digital competence

worksheetS
Contents
Unit 1
Avatars 1
Teacher’s notes 2

Unit 2
Podcasts 3
Teacher’s notes 4

Unit 3
Online polls 5
Teacher’s notes 6

Unit 4
Web-based image editing tools 7
Teacher’s notes 8

Unit 5
Presentation tools 9
Teacher’s notes 10

Unit 6
Writing tools 11
Teacher’s notes 12

Unit 7
Timelines 13
Teacher’s notes 14

Unit 8
Digital stories 15
Teacher’s notes 16

Unit 9
Comic creator tools 17
Teacher’s notes 18

Student Task Sheet 19

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 UNIT

1 digital competence
worksheet
Avatars
Part 1: Let’s discuss
1 Read the text and answer the questions. GLOSSARY
Thumbnail: a smaller, reduced image or photo
An avatar is a graphical representation of used on social networking sites such as
a person or a character. It can be used to Twitter and Facebook.
represent yourself or another person, an
animal or an animated character.
Anonymous: when a person is not identified by
either a name or an image. You don’t know
Many teenagers create avatars to use on
social networking sites or on their personal
who they are.
blogs. Some people prefer to use avatars
instead of their real photo.

Part 3: Let’s do it!

1 What is an avatar?
2 Do you have an avatar? Does it look anything Step 1 Go online and search for a free avatar
like you? creator tool.

Part 2: Let’s analyse Step 2 Will your avatar represent you or

2 Look at two different types of avatar. Answer the
questions in groups.
another person? Organize your topic on the Task
Sheet.
Step 3 Create your avatar. Use the Task
Sheet to guide you. Try to add accessories, clothes
or character adjectives that you have been learning
in this unit.

Step 4 When you have your created avatar,

open a new document and copy and paste it there.
Write a description of your avatar, including an
explanation of any accessories or clothing that they
are wearing.

Step 5 If you have created a talking avatar,

you can record your description. Try to use your own
voice – don’t be shy!

Step 6 Share the link to your avatar with

your teacher and classmates.

1 What does he look like?

2 What does she look like?
3 Do you use avatars on social networks instead
of a photo? Why/Why not?
4 Why do some people choose to use a
thumbnail that is not a photo of themselves?

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 teacher’s notes
Avatars
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Elicit some answers and
discuss as a class.
What is an avatar? Extra information
An avatar is a graphical representation of
a person or a character. It can be used to
represent yourself or any other person,
animal or animated character.
Avatars can be made to exaggerate certain
physical characteristics and to find the
humour in these traits (big eyes, huge
nose, little ears, etc.).
Many computer-users create avatars to
use on social networking sites such as
Tuenti and Facebook, or on their personal
blogs. Some people prefer to use avatars
instead of their real photo as it can hide
their identity.
Talking avatars can be used to foster
communicative skills and can therefore
be used to describe things or create
narratives. A self-recorded or robot-
generated voice can be added to a talking
avatar. A still avatar does not have any
movement but some avatars can move.
Answer key
1 It is a graphical representation of a person or a
character.
2 Students’ own answers.
Part 2: Let’s analyse
2 Look at two different types of avatar. Answer the
questions in groups.
• Ask students to look at the avatars and discuss
the questions in groups of three or four. Elicit
some answers and discuss as a class.
Answer key
1 He’s got short hair, big eyes, a large nose and a
big smile.
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2 She has got brown eyes and a very small mouth.
She has got make-up on her eyes. She has also
got a handbag.
• Go online and show students a few of the
recommended websites for making avatars.
• Try making a group avatar using suggestions
from the class. Ask students what they would
like the class avatar to look like and make the
changes on screen. Print the finished avatar and
stick it on the board.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to make an avatar of themselves or
another person. Remind them to organize their
ideas on the Task Sheet.
• Once you have all the links to the avatars, use
one lesson to view them all as a class. Students
can vote for their favourites and choose the
best three.
RECOMMENDED
WEBLINKS
Avatar creator tools
www.voki.com
Allows you to make talking avatars. You can
choose a person, an animal or a monster.
www.doppelme.com
Allows you to create a cool representation of
yourself or of an invented character.
www.eclectech.co.uk/facemash/
facemash.php
Allows you to make silly and strange looking
faces referred to as ‘face mashes’.
www.unique.rasterboy.com
Allows you to make a full body avatar with
some cool outfits and accessories.
www.amctv.com/madmenyourself
Allows you to create an avatar with a 50s/60s
feel.
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UNIT

2 digital competence
worksheet
Podcasts
Part 1: Let’s discuss
1 Read the text and answer the questions. 1 What is the podcast about?
2 Who is the first person to speak? Who speaks
next?
The word podcast comes from the words
3 What type of information do you think they
‘iPod’ and ‘broadcast’. A podcast is an
are giving?
audio recording made available on the
4 Can you think of some vocabulary that will be
internet. You can listen to a podcast on an
used to talk about this topic?
MP3 player, smartphone or directly from
your computer.

