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    BN - Computersvslearning - Int - TN - 550860 Lesson Plan

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    Lana
    This article discusses how reliance on technology may negatively impact learning and memory. It provides examples of how being constantly connected to the internet through devices can deprive people of the ability to remember information on their own. While technology makes things convenient, it is through effortful and repetitive practice without shortcuts that knowledge can truly be retained and mastered over time. The article cautions that relying too heavily on technology for information may mean students are cheating themselves out of truly learning. It encourages spaced learning and conscious memorization to prevent knowledge from escaping over time.

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    BN - Computersvslearning - Int - TN - 550860 Lesson Plan

    Uploaded by

    Lana
    8 views2 pages
    This article discusses how reliance on technology may negatively impact learning and memory. It provides examples of how being constantly connected to the internet through devices can deprive people of the ability to remember information on their own. While technology makes things convenient, it is through effortful and repetitive practice without shortcuts that knowledge can truly be retained and mastered over time. The article cautions that relying too heavily on technology for information may mean students are cheating themselves out of truly learning. It encourages spaced learning and conscious memorization to prevent knowledge from escaping over time.

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    bn_computersvslearning_int_tn_550860 lesson plan

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    This article discusses how reliance on technology may negatively impact learning and memory. It provides examples of how being constantly connected to the internet through devices can deprive people of the ability to remember information on their own. While technology makes things convenient, it is through effortful and repetitive practice without shortcuts that knowledge can truly be retained and mastered over time. The article cautions that relying too heavily on technology for information may mean students are cheating themselves out of truly learning. It encourages spaced learning and conscious memorization to prevent knowledge from escaping over time.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    8 views2 pages

    BN - Computersvslearning - Int - TN - 550860 Lesson Plan

    Uploaded by

    Lana
    This article discusses how reliance on technology may negatively impact learning and memory. It provides examples of how being constantly connected to the internet through devices can deprive people of the ability to remember information on their own. While technology makes things convenient, it is through effortful and repetitive practice without shortcuts that knowledge can truly be retained and mastered over time. The article cautions that relying too heavily on technology for information may mean students are cheating themselves out of truly learning. It encourages spaced learning and conscious memorization to prevent knowledge from escaping over time.

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    © All Rights Reserved
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    BUSINESS NEWS LESSONS

    Has relying on tech affected the way


    we learn?
    Key:
    Level: Intermediate (B1–B2)
    1. generate 7. evade
    2. impediment 8. master
    Time: Approximately 90 minutes (plus extra
    3. deprive 9. interval; intervals
    time for research and presentation)
    4. retain 10. demonstrate
    Business topics: Tech, learning, AI, 5. repetitive 11. bulk out
    job automation 6. unique 12. claim; claim(s)

    Business language: expressions 3. Understanding the article

    Activities: key words, understanding the text, a. First ask students to read the statements and circle
    business language, discussion, presentation the key words. Then have them scan the article for the
    about technology and job automation information related to each statement and underline it.
    Then to write their answers. Ask students to compare
    Groups: Whole class, one-to-one, pair work their answers before checking with the whole class.
    or small groups
    Key:
    1. True (Suddenly deprived of my tech, I was unable
    to find my way)
    Overview: This article shares examples of 2. False (technology can be an impediment to
    how relying on technology makes us worse at
    learning. Only through effort and repetition, without
    learning and remembering things.
    shortcuts, can we truly retain useful knowledge.)
    3. True (It can … generate realistic-sounding
    articles.)
    1. Warmer 4. False (It’s maybe simpler to ask whether the
    student is cheating themselves, to which the
    a. Ask students to discuss the questions. Then ask answer is surely yes.)
    students to feed back to the rest of the class. Draw a 5. False (“10,000 hours rule” – the amount of
    diagram of technology-related vocabulary on the board intensive practice supposedly needed to
    with students’ suggestions. If students are unsure or master something)
    incorrect, either provide a correction or assign dictionary 6. True (how knowledge escapes over time if not
    consultants to check words. Possible phrases: use consciously remembered – and “spaced learning”,
    a virtual map, use GPS, go on social media, post on repetition over regular intervals)
    social media, send a text, make/have/get/receive a 7. False (“GPT-3 can just make up facts that aren’t
    video/voice call, order food/groceries online, shop true and say other things that are nonsense,”
    online, use an online dating app, find a ride online, use he said.)
    a search engine, find a recipe online, etc.
    4. Business language
    2. Key words
    a. Ask students to find the expressions in the mentioned
    a. Ask students to complete the task individually and paragraphs and compare their answers with a
    Intermediate

    then compare their answers in small groups before classmate before checking with the whole class. Check
    eliciting examples from the whole class. You can understanding by asking the class to come up with their
    also ask half the students to complete 1–6 and the own very simple definition for each expression.
    other half to complete 7–12 and then work together
    to check and share their answers. If students need Key:
    support, encourage them to do complete the activity 1. lean [lean on]
    methodically by first reading the definition and 2. stoop [stoop to]
    example sentence, identifying the part of speech and 3. create [create waves]
    then looking at each word in the word pool. 4. practice, perfect [practice makes perfect]
    D •
    TE E E
    SI AD L
    EB LO B
    W N IA

    Published by Macmillan Education Ltd. © Macmillan Education Limited, 2023. 1


    M W P
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    BUSINESS NEWS LESSONS

    b. You can gamify this by revealing the sentences one


    at a time and asking students to rewrite them in
    groups against the clock for a point. Answers provided
    are possible answers, but other correct options are
    also acceptable.

    Key:
    1. Don’t stoop to lying in the interview!
    2. They’re leaning too heavily on their website
    for sales.
    3. Customers are creating waves online with
    awful reviews.
    4. Just keep on trying, practice makes perfect.

    5. Discussion questions

    a. Put the students in pairs or small groups and ask


    them to discuss the questions. When students have
    covered all the questions, bring the whole class
    back together so that they can share their answers
    and any interesting information that arose from
    their discussions.

    6. Wider business theme – AI and job


    automation

    a. First ask students what they understand by job


    automation and ask them to give you a few examples,
    e.g., people use a ride hailing app like Uber instead of
    calling someone who used to be in charge of sending
    and managing cabs. Technology now does their job,
    the role is automated.

    Then ask students to look at the table individually


    before working in pairs or small groups to discuss
    the questions. Set a time limit and ask one person
    from each group to summarise their discussion in
    five sentences.

    b. In the same groups, ask students to work together


    to brainstorm the different points that they might
    Intermediate

    include in the presentation. You can decide to either


    let students present individually or in groups of three,
    where each student covers a point.

    Encourage students to use the phrases provided


    to structure their presentations. Also encourage
    them to choose a few words from the Key Words
    and Business Language sections to include in
    their presentations.
    D •
    TE E E
    SI AD L
    EB LO B
    W N IA

    Published by Macmillan Education Ltd. © Macmillan Education Limited, 2023. 2


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