It’s no secret how social media has become part of our lives. Statistics show that teens use entertainment screen media for an average of seven hours each day to enhance their social development. Nonetheless, it is also true that, if not used properly, the negative effects of those platforms can lead to serious consequences. Therefore, and taking into account that our purpose as teachers goes beyond the academic aspects, I decided to find a way to introduce technology into my FCE classes and to combine them both into a meaningful project, not only to make my students engaged and eager to keep on learning, but to also provide them with a valuable lesson.

#BEFOREYOUSTART

From a linguistic point of view, the aim of this project is to introduce, practice and learn the FCE grammar and writing contents. However, it is worth keeping in mind the personal benefits for the students, such as developing critical thinking and understanding the proper use of social media. For that reason, before starting this project, I recommend spending time talking about how to spot fake news, online advertising, who is behind those practices, who benefits and who gets damaged. To practise some FCE speaking skills, ask them to describe pictures, and to exchange opinions with their classmates. Having this background information will absolutely make a difference once you start the project with them.

#BRAINSTORMING

The first step then will be to have a brainstorming session. Write the words “influencer” and “famous” on the board and ask them to write adjectives to define each. Again, you can add some FCE vocabulary to come up with synonyms that are less frequently used. The reason for this activity is to help them understand that not all famous people are influencers, and not all influencers are necessarily famous. I hand them a reading of “The best tips on how to become an influencer” and guide them to the conclusion that real influencers provide you with valuable information. Whether related to fashion, gaming, music, food or whatever their accounts are about, they should share useful content to help their followers become better at something or simply to make their lives better somehow, by means of knowledge or even entertainment.

#SPEAKUP

After reading and discussing those tips, put them into practice. Ask them to name their favourite influences and login into Instagram to take a look at those accounts. If teaching online, I share my screen on Zoom or Meets, and if in a classroom, with a projector, so it’s visible for the whole class. This will give you one of the best opportunities to have a conversation, discussion, and even debating class. In order to find the right approach to make them feel involved in the project, it is fundamental to listen to them, to learn what their interests are. As you go through those accounts, ask them to establish a connection to what they have just read, and basically answer the questions “What’s in it for you?” and “How is this account making you better?”

#DIGDEEP

It is always important to let them absorb the information and internalize it. So the next step of the project is to answer four simple questions as homework: who’s your favourite influencer, how would this person’s life be before the internet, do you think people who are different in our society are judge, and if you could ask anything to your favourite influencer, what would it be and why. To reinforce their writing, you can ask them to answer using the FCE structure you think would best suit their level or the content you’re teaching. Consequently, the following class will be a speaking class, where they will share their answers and will justify them accordingly to the previous class.

#INSTAFAMOUS

After having all of this background theory, which they have already proven to be able to discern by themselves,  it is time to begin with practical insights. I have based this project on different topics with different groups, so here are some ideas. You will need to chose a theme, it could be a holiday, science, history, etc; depending mostly on their interests. And they will be doing some research on different characters. For instance, the one I had for Halloween. We started fact-finding information about the ten most famous witches in history. However, you could also decide to investigate the best inventors of the last century, or writers, or civil right leaders. Ideally, let it be about someone who lived before the internet or that is not real, like a movie character. Hence the importance of spending time on how to spot fake news and reliable sources. Introducing and improving FCE reading and comprehension skills, as well as identifying grammar structures during this research time will make them feel more engaged and motivated. You can also add some writing by assigning the same homework as before, but this time, with reversed questions: out of all of the characters we have studied,  who was your favourite, how would this person’s life be if living during internet times, how could this person become an influencer, what would you ask them and why.

#MAKEITTRENDY

This precisely will be the practical part of the project. They will create an Instagram account for their chosen character and explain their biography in 10 to 15 posts as if this person was living today and was a real influencer. Considering they are underage, I always make sure I have their parents’ authorization. I explain the project from scratch and make it clear their accounts will be private, with no personal information shared, whatsoever. They can even create a shared account with their parents since they will mostly be working from home. Once their accounts are ready, each of the posts will have to include a picture representing their story. And each post description should provide either historical or emotional content of value using a specific grammar structure (conditionals, passive voice, phrasal verbs) and a call to action.

#KEEPITREAL

It’s amazing how they put into real practice the previous concepts of adding value. I have had students talking about how their witch would be an alternative medicine top seller where they explained tips focused on marketing. I have had students bringing the historical and emotional side on their posts, tapping controversial topics such as stereotypes and bullying. On top of that, they will be reinforcing FCE skills, not only when posting but also when reading and commenting on their classmates’ posts.

#BETECHIE

A good tip to find a balance between the time they will spend working on the project and the time you need to train them with the FCE skills is to let them work on the posts from home. Meanwhile, divide the class into two parts. In the first half, explain the FCE grammar and Writing 1, in the second half, ask them to check each other’s accounts, commenting and discussing. As they do so, I take that time to correct their posts. My way to check their homework is by giving a like to their posts. If I haven’t liked your post, there is a mistake. Find it!

#DYITIPS

If you want to take this project to the next level, just take advantage of technology! Don’t let them just Google for images. Teach them how to use different photo editors to create their own images for their posts. I have had students who would actually take pictures of themselves, without showing their faces, to represent the chosen character. Make them have the editors settings in English and spend part of the class helping them increase their creative side and providing them with the space to speak up and to be heard. Using technology with a purpose is as important as reinforcing their grammar.

#TEXTINGFAILED

The last step of this project is to focus on their writing skills. Ask them to write an FCE Writing 1 essay with the question: “Influencers help to shape our society. Do you agree or disagree?” This is one of the parts they usually struggle the most with when preparing for the exam. However, I can assure you the best essays I have read, written by teens at this level, have been the ones of those who worked on this project. And the reason is really simple. They are showing their critical thinking abilities as well as their grammar and writing skills on a higher level because they have already experienced them during the project. They absorbed those concepts in a real practical way. They were truly involved. Therefore, their writing comes effortlessly. I even let them choose the three ideas, instead of just the last one, so they can take the essay to wherever they feel like, and the results are unbelievable.

In conclusion, I believe it is fair to say we do benefit from technology from a linguistic point of view, and it helps us to accomplish a more crucial goal as educators: to provide students with a significant ability of critical thinking and values throughout an active learning process that they experience at first hand, rather than just on paper.

by Nannette Robles

@ModoNannette