1 Do you listen to podcasts? GLOSSARY

2 What equipment do you use? Voice thread: A series of voice messages in a
3 What type of podcasts do you like?
conversation which generally all relate to
Part 2: Let’s analyse one topic.
Collaborative podcast: A podcast made
2 Look at the collaborative podcast. Answer the together with the help of other people.
questions in groups.

Our daily routine Part 3: Let’s do it!

Step 1 Go online and search for a free
Play All Stop Record a message podcasting or voice-recording tool.

In the morning I get Step 2 Decide if you are going to make an

up and the first thing individual podcast or a collaborative podcast.
I do is have a shower.
Step 3 Choose a topic. Here are a few ideas:
Susan • your typical school day.
• your favourite school subjects.
Then I get dressed • the best and worst things about your school.
and I eat my
breakfast. Step 4 Think of a title for your project.
Organize your topic on the Task Sheet.
Pol
Step 5 Record your podcast and save it
After breakfast, online.
I brush my teeth and
leave the house. Step 6 Share the link to your podcast with
your teacher and classmates.
Martin

Then I walk to school.

Classes start at 8am.

Amy

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 teacher’s notes
Podcasts
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Then discuss as a class.
What is a podcast? Extra information
The word podcast comes from the terms
‘iPod’ and ‘broadcast’.
A podcast is an audio recording made
available on the internet. You can listen to
a podcast on an MP3 player, a smartphone
or directly from your computer.
Podcasts have changed the way people
listen to programmes. The radio used to
be the means of broadcasting listening
programmes. With radio, you used to have
to listen to programmes at a specific time
but now, with podcasts, you can take them
with you anywhere and listen to them
whenever you like.
This means you can subscribe to
podcast websites and ‘episodes’ can
be downloaded and listened to on your
device. Or, if you prefer, you can listen to
podcasts on your computer without the
need to download them.
There are thousands of podcasts being
made by people all over the world and
you don’t have to be a professional
broadcaster to make one. Podcasts can
talk about absolutely anything and can
be shared online with anyone who is
interested in listening.
Part 2: Let’s analyse
2 Look at the collaborative podcast. Answer the
questions in groups.
• Ask students to look at the example of an online
collaborative podcast and discuss the questions
in groups of three or four. Elicit some answers and
discuss as a class.
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Answer key
1 The podcast is about daily routines during the
school week.
2 Susan speaks first. Pol speaks next.
3 They are giving factual information about their
daily habits / getting ready for school.
4 get up / have a shower / get dressed /
have breakfast/lunch/dinner / go to school / do
your homework / meet friends / watch TV / do
sport / tidy your room / go to bed
• Go online and show students a few of the
recommended websites for making podcasts.
• Ask students what they would include in their
podcast and write the ideas on the board. Ask
some of the students to say an example sentence
out loud for their podcast.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to make a podcast. They can do
this individually or in small groups. Ask students
to choose one of the topics from the list on the
worksheet. Remind them to organize their ideas
on the Task Sheet.
• Once you have all the links to the podcasts,
use one lesson to listen to them all as a class.
Students can vote on their favourites and choose
the best three.
RECOMMENDED
WEBLINKS
Podcast creator tools
www.audioboo.fm
Allows you to upload pre-recorded audio or
record directly into your web browser.
www.voxopop.com
Allows you to record with others on a voice
thread.
www.voicethread.com
Great recording tool for collaborative projects.
Allows you to add photos and images as well.
www.croak.it
Very simple voice tool to record audio.
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3 digital competence
worksheet
Online polls
Part 1: Let’s discuss 1 Look at the results on the pie chart. Which
sport is the most popular in this poll? Which is
1 Read the text and answer the questions. the least popular?
2 Can you see your favourite sport in this poll?
3 Can you think of some other sports that are
A poll is a survey that gives a public
not in this poll?
opinion about a specific topic or question.
4 Which sport do you think is the most popular
Nowadays, many polls are online. With
in your class?
an online poll you can receive instant
information or feedback from other students
in your class. You can create polls to use on
your computer or on a smartphone, tablet
computer or other handheld device. GLOSSARY
Poll: A questionnaire to find people’s opinion.
1 What was the last poll you did? Pie chart: A circular chart with differently
2 Was the poll online, on a digital device or on sized sectors.
paper? What was it about? Bar chart: A chart with bars of different
heights.
Part 2: Let’s analyse
Multiple choice: Listing different possible
2 Look at the poll to ask students what their answers.
favourite sport is. Answer the questions in groups.

