Digital Competence

Contents
Unit 1
Infographics1
Teacher’s notes 2

Unit 2
Web-based presentation tools 3
Teacher’s notes 4

Unit 3
Web-based voice-recording tools 5
Teacher’s notes 6

Unit 4
Web-based writing tools 7
Teacher’s notes 8

Unit 5
Web-based image-editing tools 9
Teacher’s notes 10

Unit 6
Timelines11
Teacher’s notes 12

Unit 7
Digital storytelling 13
Teacher’s notes 14

Unit 8
Online posters 15
Teacher’s notes 16

Unit 9
Mind maps and word clouds 17
Teacher’s notes 18

Student task sheet 19

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 1 Digital competence
Infographics Part 3: Let’s do it!
Part 1: Let’s discuss
Step 1 Go online and search for images of infographics
1 Read the text and answer the questions. related to technology and social media. Search
for an image related to what you have learnt
Infographics or ‘information graphics’ are
in this unit (eg gadgets, electronic, instant
graphic representations of information. They
messaging, landline, chat, app, blog, wiki, web,
are useful to present complex information.
forum, message board, podcast).
Researchers say that there is more chance that
people will read an infographic than a written Step 2 Using your Task Sheet, create a simple outline
article. This is because infographics are based on for an infographic about the history of
visual reading and have very limited text. technology, social media or a related topic.
1 What are infographics useful for?
Step 3 Now that you have an idea about what you
2 What is the advantage of using infographics?
want to create, find an infographic-creating
tool online.
Part 2: Let’s analyse
Step 4 Create your infographic. Remember to use
2 Look at the example of the following social media
infographic. Answer the questions in groups. images to represent your idea! Of course you
will need to add some text but the images and
1 What is the main idea of the infographic?
colours you use will really make a difference in
2 What important event happened in 1971?
how you appeal to your audience.
3 Can you find the QR code? What are QR codes
used for? Step 5 Save your infographic and share it with your
4 When was Facebook first launched? And Twitter? teacher and classmates.
5 Does reading an infographic, such as the one
in the example, help you to understand the
concept? How?

GLOSSARY
QR code: A ‘Quick Response’ code contains
any information which can be scanned
with a QR code reader on any mobile device.

1971 1989 1999

First email sent World Wide Web Blogger, blogging platform,
invented launched

SOCIAL MEDIA HISTORY

A CHRONOLOGY

2006 2004
Twitter launched Facebook launched

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 1 Teacher’s notes
Infographics
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
question in pairs. Elicit some answers and discuss
as a class.
What are infographics? Extra information
Infographics are quite new, but are quickly
becoming very popular for giving visual
representations of information, data or concepts.
The ultimate goal of making an infographic is not
only to make a visual representation, but more
importantly, to share the information with others.
Researchers say that there is a 30% more chance
that people will read an infographic rather than
a written article. This is because infographics are
based on visual reading and have very limited
text.
There are many free online tools which enable
you to create an infographic to share with others.
Answer key
1 It’s about the history of how social media has
evolved over time.
2 The first email was sent.
3 A ‘Quick Response’ (QR) code contains any
information which can be scanned with a QR code
reader on any mobile device (http://scan.me).
4 Facebook was first launched in 2004 and
Twitter in 2006.
5 Students’ own answers.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to make an infographic about
something related to technology or social media
which they are interested in. Remind them to
organize their ideas on the Task Sheet.
● Once you have all the links to the students’
infographics, use one lesson to view them all as
a class. Students can vote on their favourites and
choose the best three.

Answer key RECOMMENDED

1 Infographics are useful for presenting information WEBLINKS
visually. They therefore help to share information
more effectively. Infographic creator tools
2 There’s probably more chance that people will www.piktochart.com
read an infographic rather than a written article. www.visual.ly
www.easel.ly
Part 2: Let’s analyse www.infogr.am

2 Look at the example of the following social media

infographic. Answer the questions in groups.
● Ask students to look at the example and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.

