Thema Internet - hv3

Thema Internet - hv3

Internet

Introduction

Welcome to the next theme of English
This theme is about The Internet.

How?
You are going to practise your English writing, reading, listening and speaking skills.

There are different types of assignments. Some of them you have to do on your own, others you are doing in a group.

At the end of those group assignments you are going to discuss the answers in your group. Some assignment will be checked by the computer.

What about you?
How important is Internet in your life?
Is it like oxygen; you can't live without it (almost whole day)?
Or is it not a very essential part of our daily life activities?
Or....


Have fun!

Need to know

What do you need to know?
At the end of this theme, you should be able to to talk about this subject with ease. Give it a try.

In groups, discuss three of the following questions:

  1. Do you often use the Internet?
  2. About how many hours a day do you use the Internet?
  3. About how many hours a week do you use the Internet?
  4. Who uses the Internet the most in your family?
  5. What are some security issues you must think about when you access the Internet?
  6. Have you ever bought something using the Internet? If so, what and why?
  7. How can the Internet help you to learn English?
  8. Do you have any ideas or ambitions to start an Internet company?
  9. Do men and women use the Internet for different purposes?
  10. What are some of the ways the Internet can be used for education?
  11. What are some of the ways the Internet can be used for entertainment?

Can do

In this theme you will focus on the following 'can do' statements.

Listening

  • You can listen to people talking about using the internet.
    You can understand this when people speak slowly and clearly.
    You can understand simple messages or sound fragments (radio, television, song) that have to do with the theme 'The Internet'.
  • You can follow the main lines of discussions about using the internet.

Reading

  • You can understand texts or stories when the words in the theme 'The Internet' are used.
  • You can skim short texts and find relevant facts and information.

Speaking

  • You can participate in a simple conversation about 'The Internet'.
    Your classmate speaks quite slowly. He or she repeats the sentences every now and then.
    Your classmate helps you to formulate what you are trying to say.
  • You can ask and answer simple questions related to 'The Internet'.
  • You can use simple phrases and phrases related to 'The Internet' to express your preference and opinion.
  • You can have a discussion about using internet.

Writing

  • You can write an article by making use of the words related to 'The Internet'.
    You can write a very simple personal letter and an e-mail message regarding 'The Internet'.

To do

At the end of this theme you can listen, read texts, speak and write about the Internet.

But you don't have to be able to do this right away!
If you take the following steps (lessons) you'll find out what you need to know!

Lesson Title Activities
1

Computers

Listen and read texts and answer questions about computers.
You can understand and use vocabulary about computers.
You can write a contribution as a reaction to a text and can discuss this with a classmate.
Grammar: 'Negations and questions'
2

Women and computers

The subject of this lesson is women and computers.
You can write about Internet safety.
You can have a discussion about girls and computers.
Grammar: Negative Imperative and Never.
3

24/7 online

Listen and read texts and answer questions about being online.
You can understand an interview about a text how technology addiction can affect the brain.
You can have a discussion about Internet addiction.
Grammar: Double Negatives and 'Any' words.
4

Being trolled

The subject of this lesson is being trolled.
You can understand texts about hackers and cyber attacks.
You can write a review about Internet trolls.
Grammar: 'No' words and Neither ..... Nor.

 

Lessons

Below are the four lessons that belong to this topic.
Make your choice.

Blok 1

Computers
Blok 2

Women and computers
Blok 3

24/7 Online
Blok 4

Being trolled

Vocabulary Internet

Hieronder vind je woordenlijsten en lijsten met zinnen die horen bij dit thema.
Deze komen ook terug in de diagnostische toets. Overleg met je docent wanneer je deze lijsten gaat leren.

Vocabulary Internet - 1

Vocabulary Internet - 4

Vocabulary Internet - 2

Vocabulary Internet - 5

Vocabulary Internet - 3

Vocabulary Internet - 6

 

 

 

 

 

 

 

Tip:

There are many ways to study vocabulary. You can read the words aloud or copy them.
Click in StudioWozzol on the red arrow for the options.

Finishing touch

You have completed the lessons of this theme.
Time for the Finishing touch. 
Choose two of the three projects A, B and C.

Work with a classmate.

Good luck.

Project A: Reading

Project A Reading: Passwords

This is a difficult text. Are you able to read it? Give it a try!

  • Read the text.
  • Do the exercise.

Passwords

The average computer user has between 5 and 15 username/password combinations to log in to email accounts, social networking sites, discussion boards, news and entertainment sites, online stores, online banking accounts, or other websites. For people who use email or other internet applications at work, the number of required username/password combinations may surpass 30. Some of these accounts demand that you use a specific number of symbols and digits, while others require you to change your password every 60 days. When you add to this list the codes needed to access things like ATMs, home alarm systems, padlocks, or voicemail, the number of passwords becomes staggering. The feeling of frustration that results from maintaining a memorized list of login credentials has grown so prevalent that it actually has a name: password fatigue.

