TECHNOLOGY

Agustín García
 INTRODUCTION
Throughout this pandemic, we have discovered the real
importance of technology; it kept us close to our Jobs,
family, and friends and safe at the same time. Aspects
previously mentioned, were crucial so we could
reevaluate the importance of inventions beyond leisure
and entertainment.
 OBJECTIVE
After being exposed to readings and videos to get
familiar with vocabulary needed and reading
techniques, students will investigate, select information
to develop a written product on their favourite piece of
technology. Such writing product has to regard
coherence, descriptive vocabulary that reflects students’
interest, and a range from 95 to 100 words.

NUMBER OF LESSONS
This project will take 3 lessons (an hour each)
so students have the chance to speak. Also, it
will take an extra lesson of two hours for
students to present their written products
and respond possible questions or doubts
from classmates.
 INSTRUCTIONS

Look at the photo.

What kind of technology can you

see?

How do you think these people

are using it?
 Read the sentences (1–5). The words and phrases in
bold are used in the video (appendix 1). Match these
words to their definitions (a–e).
1. How much awareness is there of the
problem? a. a change in something shift

2. Many languages could die out in the next b. knowledge or understanding of a

few years because no one speaks them. situation awareness

3. Humans can't survive without water.
4. In recent years, there has been a shift in
the way we communicate because of
technology.
5. Don't neglect your schoolwork during your
vacation.
c. become less common and finally
disappear die out
d. not pay attention to neglect
e. continue to live or exist in a difficult
situation survive
 Watch the video. Number these actions
in the order they happen (1–4).
The team visits Australia to interview
1
the last speaker of a language. ____
The team visits a large village where
the older people speak a language
3
called Apatani. ____

The team goes to a region in

Three men leave, but they hope that
the local communities will use the
4
technology kits. ____
northeast India where there are many
2
different languages. ____
 Watch the video again. Number these actions
in the order they happen (1–4).
1. David, Greg, and Chris are trying to
help save ancient languages that are
T
disappearing and dying out. ____
2. The Australian man speaks a
language that most people thought
T
had already disappeared. ____
3. There used to be seven thousand
known languages in the world, but
now there is only half that amount.
F
____
4. One language disappears every
T
two weeks around the planet. ____
5. In India, the team has problems
T
with the recording equipment. ____
6. No one in the village speaks both
F
English and Apatani. ____
7. The team teaches the local people
how to use the recording equipment
T
themselves. ____
 SPEAKING 1
Is your country's native language a
global or important language?
Why or why not?

•How much is your native language

changing? For example, does it use
any English words?

•How important is a global language

like English in your country?

•How do you use technology for

learning English?
 Pre-Reading.
Photos 1–5 show inventions. Which animals or plants
(photos a–e) do you think inspired these inventions?
Before you read, write a–e next to each invention.
 CRITICAL THINKING
THE WRITER SOURCES
To write an article, a writer often uses different sources to find
information. Which of these sources (1–6) do you think were used for
writing Designs from nature? Say which parts of the article used
information from the sources.

1. photographs 2. biographies 3. questionnaires 4. interviews with people

5. books about the topic 6. articles in magazines

1. photographs (they studied a 4. interviews with people (in

whale's flippers—perhaps the
writer looks at photos of whales to
see how flippers work)
2. biographies (In 1948, the Swiss
engineer George de Mestral was
walking in the countryside when …—
this may have come from a
biography)
1982, Wilhelm Barthlott …— 6. articles in magazines (when
perhaps the writer interviewed the car company Mercedes-Benz
Barthlott) wanted to think of a new design
for a car, it looked at a boxfish—
perhaps from a magazine)
5. books about the topic (Bio-
means “living things,” and mimetics
means “copying”—probably comes
from a book about the topic)
 SPEAKING 2
Discuss the importance of these
inventions. Rank them from 1 (the
most important) to 7 (the least
important).

__ the airplane
__ the bicycle
__ the camera
__ the steam engine
__ the internet
__ the cell phone
__ the washing machine
FINAL PROJECT:
WRITING TASK
Now, you will look on Internet or
magazines, information about your
favourite technology. Once you have
information, write about it regarding
the following features:

• what your favourite technology is

• how often you use it
• what it's used for
• its design (color, shape, size)
• its manufacturer
• anything else that's important
 CONCLUSION
It is really important to write in English; however,
for us as Mexican people is double trouble since
we are not used to do that in our language. The
right thing is that we as teachers must manage
all these problems by setting engaging tasks so
our students can get caught by an appealing
topic.

Before writing, we need to reading and, what is

more important, what and where to read. That is
why I selected catchy videos and reding to keep
students attention so they analyze different
sources of information by differentiating and
contrasting language.
 APPENDIX 1
https://drive.google.com/file/d/1UiAXUmKR0m
iM44xsf_lRngEAbY1uA7HU/view?usp=sharing
REFERENCES
Adapted from:
Sayer, M. (2018). Life 3 – 2nd
edition: B1: Intermediate –
teacher’s book + audio-CD.
National Geographic
Learning/Cengage Learning.
THANK YOU!
Contact for comments or suggestions.

luisgarcia12@uv.mx