Which is your favourite sport? Part 3: Let’s do it!

Volleyball
Football Step 1 Go online and search for a free poll-
Basketball creating tool.
Swimming
Step 2 Decide if you are going to make
Jogging
a poll which gives a yes/no answer or a multiple
Other
choice poll.
VOTE
Step 3 Choose a topic. Here are a few ideas:
• Do you play a sport? – Yes / No
Volleyball • Which sport do you prefer? – Multiple choice list
Football of sports.
Basketball • How often do you play ...? – Multiple choice list
Swimming of adverbs of frequency: always / often / usually
Jogging / sometimes / rarely / never.
Other Step 4 Think of a title for your project.
0% 15% 38% Count Organize your topic on the Task Sheet.
Volleyball 2
Step 5 Create your poll and share it with
Football 2 your teacher and friends. Give them a time limit to
Basketball 2 answer your poll.
Swimming 5
Step 5 Share the link to your results with
Jogging 1
your teacher and classmates.
Other 1

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 teacher’s notes
Online polls
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Then discuss as a class.
What is a poll? Extra information
Polls are a great way to find out
information about class-related topics.
The most obvious use for polls is in the
collection of opinions, feedback and the
gathering of information. Polls can also
help you to develop critical thinking skills
with your students.
By analysing polls and the way in which
questions are asked, students learn
how information and statistics can be
manipulated to attain certain desired
outcomes. The way in which a question
is asked can determine the results of a
poll in many cases and so not all polls are
completely accurate.
Most students have already participated
in polls but few of them have probably had
the opportunity to create their own. Giving
them this opportunity will help them
understand how polls work and give them
the opportunity to develop critical thinking
skills.
Part 2: Let’s analyse
2 Look at the poll to ask students what their
favourite sport is. Answer the questions in groups.
• Ask students to look at the example of a poll and
its results and discuss the questions in groups of
three or four. Elicit some answers and discuss as a
class.
Answer key
1 Swimming is the most popular sport with the
largest wedge. The least popular, with the smallest
wedges, are jogging and other.
2–4 Students’ own answers
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• Go online and show students a few of the
recommended websites for making polls.
• Try making a group poll using question
suggestions from the class. Ask students what
they would like the poll to investigate and ask
them to suggest some questions for the poll.
Make the poll on screen.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to make a poll about one of the
topics on the worksheet. Remind them to
organize their ideas on the Task Sheet.
• Once you have all the links to the poll results,
use one lesson to view them all as a class.
Students can vote on their favourites and choose
the best three.
RECOMMENDED
WEBLINKS
Poll creator tools
www.polleverywhere.com
Allows you to gather live responses. Free up
to 40 participants.
www.surveymonkey.com
Allows you to collect data via email, Facebook,
weblink or embedding on a site or blog.
www.99polls.com
Allows you to create customized surveys and
polls for your website, blog or social network
profiles.
www.pollcode.com
Allows you to create and customize your own
poll.
www.polldaddy.com
Allows you to create your own polls, surveys
or quizzes with results collected on a pie or
bar chart.
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4 digital competence
worksheet
Web-based image editing tools
Part 1: Let’s discuss 1 Why is Selena Gomez famous?
2 What characteristics are the people
1 Read the text and answer the questions. describing?
3 Which verb form do the people use to describe
what Selena is wearing?
It is very easy to find all sorts of digital
4 Can you see any adjectives of character?
images on the internet. There are also many
Which ones?
new web tools which allow you to interact in
some way with the images you find.
A web-based image editing tool allows you
to add music, video, sound, text and lots GLOSSARY
more to your image. It enables the image to
Web-based image editing tool: An online
become ‘interactive’ in some way.
tool which allows you to add text, audio,
music and other things to an image.
1 Do you use a web-based image editing tool?
Interactive image: An image which contains
2 What images do you edit? What do you add
to them? links to external text, audio, music and
other things.
Part 2: Let’s analyse
2 Look at the interactive images of Selena Gomez.
Answer the questions in groups. Part 3: Let’s do it!
Step 1 Go online and search for an image of
This is Selena Gomez. She’s an She’s very a famous person you like. Save the image onto your
American actress and singer. beautiful. computer for later.
She was born in 1992. She’s
confident,
cheerful and Step 2 Go online and choose a web-based
She has got friendly. image editing tool to edit your photo.
beautiful
brown eyes. Step 3 Think about what you are going to
add to your image (text, audio, music). Organize
She has got your ideas on the Task Sheet.
long dark hair.

