CRITICAL THINKING
IN ENGLISH: HOW TO
EVALUATE
WEBPAGES
Mariángel Carreño- Profesora de inglés
2012
Thematic
Unit: The
media
Material:
 Topics Communication (Macmillan): Computer
chat pp. 4-5
 Topics Communication (Macmi...
Activities: „Computer chat‟ (Book: Topics.
Communication)
 Brainstorming: Which internet tool do you
often use? Why? Whic...
 Read the text again. Complete with the correct type
of internet website. (taken from Topics teacher’s book).
 A place w...
Read the text again.
(Language focus: 2nd conditional (imaginary situations, giving
advice)
 What means of communication ...
Activities: „Safe surfing‟(Book: Topics.
Communication)
 Skim the text and choose the best title for the text:
 Dangers ...
 Identify the pros and cons of using the internet. Then
add your own ideas.
PROS (advantages) CONS (disadvantages)
 Identify sentences where a piece of advice is given.
 Suggest more tips.
(Language focus: 0 Conditional- Commands- 2nd ...
Activities: „Hoax, scholarly
research, personal opinion? You decide!
(Adapted from Media Smarts. http://mediasmarts.ca)
Ha...
Handout 1
Hoax? Scholarly Research? Personal Opinion? You Decide!
These five traditional print evaluation criteria can be
...
A) WRITE EACH CRITERION IN THE CORRECT PLACE IN THE TEXT
ABOVE.
Adapted from Hoax? Scholarly Research? Personal Opinion? Y...
CHALLENGES COPING STRATEGIES
 Search Engines can
retrieve Web Pages out of
context.
 On the Web, the
distinction between...
C) LOOK AT THE STRUCTURES IN BOLD IN THE TEXT ABOVE (9).
CAN YOU GUESS WHICH GRAMMAR STRUCTURE ARE THEY
IN?
 “Web resourc...
D) WRITE THE VERBS IN BRACKETS IN THE CORRECT PASSIVE FORM.
 1) Goals/aims of persons or groups presenting material ……………...
E) NOW LOOK AT THIS EXAMPLE. WHAT IS THE DIFFERENCE
WITH THE ABOVE SENTENCES?
 “Determine if advertising and informationa...
G) YOUR TEACHER WILL GIVE YOU A WORKSHEET TO WORK IN GROUPS
OF 4 USING YOUR COMPUTERS.
THE GROUPS WILL BE DIVIDED IN GROUP...
Classroom Activity: groups A
Authority and Accuracy
How critical an observer are you? Learn how to evaluate information
so...
Classroom Activity: groups B
Advocacy and Objectivity
How critical an observer are you? Learn how to evaluate information ...
Classroom Activity: groups C
Currency and Coverage
How critical an observer are you? Learn how to evaluate information sou...
Round up: class discussion
 Decide how you‟ll present your conclusions to the class.
 Decide who will speak on behalf of...
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Critical thinking in english. how to evaluate webpages

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Proyecto realizado en el año 2012 con alumnos de 6° año del Liceo N°1 Florida en la asignatura inglés como lengua extranjera sobre la Unidad Temática: Media, en particular sobre internet y cómo evaluar páginas webs.

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Critical thinking in english. how to evaluate webpages

  1. 1. CRITICAL THINKING IN ENGLISH: HOW TO EVALUATE WEBPAGES Mariángel Carreño- Profesora de inglés 2012
  2. 2. Thematic Unit: The media Material:  Topics Communication (Macmillan): Computer chat pp. 4-5  Topics Communication (Macmillan): Safe surfing p 6  Worksheet: Hoax, scholarly research, personal opinion? You decide! (adapted from Media Smarts http://mediasmarts.ca)  Cyber security and surfing (Media Smarts)  Web pages, google docs. Aims:  To reflect about the pros and cons of internet.  To assess web pages.  To give advice about safe surfing.  To learn specific vocabulary about internet.