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 2 Digital competence
Web-based presentation
tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
These days many presentation tools are
web-based. This means that you can save them
online.
Online presentations are generally interactive and
dynamic. Music, videos, sound and links can easily
be added to slides in a presentation. This makes
them more interesting.
Lots of people can contribute to an online
presentation, making them good collaborative
projects.
They can then be shared by sending a link in
an email.
1 Have you ever made a presentation?
2 What software/web tool did you use?
3 Where did you save your presentation?
4 Can you think of some advantages of using a
web-based presentation tool?
Part 2: Let’s analyse
2 Look at two examples of presentations. Answer the
questions in pairs or groups.
A
WHAT?
WHERE?
B
MATERIAL …
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1 Look at example A. What is the presentation
about?
2 Do you know the names of these sports?
3 What would you expect to find in this
presentation?
4 Look at example B. Choose one of the sports
shown in example A and try to make a sentence
using the key words shown to help you.
5 How can images make a presentation more
interesting?
6 What other elements could help to make this
presentation more interesting?
Part 3: Let’s do it!
Step 1 Go online and search for extreme sports.
Find a sport which interests you. It doesn’t
matter whether you are familiar with the
sport or not.
Step 2 Using your Task Sheet, create a simple
outline of a presentation, making sure to
include important information such as
material needed, where the sport can be
practised, etc.
Step 3 Now that you have chosen a sport, go online
and find a presentation-creating tool.
Step 4 Create your presentation. Remember to use
images to represent your idea! Of course
you will need to add some text too!
Step 5 Save your presentation and share it with
your teacher and classmates.
TIPS
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 2 Teacher’s notes
Web-based presentation
tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What is a web-based presentation tool?
Extra information
These days many presentation tools are
web-based. This means that you can save
them online in an account without the need to
download them onto your computer.
Online presentations can be embedded into
blogs, wikis and web pages.
Online presentations are generally interactive
and dynamic. Movement, music, videos, sound
and links can easily be added to slides in a
presentation. This makes them more interesting
for the viewer.
Lots of people can contribute to an online
presentation, making them good collaborative
projects. Any changes made by one user are
automatically updated and saved so everyone can
see the changes.
They can then be shared with one or more people
by sending a link in an email.
Answer key
1 Students’ own answers.
2 Most students will be familiar with PowerPoint.
3 The students will usually have saved presentations
on a pendrive or on their computer.
4 Students’ own answers.
Part 2: Let’s analyse
2 Look at two examples of presentations. Answer
the questions in pairs or groups.
● Ask students to look at the two examples and
discuss the questions in groups of three or four. Elicit
some answers and discuss as a class.
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Answer key
1 It is about extreme sports, which is also the title.
2 Rock-climbing, windsailing, whitewater rafting
and motocross.
3 Possible answers: Information about the names
of sports, where they can be practised, materials,
famous athletes, etc.
4 Example answer: Whitewater rafting is done in
fast-moving rivers. Rock-climbing is done all
over the world.
5 Accept the students’ opinions, but state that
images are key to making a presentation more
visual and thus more interesting.
6 Students’ own answers.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to make a presentation about an
extreme sport which interests them. Remind them
to organize their ideas on the Task Sheet.
● Once you have all the links to the presentations, use
one lesson to view them all as a class. Students can
vote on their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Web-based presentation tools
www.prezi.com
Allows you to make creative and
dynamic cloud-based presentations.
www.sliderocket.com
Allows you to embed audio and video
into your presentation.
www.prezentit.com
Allows you to create, share and show
online presentations either individually
or as a group.
www.empressr.com
Allows you to add photos, music,
video and audio to a presentation and
then share it publicly or privately in an
instant.
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 3 Digital competence
Web-based voice-recording B

tools Sound – Sound Recorder

Part 1: Let’s discuss File Edit Effects Help

1 Read the text and answer the questions. Position: Length:

6.25 sec. 52 sec.
Web-based voice-recording tools allow you to
record your voice with a click of the mouse and to
easily share your ideas and opinions with others.
Some of these tools are strictly for recording
1 Look at the images in A. What do they represent?
your voice or a sound and sharing it with others,
2 Look at image B. What can you do with the tool
however, some tools enable you to upload
represented in this image?
images and videos too. This makes it easy for
3 Choose one of the four images you see in A and talk
you and your friends to make comments about
about it with a partner. What does the painting/
common photos, paintings, drawings, videos, etc.
photo show? What do you like/dislike about it?
1 Have you ever used a web-based voice-recording 4 Imagine you and your classmates could record your
tool? voice talking about these pieces of artwork and
2 What did you use it for? Can you think of some sharing your opinions online. How could this be
instances where sharing a recording could be useful?
useful? 5 Why is it useful to be able to upload and see the
images that you will be talking about?
Part 2: Let’s analyse 6 When could it be an advantage to only hear the
recording but not see any image?
2 Look at the images A and B and then answer the
questions in groups.
Part 3: Let’s do it!
A
Step 1 Go online and search for a voice-recording
tool.