Step 4 Upload your photo to your web-

based image editing tool and add your text, audio or
music to it to make it ‘interactive’. Remember to use
vocabulary and structures from this unit.
Selena’s Fashion She looks
and Personality very proud
– What is she and confident. Step 5 Share the link to your edited image
wearing? What with your teacher and classmates.
is she like?
She’s wearing
a trendy
She’s wearing jumper.
tight-fitted
trousers.

She’s wearing
black shoes.

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 teacher’s notes
UNIT

2
UNIT

Web-based image editing tools

Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Then discuss as a class.
What is a web-based image editing tool?
Extra information
A web-based image editing tool allows you
to take an image from a search engine,
computer, or mobile phone and add notes
to it.
You can add text, music, video, recorded
sound or links to other internet sites. The
image becomes ‘interactive’.
This can be done collaboratively, by groups
of people or individually.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to find an image of a person they
admire and edit it, adding text, music, video etc.
Remind them to organize their ideas on the Task
Sheet.
• Once you have all the links to the images, use
one lesson to view them all as a class. Students
can vote on their favourites and choose the best
three.
RECOMMENDED
WEBLINKS
Web-based image
editing tools

Part 2: Let’s analyse
2 Look at the interactive images of Selena Gomez.
Answer the questions in groups.
• Ask students to look at the images of Selena
Gomez and discuss the questions in groups of
three or four. Elicit some answers and discuss as a
class.
Answer key
1 Because she is an actress and singer.
2 They are describing her physical characteristics
(big smile, beautiful big brown eyes). Her clothes
are also being described as well as a few character
adjectives (confident, cheerful, friendly).
3 The present continuous is being used to describe
what Selena is wearing (She is wearing…).
4 Adjectives of character: confident, cheerful and
friendly.
www.fotobabble.com
Allows you to upload your photo and then
make a voice recording to describe it.
www.blabberize.com
Allows you to make an animated mouth and
voice recording so that the person on the
photo looks like they are talking.
www.thinglink.com
Allows you create interactive images by
adding links to text, music, video and other
items.
www.urturn.com
Allows you to create animated online posters
with text, photos, videos, graphics, sounds,
drawings, data attachments and other items.

• Go online and show students a few of the

recommended websites for editing images online.
• As a class, choose a person and find an image of
them. Ask students what they would like to add to
the image and make the changes on screen. Print
the finished image and stick it on the board.

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5 digital competence
worksheet
Presentation tools
Part 1: Let’s discuss
1 Read the text and answer the questions.

There are lots of web-based presentation
tools which allow you to make dynamic and
interactive presentations and save them
online. Many of these tools also allow you
to collaborate and share your presentation
with other students. An advantage of using
a web-based presentation tool is that you
can add your finished product to your blog
or wiki. Because the presentation is saved
online, you can share a link to it at the click
of a button.
1 Do you ever make presentations?
2 What are the advantages of using a web-based
presentation tool?
Part 2: Let’s analyse
GLOSSARY
Bullet points: A useful way of putting short bits
of information on the screen that you can
talk more about in your presentation.
Slide: A page of your web-based presentation
– lots of slides make up a presentation.
Part 3: Let’s do it!
Step 1 Go online and search for an online
presentation tool.
Step 2 Choose a recipe to talk about in your
presentation. Select something that you like and
that you can make yourself at home!

2 Look at the presentation. Answer the questions Step 3 Think about what to include in your
in groups. presentation (text, audio, video). Remember to list
all of the ingredients and to express the quantities
(a lot, some, a, an, a cup, a teaspoon). Use
YORKSHIRE PUDDING vocabulary from this unit.

• Yorkshire pudding – sweet Step 4 Organize your ideas on the Task

or savoury? Sheet. Decide which information to put on each
• What is it made from? slide.
• Where is it from?
• When do people eat it?
Step 5 Create your presentation using the
following structure:
History • Title
• 1737 – dripping pudding • Ingredients
• 1747 – Yorkshire pudding
• 2008 – Royal Society of • Steps
Chemistry • Tips

Step 6 Save your presentation and share it

with your teacher and classmates.
1 What do you think this presentation is about?
2 What can we expect to see in the
presentation?
3 What is the function of the bullet points?
4 Are photos an important part of a
presentation? Why?

