Professional Documents
Culture Documents
Communication
Language of learning Language for learning Language through
learning
Key vocabulary: Asking each other questions: what do you Remember
anonymous, think about…? How about you? Why do language revised
clickbait, bias, you think that? with the teacher.
bot, command, Explaining and describing: for example, Understand
cookie, for instance, I mean. classmates’ words
credibility, Oral presentations: we are going to talk, I and expressions.
cyberbullying, will start by, finally. Record and use
digital citizen, Agreement and disagreement statements: emerging
digital etiquette, I agree, I disagree, I couldn´t agree more/ vocabulary
fake news, Dm, less, that’s’ true, but, I would add that… throughout the
phishing, Comparing and contrasting: behaving lesson
password, this way is better because… this one is
software, thread, safe whereas this one is…
troll, trojan Classroom language: What do you call
horse, skeptical, this in English? how do you pronounce
meta-search this in English, could you lend me your
engine, isp, bug, pen?
website.
Defining and
explanatory
language.
Conjunctions to
show contrasts.
E.g., but,
however.
Linking phrases
to add opinions,
to contrast
information.
Agreement and
disagreement
statements.
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 3 of 5
LEARNING OUTCOMES
(What the learners will be able to do by the end of the task[s]/lesson[s])
By the end of the task(s)/lesson(s), the learners will be able to:
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 4 of 5
Introduction, settings, and population
This English lesson will be carried out at a private languages academy with a group of 6 students
who have a B1-B2 level of English according to the Common European Framework. This class will be
multi-level and multi-age and will be held in a semi-personalized ambiance.
Justification
Nowadays, the vast majority of students spend a significant amount of time on websites
and social networks. Learners usually find themselves immersed in an online world that is crawling with
new rules, social norms as well as dangers and challenges. Once students get on these digital platforms,
they need to assume new roles and adopt new values, skills, and responsibilities, which lead them to
develop a new sense of their own identity as digital citizens. Accordingly, the present lesson plan is
intended for students to explore Digital citizenship in order for them to raise awareness of the diverse
factors they have to deal with when interacting online through the English language.
Consequently, students will not only be learning about factors such as Digital, etiquette, digital
literacy, digital access, Digital law, and Digital security through the use of new vocabulary and the
review of some grammar structures (see language of learning) but also developing cognitive skills such
as exploring, contrasting, understanding, evaluating and creating their own understanding of the content
along with life-long skills like team-work, autonomy and leadership.
Likewise, this lesson is designed for students to develop both BICS and CALPS. On the one
hand, learners will be working collaboratively to develop certain tasks (warming-up stage and creation
of their own video and explain it to their partners). Therefore, the moment students get together in
groups either of two people or more, they may need to use language to offer personal opinions or
describing any personal example, leading thus to BICS development. On the other hand, they will
develop CALPS since they will be learning more topic-related concepts (see language of learning) that
will make students develop processes of recalling, analyzing and conveying meaning ( see content
presentation) along with processes of note-taking (brainstorm web), consolidating knowledge and
creative skills (creation of their own video).
Copyright © 2019. Universidad de La Sabana, Department of Foreign Languages and Cultures, Master in English Language Teaching – Autonomous Learning Environments. Document1. Created by: Carl
Anderson, after Coyle, Hood, & Marsh (2010). All Rights Reserved. No part of this material shall be reproduced, transmitted, distributed or commercially exploited, except with express written permission
from the copyright holders. Enquiries for permission to reproduce all or parts of this material should be directed to: masterfld@unisabana.edu.co.
Page 5 of 5