  3. 3. Activities: „Computer chat‟ (Book: Topics. Communication)  Brainstorming: Which internet tool do you often use? Why? Which are its advantages? Does it have any disadvantages?  Skim the text ‘Computer chat’. Create a different title for it.  Homework: o Work in groups. Take a post-it from the envelope. Search for the meaning of the word/phrase (read the text again to help you and use a dictionary) o Next class, explain your classmates the meaning of the word/phrase without using Spanish. (Tips: give the definition, draw a picture, give examples of its use, act the word out)
  4. 4.  Read the text again. Complete with the correct type of internet website. (taken from Topics teacher’s book).  A place where you can chat with other people.______  A quick and free way of sending messages. ________  A place where you can find website addresses for topics. _______  An interactive diary. _______  Visiting the internet. ______  Buying and selling things from your computer.______
  5. 5. Read the text again. (Language focus: 2nd conditional (imaginary situations, giving advice)  What means of communication would you recommend to these people in these situations? Give evidence for your suggestion 1- A sociable person interested in several topics. 2- A scientist searching for information for his/own research. 3- A retired teacher interested in science in general. 4- A high school student who needs to record his/her progress in a school project. 5- A family who wants to buy clothes from a foreign country. 6- A boy who wants to get in touch with an old friend who lives in another country. 7- A teacher who wants to share his/her experience with other teachers. 8- A university students who wants to enroll in a course. 9- A student who needs further information about a scholarship. 10- A scientist who wants to buy a book published in another country.
  6. 6. Activities: „Safe surfing‟(Book: Topics. Communication)  Skim the text and choose the best title for the text:  Dangers of internet  Tips for using internet.  Pros and cons of internet.  Read the text again. Answer these questions. a) What is the purpose of the text? b) Where can you find a text like this ? c) Who do you think wrote it? d) What is the audience of it?
  7. 7.  Identify the pros and cons of using the internet. Then add your own ideas. PROS (advantages) CONS (disadvantages)
  8. 8.  Identify sentences where a piece of advice is given.  Suggest more tips. (Language focus: 0 Conditional- Commands- 2nd Conditional- Should)  Homework: Write some tips about safe surfing to a 8-year- old child (take the age of the audience into account: which language form is the most appropiate?)  Open the google doc https://docs.google.com/document/d/1GuPs6w- mrglEpvfJ7g97yaIsLuT_l1kOjvlQL3d_QY0/edit Read the text in groups of 4. Add 3 tips to avoid the technological risks of internet and 3 tips to avoid the behavioural risks .
  9. 9. Activities: „Hoax, scholarly research, personal opinion? You decide! (Adapted from Media Smarts. http://mediasmarts.ca) Handout 1
  10. 10. Handout 1 Hoax? Scholarly Research? Personal Opinion? You Decide! These five traditional print evaluation criteria can be adapted to suit Web resources. Criterion 1: _______________________________________ Many Web resources are not verified by editors and/or fact checkers Web Standards to ensure accuracy yet to be fully developed Criterion 2: _______________________________________ Often difficult to determine authorship of Web Sources If author's name is listed, his/her qualifications frequently absent Publisher responsibility is often not indicated Criterion 3: _______________________________________ Goals/aims of persons or groups presenting material are often not clearly stated Web often functions as a “virtual soapbox” Criterion 4: ________________________________________ Dates are not always included on Web pages If included, a date may have various meanings: 1. Date information first written 2. Date information placed on Web 3. Date information last revised Criterion 5: __________________________________________ Web coverage may differ from print coverage Often hard to determine extent of Web coverage
  11. 11. A) WRITE EACH CRITERION IN THE CORRECT PLACE IN THE TEXT ABOVE. Adapted from Hoax? Scholarly Research? Personal Opinion? You Decide! / Student Handout #1 © 2002 Media Smarts http://mediasmarts.ca/
  12. 12. CHALLENGES COPING STRATEGIES  Search Engines can retrieve Web Pages out of context.  On the Web, the distinction between advertising and information can easily become blurred.  Web pages are susceptible to both accidental and deliberate  Attempt to verify information using other sources.  Determine if advertising and informational content are being supplied by the same person or organization.  Always try to return to the “home page” to determine source of information. Additional Challenges Presented by Web Resources and How To Cope with Them. B) MATCH THE ‘CHALLENGES’ WITH THE RIGHT ‘COPING STRATEGIES’
  13. 13. C) LOOK AT THE STRUCTURES IN BOLD IN THE TEXT ABOVE (9). CAN YOU GUESS WHICH GRAMMAR STRUCTURE ARE THEY IN?  “Web resources are not verified by editors…” Which is the subject of the sentence? Does this subject perform the action of „verification‟?  “If author's name is listed,…” Which is the subject of the sentence? Does this subject perform the action of „listing‟?  “Publisher responsibility is not indicated.” Which is the subject of the sentence? Does this subject perform the action of „indicating‟? GRAMMAR RULE:
  14. 14. D) WRITE THE VERBS IN BRACKETS IN THE CORRECT PASSIVE FORM.  1) Goals/aims of persons or groups presenting material ……………….( not state).  2) Dates ………………(not include) on Web pages.  3) In your article you said that every year hundreds of cyclists ……………….(kill) by drivers.  4) Glamour couple Chrissie Butros and Spike Dare ........................... (photograph) everywhere they go.  5) Jimmy Dell stars in this comedy. Dell ………………..(ask) to play serious roles very often, but he‟s really funny.  6) The exact number of websites …………………(not know).  7) Today the internet ……………….(use) by over a billion people.  8) The newspaper „The Sun‟ ……………….(read) by 3.7 million people every year.