Step 2 Use a search engine to find information about

a piece of artwork that you would like to give
your opinion about.

Step 3 Decide what you are going to say about the

artwork you have chosen.

Step 4 Organize your ideas on the Task Sheet.

Remember to include vocabulary and
grammar structures that you have studied in
this unit.

Step 5 Record your opinion using the online voice

recording tool that you have chosen. Save
your recording and share it with the class.
Invite them to add their comments.

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 3 Teacher’s notes
Web-based voice-recording
tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What is a web-based voice-recording tool?
Extra information
Web-based voice-recording tools allow you to
record your voice with a click of the mouse and to
easily share your ideas and opinions with others.
Some of these tools are strictly for recording
your voice or a sound and sharing it with others,
however, some tools enable you to upload images
and videos too. This makes it easy for you and
your friends to make comments about common
photos, paintings, drawings, videos, etc.
Some video-recording tools allow you to edit and
apply effects to the audio files. In order to use
online recording tools you might need to adjust
your computer’s security settings.
Part 2: Let’s analyse
2 Look at the images A and B and then answer the
questions in groups.
● Ask students to look at images A and B and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.
Answer key
1 The images in the pictures represent artwork
done by different artists. From left to right they
are: a landscape, a still life, a photograph and a
drawing.
2 It represents an audio-recording tool. You can
record audio, listen to audio and often edit the
sound track in order to create other sound effects.
3 Students’ own answers. Point out that there are
different types of artwork: graffiti, landscapes, still
life, photos, drawing.
4 Students’ own answers.
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5 Being able to see what you are commenting on
often facilitates comprehension.
6 Sometimes using audio with no images leads to
more imagination.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to find information about a painting,
graffiti or piece of artwork that they would like to
give their opinion about.
● Students should decide what they are going to say
about the artwork they have chosen. Remind them
to organize their ideas on the Task Sheet.
● Give students the weblinks below and show them
some examples. Once they have chosen their tool,
remind them to speak loudly and clearly. They can
repeat as necessary.
● Have them save and share the links in order for
others to add their opinions.
● Once you have all the finished links, use one lesson
to view/listen to them all as a class. Students can
vote on their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Web-based voice-recording tools
www.voxopop.com
Allows you to record with others on a
voice thread.
www.voicethread.com
Great recording tool for collaborative
projects. Allows you to add images
as well.
www.vocaroo.com
Allows you to record, play back and
save audio (as mp3, WAV, etc).
www.podomatic.com
Allows broadcasters, teachers and
communities to communicate over the
internet.
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 4 Digital competence
Web-based writing tools B

Part 1: Let’s discuss María García

1 Read the text and answer the questions. She was born in
Pamplona, Spain, on
A web-based writing tool allows you to create the 16th of July, 1939,
written projects and share them easily with and her name is
others on the web. These writing tools can help María García López.
you to organize your thoughts and ideas. She is my grandma.
Writing tools help you to create stories, postcards, She went to school in
letters, descriptions, opinions, notes, essays, diary the same village where
she was born.
entries, projects and some of them allow you to
add photos and images to your work to make it After finishing school
more interesting. in Pamplona she studied
Economics for three years.
1 What can you use writing tools for? She had three children.
2 Have you ever used any writing tools? Which ones She loves boleros and
did you use? ballads.

Part 2: Let’s analyse

Part 3: Let’s do it!
2 Look at some examples of written texts, image A
and image B. Answer the questions in groups. Step 1 First decide what type of text you would
1 What type of writing tool is image A an like to create. Here are some ideas:
example of? ● A wall where others can write a short
2 Which verb tense is being used in image A and for description of their family member.
what purpose? ● A comic talking about your future.
3 What is image B about? When was the woman in ● An invitation for a future event.
the image born?
Step 2 Go online and search for an appropriate
4 How many people have already added
writing tool for the topic you have chosen.
information on the digital wall in image B?
A
Step 3 Organize your topic on the Task Sheet.
Our future predictions by Class 3A Remember to include vocabulary and
grammar structures from this unit.
I will be a doctor. I will travel I will be a writer.
I will live in a big the world. I will read lots
house near the of books. Step 4 Write your text. Include photos or pictures.
beach.
Step 5 Once you have finished, share the link to
your text with your teacher and classmates.

