year10 2

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Work with a partner

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Tasks:
1. Read Part 1 on your worksheet.
2. Read Part 2 with the scenario for a continuation of the story. Write down your ideas onto the lines in part 2.
—> Don’t forget to take  Esther‘s character traits into account by looking at Esther‘s character profile below.
3. Do the task from Part 3.

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Task: Follow the instructions on the worksheet

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Tasks:
1. Do the tasks 7, 9 and 10 from the worksheet "Look up".
2. Learn the vocabulary: p. 251-253 (to justify).

Th ere will we a VOCAB TEST on Monday 25th September.

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Vocabulary p.251-253 (to justify)

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Tasks:
Follow the instructions on the worksheet.

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Tasks:
Read the cyberbullying terms. Then do the tasks on the worksheet.