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 teacher’s notes
UNIT

2
UNIT

Presentation tools
Part 1: Let’s discuss • Go online and show students a few of
the recommended websites for making
1 Read the text and answer the questions. presentations.
• Try making a group presentation using
• Ask students to read the text and discuss the
suggestions from the class. Ask students what
questions in pairs. Then discuss as a class.
they would like the presentation to be about, and
any information they know about the subject.
What is a presentation tool? Extra Make the changes on screen. Print the finished
information presentation and stick it on the board.
These days many presentation tools are
web-based. This means that you can save
Part 3: Let’s do it!
them online in an account without the need
• This can be completed in class or as homework.
to download them onto your computer.
• Ask students to make a presentation about their
Online presentations can be embedded
favourite recipe. Remind them to organize their
onto blogs, wikis and webpages.
ideas on the Task Sheet.
Online presentations are generally
• Once you have all the links to the presentations,
interactive and dynamic. Movement, music,
use one lesson to view them all as a class.
videos, sound and links can easily be
Students can vote on their favourites and choose
added to a presentation. This makes them
the best three.
more interesting for the viewer.
Lots of people can contribute to an
online presentation, making them good
collaborative projects. Any changes made
by one user are automatically updated and RECOMMENDED
saved so everyone can see the changes. WEBLINKS
They can then be shared with one or more
Presentation tools
people by sending a link in an email.
www.prezi.com
Allows you to make creative and dynamic
Part 2: Let’s analyse cloud-based presentations.

2 Look at the presentation. Answer the questions www.sliderocket.com

in groups. Allows you to embed audio and video into
your presentation.
• Ask students to look at the presentation and
discuss the questions in groups of three or four. www.prezentit.com
Elicit some answers and discuss as a class. Allows users to create, share and show online
presentations either individually or as a
Answer key group.
1 This presentation is about a recipe for making www.empressr.com
Yorkshire pudding. This is a popular side dish Allows you to add photos, music, video and
served with a typical English roast lunch. audio to a presentation and then share it
2 Ingredients, utensils, procedure, tips, photos, publicly or privately in an instant.
videos, etc.
3 The bullet points are clear headings detailing what
the speaker will talk about in the presentation.
They also show milestones which the speaker
expands upon in the presentation.
4 Images are very important to make a presentation
more appealing and interesting.

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6 digital competence
worksheet
Writing tools
Part 1: Let’s discuss C

1 Read the text and answer the questions.

Dear Mum and Dad,

A writing tool allows you to create written I am having a wonderful
projects and share them easily with others holiday in Ireland and
on the web. These writing tools can help I’m about to learn about Mr and Mrs Stephens
you to organize your thoughts and ideas. the Irish travellers – the 39 Price Street
Writing tools help you to create stories, Pavees. There are still Oxford
postcards, letters, descriptions, opinions, families who sometimes OX1 9JJ
notes, essays, diary entries and projects. travel by horse and cart!
Some of them allow you to add photos See you soon!
and images to your work to make it more Sam xx Edit Print
interesting.

1 What can you use writing tools for?

2 Do you use any writing tools? Which ones do 1 What types of writing are texts A–C?
you use? 2 What is text A about?
3 Are the texts in B by the same person?
Part 2: Let’s analyse 4 Where is Sam writing from in example C?

2 Look at some examples of written texts. Answer Part 3: Let’s do it!

the questions in groups.
A Step 1
VICTORIAN HOUSES
Many people in Victorian times lived in
homes without any of the modern comforts
we have now. People had to manage without
central heating or hot water from the tap.
First decide what type of text you
would like to create. Here are some ideas:
• a postcard sent from an imaginary destination.
• a wall where others can write a short description
of their room.
• a description of a type of house from another
part of the world.
Step 2 Go online and search for an
appropriate writing tool.

B Step 3 Organize your topic on the Task

Sheet. Remember to include vocabulary and
structures from this unit.
My favourite room
in my house is the
MY HOUSE Step 4 Write your text. Include photos
or pictures.
kitchen. It’s where
the whole family gets My favourite place is Step 5 Share the link to your text with your
together and we the living room. I have teacher and classmates.
have a lot of good my games console in
laughs there! there and, of course, the
TV! My dad and I play
games together
a lot.

