Unit 9

Cloud Society

What is social media?

What is social networking?

How often do you use social

networking?

Could you go on a day without any

social media?

What do Facebook, Twitter and

Instagram have in common?

What are the benefits of using

social media?
TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
Reading activities for beginners should be simple, purposeful, interactive and flexible. It should
aim to develop the interest of the learners gradually. Most importantly, reading at this level
should involve identifying word meaning at a very basic level.

BY THE END OF
i. Interpret non-linear graph by answering the questions given.
LESSON,
STUDENTS CAN: ii. Conduct a survey of social media users in the class according to
their preferences.

Skim and scan

Reading Strategy - 5W1H
STRATEGIES/
HOTS - Analysing
APPROACHES
- Applying
21st Century Learning

VALUES Cooperation, Respect

LEARNING/ A bar graph

TEACHING AIDS Worksheet
SITUATION Personal
TEXT FORMAT Single non-continuous
TEXT TYPE Description
COGNITIVE Scan and locate information
PROCESS Representing Gist and Literal meaning
Integrate and Generate Inferences

ACTIVITIES STRATEGIES/
 APPROACHES
STEP 1:

a. Discuss with a shoulder partner the examples of 21st Century Learning:

social media and reasons for using social media Collaborative Learning

b. In groups, complete the Circle Map.

i-Think:
(Worksheets 1 and 2)
Circle Map

STEP 2:

a. Students study and understand the content of the Reading Strategy:

graph (Diagram 1). Skim and scan
5W1H
http://www.marketingcharts.com
21st Century Learning:
b. Students work with their shoulder partner and Collaborative Learning
answer the questions (Worksheet 3).

STEP 3:

a. Students list down the social media platforms that

they use the most to the least (Worksheet 4).

b. In groups, students:

(i) carry out a survey to find out their friends’ usage HOTS:
of social media networks (Worksheet 5). Applying
Analysing
(ii) present the information gathered in a form
of bar graph (Worksheet 6).

(iii) compare their graphs to the bar graph

(Diagram 1).

(iv) justify their bar graph results.

 WORKSHEET 1

Examples
of Social
Media
 WORKSHEET 2

Reasons
for Using
Social
Media
 DIAGRAM 1

WORKSHEET 3
 Study the diagram and answer the following questions.

ad the highest number of social media users, but in 2016 the percentage decreased to 68. Why do you think this happe

Give TWO reasons why snapchat is the most widely used social media among the yout

ial media showed a consecutive drop from 2014 to 2016?

How har Why do you think social media is very popular among teenagers
mf ul is socia
l media to
teenager
s?

Which social media do you like the most? State your reason.

WORKSHEET 4
1. List the social media platforms that you use the most to the least.

No Social Media Platform

 WORKSHEET 5

1. From the findings, complete the bar graph below using the data you have gathered and
justify.

.
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
Intermediate language learners in general are in a state of transition, having acquired the basics
of the language yet unable to use such elements consistently and accurately. They need
practice with the language already learned, and can benefit tremendously from explicit
instruction of comprehension skills along with other skills. Some comprehension skills that can
be taught and applied to all reading situations are distinguishing between fact and opinion,
comparing and contrasting and self-questioning. These real life 21st century skills, multiple types
questions are important for comprehending expository reading.

BY THE END OF
i. Identify the relevant information using KWLH.
LESSON,
ii. Create a brochure about cyberbullying.
STUDENTS CAN:

KWLH (Know, What, Learned, How)

STRATEGIES/ HOTS - Analysing
APPROACHES - Applying
21st Century Learning
VALUES Respect, Public Awareness
Pictures
LEARNING/
Internet article
TEACHING AIDS
Worksheets
SITUATION Personal, Public
TEXT FORMAT Single Continuous
TEXT TYPE Description
COGNITIVE Represent gist and literal meaning
PROCESS Integrate and generate information
 STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
Reading Strategies:
a. Students study pictures (Diagram A). KWLH

b. In groups, students
i. write down what they know about the pictures
shown (Worksheet 1: Task A).

ii. discuss and list down questions about what

they want to know about the pictures shown
(Worksheet 1: Task A).

iii. present what they know and what they want to

know regarding the pictures given to them.

STEP 2

a. Students read Text 1.

b. In groups, students complete the KWLH chart: Reading Strategy:

KWLH
i. List out what they learn in L column (Worksheet
1: Task B). HOTS:
Analysing
ii. Check whether the text answers the questions
in W column (Worksheet 1: Task B).

iii. Suggest ways on how they can learn more

about the topic in H column.