  15. 15. E) NOW LOOK AT THIS EXAMPLE. WHAT IS THE DIFFERENCE WITH THE ABOVE SENTENCES?  “Determine if advertising and informational content are being supplied by the same person or organization.” GRAMMAR RULE: F) WRITE THE VERBS IN BRACKETS IN THE CORRECT FORM.  1) Hundreds of websites …………………..(create) every minute.  2) Thousands of technological devices for communication…………………..(buy) at this moment, however more people …………….(diagnose) from depression and stress.  3) Despite being a globalised and technological society, in many countries people ………………..(kill) while you‟re reading this sentence.  4) And what measures ………………( take) at this very moment to use technology as an instrument to bridge the gap among people?
  16. 16. G) YOUR TEACHER WILL GIVE YOU A WORKSHEET TO WORK IN GROUPS OF 4 USING YOUR COMPUTERS. THE GROUPS WILL BE DIVIDED IN GROUPS A, B AND C. FOLLOW THE INSTRUCTIONS AND ANSWER THE QUESTIONS. This exercise is based on an instructional web site created by J. Alexander and M. Tate, Wolfgram Memorial Library, Widener University, July 1996 and modified with the authors' permission. The original Web site, Evaluating Web Pages, is copyrighted by Widener University, 1996. Created by Esther Grassian and Diane Zwemer. Copyright © 1997 UCLA College Library. Permission is granted for unlimited non-commercial use of this exercise. Hoax? Scholarly Research? Personal Opinion? You Decide! / Classroom Activity: Advocacy and Objectivity © 2002 Media Awareness Network Taken with permission from Media Smarts
  17. 17. Classroom Activity: groups A Authority and Accuracy How critical an observer are you? Learn how to evaluate information sources by doing the following exercise. You only have ten minutes, so be sure to stay on task! Pick any two sites from the list below. What evidence can you find to determine the basis for claims made on these pages? How could you tell whether or not the information provided is accurate?  Feline Reactions to Bearded Men (http://www.improb.com/airchives/cat.html)  Virtual Medical Clinic (http://www.virtualmedicalclinic.com/)  OncoLink (http://oncolink.upenn.edu/)  Tobacco Control Archives (http://www.library.ucsf.edu/tobacco/index.html) Questions to consider when reviewing web pages for authority and accuracy.  1. Can you determine who put this page together?  2. What is the background, credentials, or authority of the author of this web page?  3. How would you verify the information presented on this web page?
  18. 18. Classroom Activity: groups B Advocacy and Objectivity How critical an observer are you? Learn how to evaluate information sources by doing the following exercise. You only have ten minutes, so be sure to stay on task! Pick any two sites from the list below. What evidence can you find to determine whether or not these sites are favouring a particular point of view or are taking an objective approach?  Consumer Reports Online (http://www.consumerreports.com/)  Families Against Internet Censorship (http://www.netfamilies.org/)  EarthSave International (http://www.earthsave.org/)  Human Cloning (http://www.humancloning.org/) Questions to consider when viewing these web pages for advocacy and objectivity.  1. Do the author(s) present the information as fact or opinion or conjecture?  2. Does this page present more than one viewpoint or opinion?  3. Can you determine who or what group sponsors this web page? Do they hold a particular view or opinion?
  19. 19. Classroom Activity: groups C Currency and Coverage How critical an observer are you? Learn how to evaluate information sources by doing the following exercise. You only have ten minutes, so be sure to stay on task! Pick any two sites from the list below. What evidence can you find to determine how up to date these pages are and whether or not they cover their topics as completely as they claim?  Drudge Report (http://www.drudgereport.com/)  CNN (http://www.cnn.com)  Auto-by-Tel (http://www.autobytel.com/ ) Questions to consider when reviewing web pages for currency and coverage.  1. What does "up to date" or "current" mean for this site? (Hint: What is the latest date you can find on this site?)  2. Does the site really provide information on all the aspects or areas it claims to cover?  3. Is the information provided uniformly complete for all the aspects and areas the site claims to cover?
  20. 20. Round up: class discussion  Decide how you‟ll present your conclusions to the class.  Decide who will speak on behalf of your group.  Be prepare to give evidence for your arguments.  Compare your findings with those groups with the same letter as yours.  Individually, write a brief report (about100 words) with your own conclusions about the experience to share with the class.

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