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 4 Teacher’s notes
Web-based writing tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What are web-based writing tools?
Extra information
A web-based writing tool allows you to create
written projects and share them easily with others
on the web. These writing tools can help you to
organize your thoughts and ideas.
Writing tools help you to create stories, postcards,
letters, descriptions, opinions, notes, essays, diary
entries, projects and some of them allow you to
add photos and images to your work to make it
more interesting.
Some writing tools allow you to create books with
turning pages, booklets, leaflets, etc. You can then
post them across the social web by embedding
them into a blog or web.
Answer key
1 A writing tool can be used to create written
projects and share them. You can also create
stories, letters, etc.
2 Students’ own answers.
Part 2: Let’s analyse
2 Look at some examples of written texts, image A
and image B. Answer the questions in groups.
● Ask students to look at the texts and discuss the
questions in groups of three or four. Elicit some
answers and discuss as a class.
Answer key
1 A comic tool.
2 Future with will for predictions.
3 It’s about biographies of family members. She was
born on the 16th July, 1939.
4 Three.
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● Go online and show students a few of the
recommended websites for writing texts.
● Try making a group text using suggestions from
the class. Ask students what sort of text they want
to create and what information they want to include.
Make the changes on screen. Print the finished text
and stick it on the board.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to choose a text type from the list and
write their text online. Remind them to organize
their ideas on a Task Sheet.
● Once you have all the links to the texts, use one
lesson to view them all as a class. Students can vote
on their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Web-based writing tools
www.padlet.com
www.linoit.com
Allow you to create a collaborative
noticeboard with sticky notes.
www.mural.ly
www.popplet.com
Allow you to create interactive
posters.
www.mixbook.com
Allow you to write descriptions, long
texts or stories.
www.toondoo.com
www.readwritethink.org/files/
resources/interactives/comic
Allow you to create your own comic
strip.
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 5 Digital competence
Web-based image-editing
GLOSSARY
tools
Part 1: Let’s discuss Hotspot: An area on an image
1 Read the text and answer the questions. which when clicked contains extra
information or links to external
A web-based image-editing tool allows you
data.
to interact in some way with the images you
can find both online and offline. It allows you
Web-based image-editing tool: An
to add text, music, video, recorded sound or
links to other internet sites. The image becomes online tool which allows you to
‘interactive’. Interactive areas on an image are add text, audio, music and other
known as ‘hotspots’. things to an image.
1 Have you ever used a web-based image
editing tool?
Interactive image: An image
2 What image did you edit? What did you add to it? which contains links to external
text, audio, music, websites, videos
Part 2: Let’s analyse and other things.

2 Look at two examples of an interactive image.

Answer the question in groups.

This was once a beautiful Part 3: Let’s do it!

beach in Malaysia.
Step 1 Go online and search for an image of a
Rivers & oceans
global issue you have learnt about in this
are used for
the disposal unit. Save the image onto your computer
of hazardous for later.
waste.
Step 2 Go online and choose a web-based image
editing tool to edit your photo.
Sand on the beaches
becomes toxic as the Step 3 Think about what you are going to add to
bottles melt.
Oil is spilled into your image (text, audio, music).
the seas and
oceans by cargo Step 4 Organize your ideas on the Task Sheet.
ships damaged
during bad
weather. Step 5 Upload your photo to your web-based
image-editing tool and add your text,
audio or music to it to make it interactive.
Wildlife is endangered. Tens of
thousands of birds have already Remember to use vocabulary and grammar
died as a result of oil pollution. structures from this unit.

1 What are the circles on the image? Step 6 Once you have finished, share the link to
2 Why is there rubbish on this beach? your-edited image with your teacher and
3 What happens to the sand on the beaches? classmates.
4 What else could an interactive image contain?