STEP 3
HOTS:
a. In pairs, students create a brochure about cyber Applying
bullying to raise other’s awareness on this issue using Creating
the information from KWLH chart.
21st century learning:
Collaborative Learning
 DIAGRAM 1
 To be cut and shown to students OR put as a slideshow.
 WORKSHEET 1
Task A
Based on the picture,
a. Fill in the Know column with what you know about the pictures
b. Fill in the Want column with questions on what you want to know about the pictures

Task B
While reading Text 1;
a. List out what you learn in Learned column.
b. Check the questions in Want column to see whether the questions could be answered
with the information from Text 1.
c. Fill out the How column with how you can learn more about the topic.

What you Want to How you can learn

What you Know What you Learned
know more
 TEXT 1

Source:

https://www.stopbullying.gov/cyberbullying/what-is-it/#whycyberbullying

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

Advanced ESL students often have good reading comprehension skills, especially at the
surface level. However, they still need to practise more on understanding inferences or the
underlying meanings. These underlying meanings are critical to comprehension as a whole.

BY THE END OF i. Interpret posts and comments taken from social media.
LESSON, ii. Reflect and evaluate the credibility of the opinion using PMI.
STUDENTS CAN: iii. Write one paragraph post on VLE frog.

PMI (Plus, Minus, Interesting)

STRATEGIES/ HOTS - Analysing
APPROACHES - Evaluating
21st Century Learning

VALUES Respect, Tolerance, Wisdom

Flyer
LEARNING/
Diagram
TEACHING AIDS
Worksheets
SITUATION Personal
TEXT FORMAT Multiple non continuous
TEXT TYPE Argumentation
COGNITIVE Integrate and generate inferences based on the flyer
PROCESS Reflect and evaluate values explored to form opinions
 STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
21st Century Learning:
a. In groups, students study the poster (Text 1) and
Collaborative Learning
discuss.

b. Prompt several questions.

STEP 2

a. Students read the extracts of responses from social Reading Strategy:

media (Text 2). PMI
(Plus Minus Interesting)
b. Students identify the extracts with positive and
negative responses and complete the PMI table below
(Worksheet 1). HOTS:
Analysing
c. In groups, students justify the answers.

21st Century Learning:

Collaborative Learning

STEP 3

a) Students produce a one-paragraph-post of more

than 100 words on the topic:

“SOCIAL MEDIA GIVES AN EDITED HOTS:

VERSION OF REALITY” Evaluating
Creating
b) Students post and upload them on Frog VLE English
Dashboard.

c) Each member of the class is required to comment on

the post.

TEXT 1
1. How was information and opinion shared before the advent of social media?

2. In relation to the comic strip, how has the social media affected human relationships?
-People are being insensitive
-People are being detached from real life.

3. Give your interpretation of “Facebook is watching you”.

 TEXT 2

EXTRACT A

EXTRACT E

EXTRACT B

EXTRACT F

EXTRACT G

EXTRACT C

EXTRACT H

EXTRACT D
 WORKSHEET 1
EXTRACT I

Task: Identify the extracts with positive and negative responses and complete the PMI
table below. Justify your answers.

PLUS MINUS INTERESTING

ASSESSMENT /PROJECT
The advancement of technology has brought quite a number of side effects; be it good or bad
side effects. Since students nowadays are inseparable with their gadgets, they are prone to
cyber-crime, one of which is cyber-bullying. This can be a good platform for students not only to
learn about cyber-bullying, but also on what can they do to deal with it.

STRATEGIES/
ACTIVITIES
APPROACHES
STEP 1

a. Recall and reflect with the students on social media;

examples, reasons and effects on themselves and
the society.
Action-Oriented Task
b. Students are divided into 4 groups. Explain to
students that they are to come up with a
project/exhibition: 21st Century Learning:
Group 1 : Produce flyers Collaborative Learning

Group 2: Produce posters

HOTS:
Group 3: Short video clips on Cyber-bullying
Creating
Group 4: Poetry recital/Song presentation on
cyber bullying
Group 5: Developing a website providing information
on cyber-bullying and support for the victims.
* Teachers can have the whole class involved in this project
by working on different tasks for the Exhibition on Cyber-
bullying.
c. Have students consider on these questions in their
discussions for the project:
 What is cyber-bullying?
 Why cyberbullying happens?
 What can students do when they are the victims of
cyber-bullying?
 What can students do if they notice someone else
being cyber-bullied or being the bully themselves?
 How can the society play their role in handling the
issue?
STEP 2
HOTS:
a. Students put up an exhibition on Cyberbullying and Applying
launch their website.