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This teaching guide harnesses the effectiveness of posters for oral practice, critical thinking, and writing tasks. Divided into stages, it includes lead-in questions, discussions on posters, follow-up oral and writing tasks, and insightful messages on leadership, environmental responsibility, and education. The activities involve eliciting meanings, analyzing quotes, discussing themes, designing visuals, and writing articles, speeches, and essays. It encourages students to think critically, express feelings constructively, and take responsibility for a better world.
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Posters • Oral Practice • Critical thinking & Interpreting • Provide material for writing tasks
STAGE A: Lead-in questions STAGE B: Questions on posters STAGE C: Follow-up oral tasks STAGE D: Follow-up writing tasks
Stage A: Lead-in questions Elicit meaning of basic vocabulary e.g: “gadget”, “high-tech”
Stage B: Questions on poster e.g: What do we do when we use our brain? What do we do when we use our heart? What do you think the message behind the poster is?
Stage B: Expressions / Phrases / Sayings with “brain” or “heart” e.g: brainy put your heart and soul into something
Stage B: Quotations (provided and linked to theme) e.g: “They say that travel broadens the mind, but you must have a mind,” Chesterton
Stage C: Follow-up oral task e.g: Talk about an experience you had when you had to use your brain and an experience you had when you had to use your heart.
Stage D: Follow-up writing tasks e.g: short story: “When it was all over, I decided that I would never again let my heart rule my head.”
THE MESSAGE Learning also depends on feelings. They are important.We must learn how to express them in a constructive way.
Stage A: Lead-in questions e.g: What does “leader” mean? What qualities should a good leader have?
Stage B: Questions on poster e.g: elicit meaning of words such as “true”, “fair”, “right”What does the drawing symbolise?
Stage B: Quotations (provided and linked to theme) e.g: “Show me a hero and I will write you a tragedy,” F.Scott Fitzgerald What do you think this means? Why?
Stage C: Follow-up oral task e.g: design a poster with a peace symbol of your own and present it to class
Stage D: Follow-up writing tasks e.g: Write an election speech
THE MESSAGE • Being a leader means to be true, right and fair. • Being a leader is not about power, it is about understanding.
Stage A: Lead-in questions e.g: What does “environment” mean?
Stage B: Questions on poster • e.g: elicit meanings: • What is meant by ‘globally’? • What is meant by ‘locally’? • Do you know what ‘global warming’ is?
Stage B: Quotations (provided and linked to theme) e.g: “The land of my fathers. My fathers can have it,” Dylan Thomas
Stage C: Follow-up oral task e.g: Presentation on poster designed by students for a recycling campaign
Stage D: Follow-up writing tasks e.g: Write anarticle announcing a campaign
THE MESSAGE • What we do in our microcosm has a direct effect on the macrocosm. • Personal Responsibility
Stage A: Lead-in questions • e.g: Elicit • What does “education” mean? • What do you think education was like in your country 50 years ago?
Stage B: Questions on poster • e.g: grammar and punctuation: • Is there something wrong? • Why do you think it’s there? • What do you think “thought control” is?
Stage B: Quotations (provided and linked to theme) e.g: “Education is what survives when what has been learned has been forgotten,” BF Skinner (American Psychologist)
Stage C: Follow-up oral task e.g: Panel Discussion on the problems of the school system
Stage D: Follow-up writing tasks e.g: essay on what students believe education is/should be
THE MESSAGE • Learn to think and feel for yourselves. • DON’T accept everything uncritically.
Educating for a BETTER WORLD! HILLSIDE PRESS