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 5 Teacher’s notes
Web-based image-editing
tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to look at the images and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What is a web-based image-editing tool?
Extra information
A web-based image-editing tool allows you
to interact in some way with the images you
can find both online and offline. It allows you
to add text, music, video, recorded sound or
links to other internet sites. The image becomes
‘interactive’. Interactive areas on an image
are known as ‘hotspots’. This process can be
done collaboratively, by groups of people or
individually.
One advantage of using online image-editing
tools is that you don’t need to install any software
on your computer.
Part 2: Let’s analyse
2 Look at two examples of an interactive image.
Answer the questions in groups.
● Ask students to look at the images of pollution and
contamination and discuss the questions in groups
of three or four. Elicit some answers and discuss as
a class.
Answer key
1 They are ‘hotspots’. Extra information or links to
external data would be revealed.
2 Because rivers and oceans are used for the
disposal of hazardous waste.
3 It becomes toxic as the bottles melt.
4 Interactive images can also contain audio and
links to external websites.
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Part 3: Let’s do it!
This can be completed in class or as homework.
●
● Ask students to find an image of a global issue they
have learnt about in this unit. They should edit it
by adding text, music, video, etc. Remind them to
organize their ideas on the Task Sheet.
● Go online and show students a few of the
recommended websites for editing images online
(see list below).
● Once you have all the links to the images, use one
lesson to view them all as a class. Students can vote
on their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Image-editing tools
www.fotobabble.com
Allows you to upload your photo
and then make a voice recording to
describe it.
www.blabberize.com
Allows you to make an animated
mouth and voice recording, so that
the person on the photo looks like
they are talking.
www.thinglink.com
Allows you to create interactive
images by adding links to text, music,
video and other items.
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 6 Digital competence
Timelines
Part 1: Let’s discuss GLOSSARY
1 Read the text and answer the questions.
Timeline: a graphic representation
Timelines are one of the most useful and of a series of events in time.
effective tools for showing a series of events.
Timelines are often used to talk about a person’s
biography. Although they are used to talk about a
famous person’s life and events, they can also be
Part 3: Let’s do it!
used to talk about your own life or an event, like a
Step 1 Go online and access a timeline creator tool.
holiday or course.
As well as text, you can add images, videos, audio Step 2 You are going to create a timeline of the major
recordings and links to timelines to make them events in your life for use as a CV for a potential
more interesting and visually appealing. employer. You should cover these areas:
Online timelines are a fantastic way to share and ● When and where you were born
publish your information with others. ● Where you went to school and your
academic achievements
1 What are timelines for?
● Your personal interests and achievements
2 Who can you write a timeline for?
● Any work experience

Part 2: Let’s analyse Step 3 Organize your topic on the Task Sheet.

2 Look at an example of a timeline below. Answer Remember to use vocabulary and grammar
the questions in groups. structures from this unit.

1 Who is this timeline about? Step 4 Put your information into your timeline.
2 How many members are in the band? Do you Use pictures to make it more interesting.
know their names?
3 What types of events are mentioned in the Step 5 Once you have finished, share the link to your
example? timeline with your teacher and classmates.
4 Why is there no final entry on the timeline?

EVENT
BOOTCAMP ON THE X-FACTOR
3rd Jul 2010 – 25th Jul 2010 EVENT EVENT
Niall Horan, Zayn Malik, EVENT DEBUT ALBUM EVENT
Harry Styles, Louis Tomlinson SECOND ALBUM RELEASE
FINISHED IN 3RD PLACE RELEASE 9th November 2012 ON TOUR
and Liam Payne auditioned 18th December 2010 1st November 2011 23rd Feb – 30th Oct 2013
as solo candidates for the Take me home is released
One Direction finished 3rd Up all night is 128 concerts performed
British televised singing ... released More >
More >
place on The X-Factor around the world
More > More > More >