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 teacher’s notes
UNIT

2
UNIT

Writing tools
Part 1: Let’s discuss Part 3: Let’s do it!
1 Read the text and answer the questions. 1 Look at some examples of written texts. Answer
the questions in groups.
• Ask students to read the text and discuss the
questions in pairs. Elicit some answers and • This can be completed in class or as homework.
discuss as a class. • Ask students to choose a text type from the
list and write their text online. Remind them to
organize their ideas on a Task Sheet.
What is a writing tool? • Once you have all the links to the texts, use one
A writing tool allows you to create written lesson to view them all as a class. Students can
projects and share them easily with others vote on their favourites and choose the best
on the web. These writing tools can help three.
you to organize your thoughts and ideas.
Writing tools help you to create stories,
postcards, letters, descriptions, opinions,
notes, essays, diary entries and projects. RECOMMENDED
Some of them allow you to add photos WEBLINKS
and images to your work to make it more Writing tools
interesting.
www.padlet.com
Answer key www.linoit.com
Allows you to create a collaborative notice
1 You can use a writing tool to create written board with sticky notes.
projects and share them. You can also create
stories, letters, etc. beta.mural.ly
2 Students’ own answers www.popplet.com
Allows you to create interactive posters.
Part 2: Let’s analyse
www.inklewriter.com
2 Look at some examples of written texts. Answer www.mixbook.com
the questions in groups. Allows you to write descriptions, long texts
• Ask students to look at the texts and discuss the or stories.
questions in groups of three or four. Elicit some
answers and discuss as a class. www.readwritethink.org/files/resources/
interactives/postcard/
Answer key Allows you to create your own postcard.
1 A Description, B Wall, C Digital postcard
2 Victorian houses
3 No, each note is by a different person.
4 The writer is in Ireland.

• Go online and show students a few of the

recommended websites for writing texts.
• Try making a group text using suggestions from
the class. Ask students what sort of text they
want to create and what information they want
to include. Make the changes on screen. Print the
finished text and stick it on the board.

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2
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7 digital competence
worksheet
Timelines
Part 1: Let’s discuss Part 3: Let’s do it!
1 Read the text and answer the questions. Step 1 Go online and search for a timeline
creator.
Timelines are a useful tool for showing
a series of events in order. You can use a Step 2 Think of a person or subject to create
timeline to talk about a famous person’s your timeline about. Here are some ideas:
biography or even your family and friends’ • a biography of a famous person.
lives! In fact, any series of events can be • a list of the important events that have happened
easily visualized using a timeline. As well in your life.
as being very creative, timelines drawn on • a list of events during your last holiday.
the web are a fantastic way to share your
information with others. Step 3 Think of a title for your project.
Organize your topic on the Task Sheet.

1 What are timelines for? Step 4 Put your information into your
2 Who can you write a timeline for? timeline. Use pictures to make it more interesting.

Part 2: Let’s analyse Step 5 Share the link to your timeline with
your teacher and classmates.
2 Look at some examples of timelines. Answer the
questions in groups.
A

Bradley Wiggins
28 April 1980 born in Belgium
27 March 2008 World record, World Championships
17 August 2008 World record, Olympic Games
18 August 2008 World record, Olympic Games
16 December 2012 BBC Sports Personality of the Year award
22 July 2012 Tour de France winner
31 May 2013 knee injury (not able to train for Tour de France)

Christmas morning. Santa came! I got a new mobile phone!

Went skiing in the Pyrenees. Long drive!
Broke my arm – oh no! Back to school :(
Big party at home for New Year’s Eve.

22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7
Dec Dec Dec Dec Dec Dec Dec Dec Dec Dec Jan Jan Jan Jan Jan Jan Jan