Having to remember so many different passwords is irritating, but it can also be dangerous. Because it is virtually impossible to remember a unique password for each of these accounts, many people leave handwritten lists of usernames and passwords on or next to their computers. Others solve this problem by using the same password for every account or using extremely simple passwords. While these practices make it easier to remember login information, they also make it exponentially easier for thieves to hack into accounts.

Single sign-on (SSO) authentication and password management software can help mitigate this problem, but there are drawbacks to both approaches. SSO authentication can be used for related, but independent software systems. With SSO, users log in once to access a variety of different applications. Users only need to remember one password to log in to the main system; the SSO software then automatically logs the user in to other accounts within the system. SSO software is typically used by large companies, schools, or libraries. Password management software, such as KeePass and Password Safe, is most often used on personal computers. These software programs—which have been built into many major web browsers—store passwords in a remote database and automatically “remember” users’ passwords for a variety of sites.

The problem with both SSO authentication and password management software is that the feature that makes them useful is also what makes them vulnerable. If a user loses or forgets the password required to log in to SSO software, the user will then lose access to all of the applications linked to the SSO account. Furthermore, if a hacker can crack the SSO password, he or she will then have access to all of the linked accounts. Users who rely on password management software are susceptible to the same problems, but they also incur the added threat of passwords being compromised because of computer theft.

Although most websites or network systems allow users to recover or change lost passwords by providing email addresses or answering a prompt, this process can waste time and cause further frustration. What is more, recovering a forgotten password is only a temporary solution; it does not address the larger problem of password fatigue.

Some computer scientists have suggested that instead of passwords, computers rely on biometrics. This is a method of recognizing human users based on unique traits, such as fingerprints, voice, or DNA. Biometric identification is currently used by some government agencies and private companies, including the Department of Defense and Disney World. While biometrics would certainly eliminate the need for people to remember passwords, the use of biometrics raises ethical questions concerning privacy and can also be expensive to implement.

The problems associated with SSO, password management software, and biometrics continue to stimulate software engineers and computer security experts to search for the cure to password fatigue. Until they find the perfect solution, however, everyone will simply have to rely on the flawed password system currently in place.

Source: www.englishforeveryone.org


Did you manage to read and understand this text?
If you did, have a try to answer the questions.

Evaluation Reading

Hoe vond jij deze opdracht gaan? 
Geef bij elk onderdeel aan hoe jij vond dat het ging.

Onderdeel

Goed

Voldoende

Onvoldoende

Woordenschat

Je beheerst alle eenvoudige woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.

Je beheerst de meest noodzakelijke woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.

Je beheerst niet voldoende woorden om een briefje, e-mail of eenvoudige tekst te kunnen begrijpen.
Zinsbouw en grammatica Ik kan de werkwoordsvormen en zinnen goed herkennen en begrijpen. Ik kan genoeg zinnen en werkwoordsvormen herkennen. Ik begrijp sommige zinnen en werkwoordvormen. Ik kan werkwoordsvormen en zinsopbouw niet goed herkennen en begrijpen.
Tekstinzicht Je kunt de opbouw en grote lijn goed zien. Je kunt ook de betekenis van onbekende woorden makkelijk afleiden uit de context. Je kunt de opbouw en de grote lijn van een tekst vrij goed zien, maar je kunt zelden de betekenis van onbekende woorden afleiden uit de context. Ik zie de opbouw en grote lijn van de tekst niet helemaal en kan de betekenis van onbekende woorden niet afleiden uit de context.
Tempo van lezen Je kunt vlot en makkelijk doorlezen. Je begrijpt alles wat er staat. Je kunt de volledige tekst tot in alle details doorlezen. Je hebt vaak al voldoende leestempo om redelijk wat van wat je leest te begrijpen.
Je kunt de volledige tekst globaal doorlezen.		 Je hebt te veel tijd nodig om alles volledig te kunnen doorlezen. Wat je leest begrijp je niet helemaal.
Leesstrategie

Je kunt naar de grote lijn van een tekst kijken en daarna naar de details.
Vooraf gebruik je de indeling, de plaatjes en voorkennis (wat je al van het onderwerp af weet).

 Je kunt met gebruik van de indeling, plaatjes en voorkennis (wat je al weet van het onderwerp) met moeite de grote lijn in de tekst bekijken.
Je vertaalt nog te veel zinnen zonder verband te zien.

Je begrijpt niet goed hoe je de tekst moet aanpakken en begint woord voor woord te lezen. Je maakt te weinig gebruik van voorkennis (wat je al weet van het onderwerp).

 

Project B Listening: World of computers

You are going to listen to a conversation about computers.