2010 April July Dec 2011 May Oct Nov 2012 April July Nov 2013 Feb July Oct

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 6 Teacher’s notes
Timelines
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What are Timelines? Extra information
Timelines are one of the most useful and effective
tools for showing a series of events.
Timelines are often used to talk about a person’s
biography. Although they are used to talk about a
famous person’s life and events, they can also be
used to talk about your own life or an event, like a
holiday or course.
In fact, any series of events, whether they happen
in one day or over a period of many years, can be
easily visualized using a timeline.
You can add text, images, videos, audio
recordings and links to timelines to make them
more interesting and visually appealing.
As well as being very creative, timelines made
on the internet are a fantastic way to share and
publish your information with others.
Timelines are also a great way to enable language
learners to write short bits of information without
overwhelming them with the demands of long
sentences or paragraphs.
Answer key
1 Timelines are one of the most useful and effective
tools for showing a series of events.
2 Moreover, timelines are a great way for students
to write short bits of information rather than long
sentences or paragraphs.
Part 2: Let’s analyse
2 Look at an example of a timeline. Answer the
questions in groups.
● Ask students to look at the timeline and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.
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Answer key
1 The boy band, One Direction.
2 There are five members in the band: Harry Styles,
Niall Horan, Louis Tomlinson, Zayn Malik and
Liam Payne.
3 Major events are listed on the timeline, such as
when the group was formed and album release
dates.
4 Because the group is still together.
● Go online and show students a few of the
recommended websites for making timelines
(see below).
● Try making a group timeline using suggestions
from the class. Ask students what to include on the
timeline and make the changes on screen. Print the
finished timeline and stick it on the board.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to reflect on the major events in their
life and what they have achieved so far. Remind
them to organize their ideas on the Task Sheet.
● Once you have all the links to the timelines, use one
lesson to view them all as a class. Students can vote on
their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Timelines
www.tiki-toki.com
Allows you to make a free web-based
timeline, including pictures and videos,
which you can then share with others.
www.timetoast.com
Allows you to make a free web-based
timeline, including pictures and videos,
which you can then share with others.
www.timeglider.com
Allows you to make a timeline and
share projects and more.
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 7 Digital competence
Digital storytelling 1 Have you ever watched CSI? Where is the TV series
set?
Part 1: Let’s discuss 2 Which of the following has been used in this story:
1 Read the text and answer the questions. images/text/audio narration/video clips/music?
3 What do you think this digital story will go on
Digital storytelling is the practice of using
to tell us?
computer-based tools to tell stories. Digital
4 What else do you know about CSI?
stories usually contain a mixture of images, text,
recorded audio narration, video clips and music.
Part 3: Let’s do it!
Most digital stories last between two and ten
minutes and are told in an informal manner. A Step 1 Go online and search for a digital
digital story is meant to communicate personal storytelling tool.
feelings about a topic or person.
Step 2 Choose a crime or police TV series to write
1 What types of media can a digital story contain?
your digital story about.
2 How long do they normally last?
Step 3 Use a search engine to find out information
Part 2: Let’s analyse about your chosen subject. Look for digital
photos to go with your main ideas and
2 Look at an example of a digital story. Answer the
questions in groups. remember to add music to your story!

Step 4 Organize your ideas on the Task Sheet.

Remember to use vocabulary and
structures you have learnt in this unit.
CSI: Las Vegas first
hit our TV screens in Step 5 Put all of the elements together.

October 2000 Step 6 Once you have finished, share the link of
your digital story with your teacher and
classmates.

Produced by Jerry
Bruckheimer, it has won
several awards and is
watched by about 74 million
people worldwide!

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 7 Teacher’s notes
Digital storytelling
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What is digital storytelling? Extra information
Stories are the oldest form of education. Throughout
history, people of all cultures have always felt
compelled to tell stories. Digital stories are no
different and are just the modern equivalent of
prehistoric wall paintings.
Digital storytelling is the practice of using
computer-based tools to tell stories. As the name
implies, digital stories usually contain a mixture of
images, text, recorded audio narration, video clips
and/or music.
Most digital stories last between two and ten
minutes and are told in a communicative, informal
manner. A digital story is meant to communicate
facts or personal feelings about a topic or person.
Answer key
1 Digital stories can contain a mixture of images,
text, recorded audio narration, video clips
and/or music.
2 They usually last between two and ten minutes.
Part 2: Let’s analyse
2 Look at an example of a digital story. Answer the
questions in groups.
● Ask students to look at the digital story and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.
Answer key
1 Students’ own answers. In Las Vegas.
2 Images, text and audio.
3 It will give us more information about the
TV series.
4 Students’ own answers.
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● Go online and show students a few of the
recommended websites for making digital stories
(see below).
● Try making group digital stories with the class.
Ask students what they would like to make a story
about and what to include. Make the changes on
screen. Print the finished story and stick it on the board.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to make a digital story about a TV crime/
police series which interests them. Remind them to
organize their ideas on the Task Sheet.
● Once you have all the links to the digital stories, use
one lesson to view them all as a class. Students can
vote on their favourites and choose the best three.
RECOMMENDED
WEBLINKS
Digital storytelling
www.stupeflix.com
Allows you to mix photos, video and
music to make an interesting digital
story.
www.animoto.com
Allows you to insert photos from your
computer, social networking site or
phone and add text and music.
www.sliderocket.com
Allows you to use photos, video,
music and text to make a digital story.
Users can work independently or
collaboratively.
www.brickflow.com
Allows you to use photos, video,
music and text to make a digital story.
Users can work independently or
collaboratively.
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 8 Digital competence
Online posters 1 Who was Nelson Mandela?
2 Is it possible to use any of the following in this
Part 1: Let’s discuss poster: images/text/audio narration/video clips/
1 Read the text and answer the questions. music/hyperlinks to external websites?
3 What do you think is important to include in an
Creating an online poster allows you to include
online poster?
many different types of media and enables your
4 How could you make your poster more
poster to reach a wider audience. An online
eye-catching to the reader?
poster is an attractive way of explaining your
topic with the use of images, videos, links, text,
icons, music, etc.
GLOSSARY

