H5 Week 39 Reports
Week 39 Reports
By the end of the lesson, you will be able to:
Identify the purpose, audience and key conventions of a CAE report.
Interpret survey findings and draw evidence-based conclusions.
Use formal, objective language to present findings and recommendations.
Organise a report using appropriate headings.
Produce a report that addresses all aspects of a Cambridge-style writing task.
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Week 39 Reports
By the end of the lesson, you will be able to:
Identify the purpose, audience and key conventions of a CAE report.
Interpret survey findings and draw evidence-based conclusions.
Use formal, objective language to present findings and recommendations.
Organise a report using appropriate headings.
Produce a report that addresses all aspects of a Cambridge-style writing task.
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Berlage Lyceum has received €10,000 to improve student wellbeing. The school management wants to know how the money should be spent. You have been asked to investigate the situation and provide recommendations.
Discuss:
What information would you need before making a decision?
Whose opinions should be considered?
How could you communicate your findings to school management?
Why might a formal report be more appropriate than an essay or an informal email?
Expected discovery
A report is written for a specific reader, presents organised information, evaluates findings and often recommends action.
In pairs, identify at least four differences between the extracts
Characteristics of report writing:
Formal or neutral register
Objective, evidence-based statements
Clear organisation
Recommendations supported by findings
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In pairs, analyse the info above and answer:
What is the most frequently reported problem?
Which findings might be connected?
What additional information would improve the investigation?
Which two improvements would you recommend, and why?
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When you finish, choose a news website from the News Sources in the Classroom. Read a story and be ready to summarize the key points from the story in our next lesson.
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Essay
Slide text
Reviews
Reports
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Harrison Bergeron
Warm-up questions
Read the text
Discuss the themes
Time to finish writing assignment
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Pre-Reading Questions
What does it mean for people to be equal? Does equality mean that everyone should have the same abilities, opportunities or results?
Should society ever limit someone’s talents to make other people feel more equal? Why or why not?
Can a government create complete equality without reducing individual freedom?
Which is more important: equality or freedom? Can a society fully protect both?
Why might talented, intelligent or successful people be viewed as a threat?
How could television and entertainment be used to influence people’s opinions?
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Why does the government force talented, intelligent or attractive people to wear handicaps? Is this genuine equality?
How does George’s mental handicap affect his ability to question the society in which he lives?
Is Harrison a heroic rebel, a dangerous individual or both? Support your opinion with evidence from the story.
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The government forces talented, intelligent and attractive people to wear handicaps because it wants everyone to appear equally capable. For example, George must wear a mental-handicap radio that interrupts his thoughts, while strong and attractive people are physically restricted or required to hide their appearance. This shows that the government creates equality by preventing gifted individuals from using their abilities. However, this is not genuine equality because people are punished for their natural qualities. Genuine equality would give everyone fair opportunities and support, rather than forcing everyone to achieve the same results. Ultimately, the handicaps create uniformity and obedience, not true equality.
Why does the government force talented, intelligent or attractive people to wear handicaps? Is this genuine equality?
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Harrison can be viewed as both a heroic rebel and a dangerous individual. On the one hand, he courageously challenges a government that suppresses intelligence, strength and beauty. This can be seen when he removes his handicaps on live television, showing that he refuses to accept the loss of individual freedom. However, Harrison also declares himself emperor and orders others to obey him. This suggests that he may want to replace one form of control with another. Overall, Harrison is heroic because he resists oppression, but his extreme behaviour and desire for power also make him dangerous.
Is Harrison a heroic rebel, a dangerous individual or both? Support your opinion with evidence from the story.
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Short Story vs Short Film
Make a list of the differences between the story that you have noticed and the film that we have watched.
Which do you think was better? Why?
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Smartboard
Teacher
Freedom
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"Harrison Bergeron" (1961)
What is the setting and how do we know?
When
Where
Mood
Why might it be significant that they are watching tv?
Equality is created in two ways. Everyone is granted equal rights and opportunities, see second sentence of the story, and they are all made physically equal. Is this a good idea?
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