1 Who is timeline A about?

2 When was this person born?
3 What types of events are mentioned in timeline B?
4 Why does timeline B end on 7th January?
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 teacher’s notes
Timelines
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Then discuss as a class.
What is a timeline? Extra information
Timelines are one of the most useful and
effective tools for showing a series of
events.
Timelines are often used to talk about a
person’s biography. Although they are used
to talk about a famous person’s life and
events, they can also be used to talk about
your own life or an event, like a holiday or
course.
In fact, any series of events, whether they
happen in one day or over a period of many
years, can be easily visualized using a
timeline.
As well as text, you can add images, videos,
audio recordings and links to timelines to
make them more interesting and visually
appealing.
As well as being very creative, timelines
made on the internet are a fantastic way
to share and publish your information with
others.
Answer key
1 Timelines are for showing a series of events in
order.
2 You can write a timeline for a famous person or
your family and friends’ lives or any series of
events.
Part 2: Let’s analyse
2 Look at some examples of timelines. Answer the
questions in groups.
• Ask students to look at the timelines and discuss
the questions in groups of three or four. Elicit some
answers and discuss as a class.
Answer key
1 Professional cyclist, Bradley Wiggins.
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2 28th April 1980.
3 The activities the writer did during the Christmas
holidays.
4 School started and the holiday was finished.
• Go online and show students a few of the
recommended websites for making timelines.
• Try making a group timeline using suggestions
from the class. One idea would be to timeline a
school day. Ask students what they would like to
include on the timeline and make the changes on
screen. Print the finished timeline and stick it on
the board.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to choose one of the topics and
make a timeline. Remind them to organize their
ideas on the Task Sheet.
• Once you have all the links to the timelines, use
one lesson to view them all as a class. Students
can vote for their favourites and choose the best
three.
RECOMMENDED
WEBLINKS
Timelines
www.xtimeline.com
Allows you to make a free timeline including
pictures and videos, which you can then
share with others.
www.timeglider.com
Allows you to make a timeline and share
history, projects and more.
www.timetoast.com
Simple tool for making simple, text-only
timelines.
www.readwritethink.org/files/resources/
interactives/timeline
Allows you to create and organize events
on a timeline that automatically become
clickable links.
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2
UNIT

8 digital competence
worksheet
Digital stories
Part 1: Let’s discuss
1 Read the text and answer the questions. GLOSSARY
Audio narration: The telling of a story
Digital storytelling is the practice of using audio.
using computer-based tools to tell stories.
Digital stories usually contain a mixture
of images, text, recorded audio narration,
video clips and music. Most digital stories
are between two and ten minutes long Part 3: Let’s do it!
and their style is informal. A digital story is
meant to communicate personal feelings Step 1 Go online and search for a digital
about a topic or person. storytelling tool.

Step 2 Choose a musician to write your

1 What types of media can a digital story
contain?
2 How long do they normally last?
Part 2: Let’s analyse
2 Look at the digital story about Taylor Swift.
Answer the questions in groups
1 Do you know who Taylor Swift is? What does
she do?
2 Which of the following do you think will be in
this story?
images /text / audio narration / video clips /
music
3 What do you think this digital story will
tell us?
4 What else do you know about Taylor Swift?
digital story about.
Step 3 Use a search engine to find out
information about your musician. Look for digital
photos to go with your main ideas and remember to
add music to your story!
Step 4 Organize your ideas on the Task
Sheet. Remember to include vocabulary about the
instruments your musician uses and the type of
music they make.
Step 5 Put all of the elements together.
Step 6 Share the link to your digital story
with your teacher and classmates.

Taylor Alison Swift was

The Life of born on 13 December 1989
in Wyomissing, PA. She
Taylor Swift grew up on her family’s
Christmas tree farm.

00:33 / 02:46

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 teacher’s notes
Digital stories
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Elicit some answers and
discuss as a class.
What are digital stories? Extra information
Stories are the oldest form of education.
Throughout history, people of all cultures
have always felt compelled to tell stories.
Digital stories are no different and are just
the modern equivalent of pre-historic wall
paintings.
Digital storytelling is the practice of using
computer-based tools to tell stories. As
the name implies, digital stories usually
contain a mixture of images, text, recorded
audio narration, video clips and/or music.
Most digital stories last between two
and ten minutes and are told in a
communicative, informal manner. A digital
story is meant to communicate personal
feelings about a topic or person.
Answer key
1 They can contain images, text, recorded audio,
narration, video clips and music.
2 They normally last between two and ten minutes.
Part 2: Let’s analyse
2 Look at the digital story about Taylor Swift.
Answer the questions in groups.
• Ask students to look at the digital story and
discuss the questions in groups of three or four.
Elicit some answers and discuss as a class.
Answer key
1 Taylor Swift is an American singer and TV
personality.
2 Students’ own answers.
3 The digital story will tell us about Taylor Swift’s
childhood and life.
4 Students’ own answers.
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• Go online and show students a few of the
recommended websites for making digital
stories.
• Try making a group digital story using suggestions
from the class. Ask students who they would like
to make a story about and what information to
include. Make the changes on screen. Print the
finished story and stick it on the board.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to make a digital story about
someone who interests them. Remind them to
organize their ideas on the Task Sheet.
• Once you have all the links to the digital stories,
use one lesson to view them all as a class.
Students can vote for their favourites and choose
the best three.
RECOMMENDED
WEBLINKS
Digital stories
www.stupeflix.com
Allows you to mix photos, video and music to
make an interesting digital story.
www.animoto.com
Allows you to insert photos from your
computer, social networking site or phone
and add text and music.
www.photopeach.com
Allows you to use photos to create a
slideshow to music. Finished stories can be
shared on social networking sites or blogs,
and via email.
www.sliderocket.com
Allows you to use photos, video, music and
text to make a digital story. Users can work
independently or collaboratively.
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2
UNIT