1 What types of media can an online poster Hyperlink: a hyperlink is an image

contain? or piece of text that links to
2 What advantage is there to creating an online
another web page.
poster?

Part 2: Let’s analyse

2 Look at an example of an online poster. Answer
Part 3: Let’s do it!
the questions in groups.
Step 1 Go online and search for an online poster
creator tool.

Nelson Mandela Step 2 Choose a topic that you have learnt about
18th July 1918, Mvezo –
urg in this unit.
5th December 2013, Johannesb

Step 3 Use a search engine to find information

Nelson Mandela was a
about your chosen subject. Look for images,
revolutionary who fought for
peace. videos and other things that you could use
in your poster.
1943–1962
He became a member of the ANC (African
Step 4 Organize your ideas on the Task Sheet.
National Congress) and fought peacefully
against apartheid. Remember to include vocabulary and
structures you have learnt in this unit.
1962–1990
He was sent to prison for his campaign.
Step 5 Put all of the elements together.
1994–1999
After his release, he became Step 6 Once you have finished, share the link of
the first black South African your online poster with your teacher and
president of South Africa.
He won the Nobel Peace classmates.
Prize in 1993.

Want to know more?

www.nelsonmandela.org

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 8 Teacher’s notes
Online posters
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to read the text and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What is an online poster? Extra information
Creating an online poster allows you to include
many different types of media and also allows
your poster to reach a wider audience. An online
poster is an attractive way of explaining your topic
with the use of images, videos, links, text, icons,
music, etc.
Your classroom can be a colourful learning
environment. Some online poster tools offer
useful templates so that you don’t have to start
from the beginning!
Answer key
1 An online poster can contain images, videos, links,
texts, icons, music, etc.
2 With an online poster you can reach a wider
audience.
Part 2: Let’s analyse
2 Look at an example of an online poster. Answer
the questions in groups.
● Ask students to look at the online poster and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.
Answer key
1 He was a revolutionary against apartheid in South
Africa and the first black South African president
of South Africa.
2 Yes. All of them can be used.
3 Students’ own answers, but responses should
include the following: titles, a legible font, short
concise pieces of information, images and links
to other websites where the reader can find out
more information about the topic if they want to.
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4 Students’ own answers, but responses should include
the following: large legible titles and font, images,
videos and colours. It is also important not to clutter
the poster with too much information.
● Go online and show students a few of the
recommended websites for making online posters
(see below).
● Try making group online posters using suggestions
from the class. Ask students who they would like to
make a story about and what to include. Make the
changes on screen. Print the finished poster and
stick it on the board.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Ask students to make an interactive poster about
a topic that they have learnt about in this unit and
which interests them. Remind them to organize their
ideas on the Task Sheet.
● Once you have all the links to the online posters, use
one lesson to view them all as a class.
● Students can vote on their favourites and choose the
best three.
RECOMMENDED
WEBLINKS
Poster tools
www.glogster.com
Allows you to mix images, videos,
music, links to external websites
and text to make an attractive and
interesting online poster.
www.mural.ly
Allows you to create interactive
posters using different media types.
www.linoit.com
Allows you to create interactive
posters using different media types.
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 9 Digital competence
Mind maps and word clouds 1 In example A, what is this mind map about?
2 Which word is placed in the centre? What do the
Part 1: Let’s discuss surrounding words represent?
1 Read the text and answer the questions. 3 In small groups, add a few words to each branch
of this mind map.
A ‘mind map’ is a visual way to represent ideas
4 In example B, what is the main topic in the word
and concepts. Instead of traditional note-taking,
cloud?
information is written around key words, images
5 What do the other word groups represent?
or concepts.
6 How could using a word cloud help you to study?
Word clouds are also very useful to work with
7 Can you imagine using both mind maps and word
vocabulary and to brainstorm ideas. They are fun
clouds with both examples shown? How would
to make and can easily be used as an effective
they be different?
studying tool for remembering ideas, concepts
and vocabulary.
Part 3: Let’s do it!
1 Think about how you study. Have you ever made
outlines and diagrams to help you remember Step 1 Go online and search for a mind mapping
what you have learnt? If so, how does this tool (if you prefer, you can make a word
technique help you? cloud of the same concept).
2 How does a mind map differ from a word cloud?
Step 2 Create a mind map of the grammar that
you have learnt throughout this book. Write
Part 2: Let’s analyse
the verb tenses you have studied this year.
2 Look at an example of a mind map (A) and a word Start with the title ‘Grammar’ and branch
cloud (B). Answer the questions in groups. out until you have included all the verb
A tenses studied. Each verb tense can have
Car additional information, such as an example
or a rule.
Clothes shop
Transportation
Step 3 Organize your information on the Task
Shops
Sheet. Or you can create a mind map of all
The City the topics you have learnt this year.
Hospital

