Level 1 and 2 - Knife Crime
Image taken from https://yourchoiceyourfuture.wordpress.com/
I decided to cover the topic of knife crime with my Functional Skills English learners; the topic is current and one that I felt would engage a lot of my students and it certainly did.
For the starter I prepared a resource based on made-up tweets related to the topic of knife crime. I asked my students to identify SPAG errors, summarise the viewpoint of each tweet and to write their own opinions about the topic. We then shared answers/ideas as a group.
I showed the students a clip from 'Idris Elba' and his own opinions about knife crime. We talked about how strong his message was, what he meant by some of the language that he used and whether we agreed with him or not.
Additionally, we looked at recent articles based on the topic which encouraged reading skills and further discussions/ideas before I asked my group to work in teams and produce ideas on flip chart based on what they think the causes/solutions are for knife crime. Each group shared their ideas as part of a whole class debate.
The final element of the session included a discussion about anti-knife crime campaigns where I showed them various examples and posed questions based on language use, images and why the adverts were effective. This lead onto an independent writing task where learners created a persuasive leaflet encouraging teenagers not to carry knives.
Twitter Starter - Link
Image taken from https://yourchoiceyourfuture.wordpress.com/
I decided to cover the topic of knife crime with my Functional Skills English learners; the topic is current and one that I felt would engage a lot of my students and it certainly did.
For the starter I prepared a resource based on made-up tweets related to the topic of knife crime. I asked my students to identify SPAG errors, summarise the viewpoint of each tweet and to write their own opinions about the topic. We then shared answers/ideas as a group.
I showed the students a clip from 'Idris Elba' and his own opinions about knife crime. We talked about how strong his message was, what he meant by some of the language that he used and whether we agreed with him or not.
Additionally, we looked at recent articles based on the topic which encouraged reading skills and further discussions/ideas before I asked my group to work in teams and produce ideas on flip chart based on what they think the causes/solutions are for knife crime. Each group shared their ideas as part of a whole class debate.
The final element of the session included a discussion about anti-knife crime campaigns where I showed them various examples and posed questions based on language use, images and why the adverts were effective. This lead onto an independent writing task where learners created a persuasive leaflet encouraging teenagers not to carry knives.
Twitter Starter - Link
This post first appeared on Free Quality Functional English Resources & Teachi, please read the originial post: here