  • First read the questions.
  • Listen to the recording.
  • Answer the questions.
  • Listen again and read the audio script.
  1. What is the main topic of this conversation?
  2. From the discussion, what did Mr. Taylor probably do for his previous company?
  3. Mr. Taylor thinks that Java is ….
  4. What does the man mean when he says, "We'll be in touch" at the end of the conversation?
  5. Choose the best word(s) to describe Mr. Taylor ….

Listen to the recording:

Click on the link to answer the questions:

Audioscript: World of computers

Man: Okay, Mr. Taylor, let's go ahead and begin. First of all, tell me about your last job.
Mr. Taylor: Well, as stated on my resume, I worked for five years at Hi Tech Computers.
Man: Okay. Hi Tech. And what do you know about computer networks and operating systems including DOS, Windows, Macintosh OS, and UNIX?
Mr. Taylor: Umm . . . well . . . I did come in contact with computers every night at my last job.
Man: Hum! . . . And how about web site authoring skills? [Oh]. We are looking for someone to create and manage our company's web site which would include the development, configuration, and use of CGI scripts.
Mr. Taylor: Umm . . . uh, web page, web page. Huh . . . I don't think I've read that book, and I'm afraid I've never used those CGI things.
Man: Huh?! And what about experience with Java or JavaScript?
Mr. Taylor: Well . . . I think I've tried Java at a foreign coffee shop one time, if that's what you mean.
Man: Okay, Mr. Taylor, I think I have ALL the information I need!
Mr. Taylor: Oh, and I really like computer games. I play them everyday.
Man: Right, right. Thanks Mr. Taylor. We'll be in touch.

Listening - evaluation

Hoe vond jij deze opdrachten gaan? 
Geef bij elk onderdeel aan hoe jij vond dat het ging.

Onderdeel

Goed

Voldoende

Onvoldoende

Focus

Je kunt je volledig concentreren.

Je kunt  de hele opdracht aandachtig luisteren.

 

Je vindt het lastig om je volledig te concentreren.

Maar het grootste deel van de opdracht kun je aandachtig luisteren.

Je kunt je niet goed concentreren.

Je bent tijdens de opdracht snel afgeleid.

 

 

Begrip

Je kunt de tekst goed begrijpen. Vrijwel alle woorden heb je wel herkend.

Je begrijpt de vragen goed en kunt alle vragen beantwoorden.

Je kunt de tekst vrij goed begrijpen. De meeste woorden heb je ook wel herkend.

Je begrijpt de vragen goed en kunt de meeste vragen beantwoorden.

Doordat je veel woorden niet herkent, kun je de tekst niet goed begrijpen.

Je begrijpt de vragen niet heel goed. Daardoor kun je niet alle vragen goed beantwoorden.

Luisteren naar details.

Je kunt alle details uit de gesproken tekst begrijpen.

Alle specifieke informatie en details kun je in je gebruiken in je antwoorden.

Je kunt de meeste details uit de gesproken tekst begrijpen.  

De meeste specifieke informatie en details kun je in je gebruiken in je antwoorden.

Je begrijpt niet veel details uit de gesproken tekst.

Je kunt  specifieke informatie daardoor niet goed gebruiken in je antwoorden.

Project B: Writing

About the Internet

In the assignment Computers - speaking you had a discussion with your classmates about 5 of the following questions.

  1. What are some of the ways the Internet can be used for entertainment?
  2. What are the sites you most commonly access?
  3. Have you ever chatted on the Internet? Whom with?
  4. Would you like to go on a date with someone you met on the Internet? Why (not)?
  5. Do you think that the Internet is safe for children? Why?
  6. Do you think that it is important for schools to have Internet access? Why?
  7. Do you think that people should put photos of their friends onto the Internet? Why (not)?
  8. Do you think that it is a good or bad habit for young people to play computer games?
    Is there a limit for the number of hours a day?
  9. Why should you be careful about giving out personal information to people that you meet in chat rooms?
  10. Many people download MP3 music without paying any money for it.
    Do you think that this is a problem? What makes you think so?

 

Now you are going to write a column.
A column is a recurring piece or article in a newspaper, magazine or other publication, where you expresses your own opinion. A column is more personal than other types of journalism. Your language in a column does not have to be as formal. While maintaining good grammar, keep your tone casual and personal.

  • Choose at least 3 questions to use for your column.
  • Give information but also try to entertain a little bit. For example you can us your own experiences.
  • Write simple and short sentence.
  • Use a quote or quotes of classmates in your column.
  • When writing your opinions, say it is your opinion. So write: "I find it....".

You can use the 'Gereedschapskist activerende werkvormen' for tips how to make your column:

Column schrijven

Een column is een kort stukje tekst, waarin de schrijver zijn mening geeft op een grappige of uitdagende manier.