New York Buildings Step 4 Add any images that will help you to
remember or visualize the information.
Examples of big cities

Step 5 Once you have finished, share the link to

your mind map with your class.
B
Pastcontinuous Remember: With mind maps there

GRAMMAR should be a central theme with several

Presentcontinuous

subcategories. Each subcategory can also

Presentsimple

2ndconditional passivePresentperfect have branch points.

PastSimple
modals1stconditional With word clouds, the bigger the key
usedto

words, the easier it will be to pick out the

important points and remember them.

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 9 Teacher’s notes
Mind maps and word clouds
Part 1: Let’s discuss
1 Read the text and answer the questions.
● Ask students to look at the images and discuss the
questions in pairs. Elicit some answers and discuss
as a class.
What are mind maps and word clouds?
Extra information
Let’s talk about tools for working concepts and
vocabulary: mind maps and word clouds.
There are many tools which can help you study
and remember what you have learnt. A ‘mind map’
is a visual way to represent ideas and concepts.
Instead of traditional note-taking, information
is written down around key words, images or
concepts.
‘Word clouds’ are also very useful to work with
vocabulary and to brainstorm ideas. They are fun
to make and can easily be used as an effective
studying tool for remembering ideas, concepts
and vocabulary.
There are many tasks that we can create using
mind maps and word clouds: note taking,
brainstorming, presenting information, planning,
studying and memorization.
Answer key
1 Students’ own answers.
2 In a mind map we use branches and themes
going out from a central theme; in a word cloud
all the words and phrases are interconnected.
Part 2: Let’s analyse
2 Look at an example of a mind map (A) and a word
cloud (B). Answer the questions in groups.
● Elicit some answers and discuss as a class.
Answer key
1 It is about the city.
2 The word ‘city’ is placed in the centre. The other
words represent concepts related to life in the city.
3 Students come up with their own examples to
add to each category.
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4 The main topic is ‘grammar’.
5 The other words represent verb tenses related
to grammar.
6 Accept all answers, but point out that word clouds
help to visualize words and concepts.
7 Mind maps allow you to structure the concept in a
more logical pattern; word clouds place the words
in any fashion which makes it more difficult to
categorize the vocabulary.
Part 3: Let’s do it!
● This can be completed in class or as homework.
● Have students go through their course book and
find the important grammar points they have learnt
this year. Remind them to organize their ideas on
the Task Sheet.
● Go online and show students a few of the
recommended websites for making mind maps or
word clouds (see below).
● Once you have all the links to their mind maps and
word clouds, use one lesson to view them all as
a class.
RECOMMENDED
WEBLINKS
Mind maps and word clouds
www.bubbl.us
Allows you to brainstorm and make
easy mind maps to print or to share
online.
www.coggle.it
Allows you to make simple mind maps.
www.mapul.com
Allows you to make free handwritten
online mind maps.
www.wordle.net
Allows you to generate word clouds
from text that you provide.
www.tagxedo.com
Allows you to turn text into visually
attractive clouds, including special
shapes.
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 Student task sheet

Name:  Like 420 +1 0 Tag

My project
Choose a title:

What tool did you use?

What is it about?

What vocabulary and grammar did you use?

Write the link to your project:

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