9 digital competence
worksheet
Comic creator tools
Part 1: Let’s discuss 1 What is the comic about?
2 Can you identify the main questions?
1 Read the text and answer the questions. 3 When is the party?
4 What is going to happen at the party?
5 What should people bring to the party?
A comic creator tool allows you to create
animated characters and short dialogues.
You can usually choose a scene or a
Part 3: Let’s do it!
background for your comic strip and you
Step 1 Go online and search for a comic
can add simple props too. The dialogue
creator tool.
is usually written in the first person. This
means that the writer has to imagine what
Step 2 Think of a celebration or an event
the characters are saying. Comics are a
that you would like to talk about. Think of what kind
very creative form of written expression
of event you would like to have for the celebration.
and they can appeal to many audiences,
especially the younger generation!
Step 3 Research your celebration and think
of a dialogue. Organize your ideas on the Task
1 How do characters in comic strips talk? Sheet.
2 Who usually likes comic strips?
3 What is a prop? Step 4 Put all your ideas and information
into your Task Sheet. Keep the dialogue short but
Part 2: Let’s analyse interesting!

2 Look at the comic strip. Answer the questions Step 5 Share the link to your comic with
in groups. your teacher and classmates.

PSST! WHERE? MY
I’M HAVING PLACE
A PARTY!

WHEN? FRIDAY 17TH

MAY. 9PM

WHAT ARE WE
GOING TO DO?
WE’RE HAVING
PIZZA AND
CAN WE BRING WATCHING A
ANYTHING? FILM. BRING
LOTS OF SNACKS!

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 teacher’s notes
Comic creator tools
Part 1: Let’s discuss
1 Read the text and answer the questions.
• Ask students to read the text and discuss the
questions in pairs. Elicit some answers and
discuss as a class.
What is a comic creator tool? Extra
information
A comic creator tool allows you to create
animated characters and short dialogues in
cartoon-strip style.
You can usually choose a scene or a
background for your dialogue strip and you
can add simple props too.
Comics are usually made in the first person
voice. This means that the writer has to
imagine what the characters are saying and
write it out in direct speech.
Comics are a very creative form of written
expression and they can appeal to many
audiences, especially to the younger
generation.
They can be used to tackle difficult topics
and are accessible for younger people.
Answer key
1 Comic strips usually use direct speech.
2 Younger people usually like them.
3 An object used by the characters or featured in
a comic.
Part 2: Let’s analyse
2 Look at the comic strip. Answer the questions
in groups.
• Ask students to look at the comic strips and
discuss the questions in groups of three or four.
Elicit some answers and discuss as a class.
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UNIT
Answer key
1 It’s a party invitation.
2 Where is the party? When is the party? What are
we going to do? What can we bring?
3 Friday 17th May, at 9pm.
4 They are going to have pizza and watch a film.
5 People should bring lots of snacks.
• Go online and show students a few of the
recommended websites for making comics.
• Try making a group comic using suggestions
from the class. Ask students what they would
like the comic to be about and what information
to include. Make the changes on screen. Print the
finished comic and stick it on the board.
Part 3: Let’s do it!
• This can be completed in class or as homework.
• Ask students to make a comic about a
celebration or event. Remind them to organize
their ideas on the Task Sheet.
• Once you have all the links to the comics, use
one lesson to view them all as a class. Students
can vote for their favourites and choose the best
three.
RECOMMENDED
WEBLINKS
Comic creator tools
www.toondoo.com
Allows you to create individual characters and
write your own text.
www.makebeliefscomix.com
Allows you to use pre-drawn black and white
characters to create your own comic strip.
www.bitstrips.com
Allows you to create single-frame comics
using your avatar.
www.readwritethink.org/files/resources/
interactives/comic/
Allows you to create individual characters and
write your own text.
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 student task sheet

Like 420 +1 0 Tag

Name:

My project

Choose a title:

What tool did you use?

What is it about?

What vocabulary and grammar did you use?

Write the link to your project:

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