 

Oefenprogramma Engels

Keeping up with the Family
Als je school deelneemt aan VO-content kun je oefenen met het oefenprogramma Engels. Hieronder zie je een onderdeel dat goed past bij het thema 'Internet'.
Log in met je School Entree-account!

Keeping up with the Family


Op www.oefenprogrammaengels.nl kun je natuurlijk ook verder oefenen
met andere lees-, luister- of kijkopdrachten!

D-toets

Test je kennis. Maak de diagnostische toets.

What did you learn?

At the end of each lesson you answered evaluation questions. Use these answers to answer the following questions:

  • What new things did you learn?
  • Which assignment was the best one to learn from?
  • Are you able to do what you have to do?

Timing
In the introduction of each double period there is an indication of the amount of time you need to do the activity.

  • What do you think of this timing?

Finishing touch Projects

  • Did you do project A Reading or project C?
    Why these projects?
    How did it go?
  • Was the 'rubric' at the end helpful for you? Could you indicate yourself, how did it go?

  • Het arrangement Thema Internet - hv3 is gemaakt met Wikiwijs van Kennisnet. Wikiwijs is hét onderwijsplatform waar je leermiddelen zoekt, maakt en deelt.

    Auteur
    VO-content
    Laatst gewijzigd
    2024-10-14 10:43:13
    Licentie

    Dit lesmateriaal is gepubliceerd onder de Creative Commons Naamsvermelding 4.0 Internationale licentie. Dit houdt in dat je onder de voorwaarde van naamsvermelding vrij bent om:

    • het werk te delen - te kopiëren, te verspreiden en door te geven via elk medium of bestandsformaat
    • het werk te bewerken - te remixen, te veranderen en afgeleide werken te maken
    • voor alle doeleinden, inclusief commerciële doeleinden.

    Meer informatie over de CC Naamsvermelding 4.0 Internationale licentie.

    Aanvullende informatie over dit lesmateriaal

    Van dit lesmateriaal is de volgende aanvullende informatie beschikbaar:

    Toelichting
    Dit thema valt onder de arrangeerbare leerlijn van de Stercollecties voor Engels voor havo en vwo, leerjaar 3. Dit is thema 6 'Internet'. Het gaat over computers, technologie, internetverslaving en internettrollen. Het thema omvat de volgende onderwerpen: Computers, Women and computers, 24/7 Online en Being trolled. De grammatica binnen dit thema omvat 'negations and questions', negative imperative and never, double negatives and 'any' words en 'no' words and 'neither ..... nor'.
    Leerniveau
    HAVO 3; VWO 3;
    Leerinhoud en doelen
    Engels;
    Eindgebruiker
    leerling/student
    Moeilijkheidsgraad
    gemiddeld
    Studiebelasting
    9 uur en 30 minuten
    Trefwoorden
    24/7 online, arrangeerbaar, being trolled, computers, engels, hv3, internet, negatives, stercollectie, women and computers

    Gebruikte Wikiwijs Arrangementen

    VO-content - Gereedschapskist. (2019).

    Gereedschapskist activerende werkvormen

    https://maken.wikiwijs.nl/105906/Gereedschapskist_activerende_werkvormen

    VO-content - Toetsen. (z.d.).

    Engels Eindtoetsen vmbo-kgt34

    https://maken.wikiwijs.nl/157914/Engels_Eindtoetsen_vmbo_kgt34

    VO-content Engels. (2020).

    Thema Internet - kgt34

    https://maken.wikiwijs.nl/155799/Thema_Internet___kgt34

  • Downloaden

    Het volledige arrangement is in de onderstaande formaten te downloaden.

    Metadata

    LTI

    Leeromgevingen die gebruik maken van LTI kunnen Wikiwijs arrangementen en toetsen afspelen en resultaten terugkoppelen. Hiervoor moet de leeromgeving wel bij Wikiwijs aangemeld zijn. Wil je gebruik maken van de LTI koppeling? Meld je aan via info@wikiwijs.nl met het verzoek om een LTI koppeling aan te gaan.

    Maak je al gebruik van LTI? Gebruik dan de onderstaande Launch URL’s.

    Arrangement

    Oefeningen en toetsen

    Passwords

    World of computers

    The internet

    IMSCC package

    Wil je de Launch URL’s niet los kopiëren, maar in één keer downloaden? Download dan de IMSCC package.

    QTI

    Oefeningen en toetsen van dit arrangement kun je ook downloaden als QTI. Dit bestaat uit een ZIP bestand dat alle informatie bevat over de specifieke oefening of toets; volgorde van de vragen, afbeeldingen, te behalen punten, etc. Omgevingen met een QTI player kunnen QTI afspelen.

    Versie 2.1 (NL)

    Versie 3.0 bèta

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