1. 1. Start the lesson by conducting a brainstorming session on how we can communicate with others. Encourage students to come up with means of communication (letter, telephone, mobile, social media…). Some examples are given in the presentation provided, but the teacher can also add others in class with the students (ex. Using an interactive whiteboard). This activity can be integrated with the following activity (the speaking task).
   2. Speaking task – students share how they communicate with friends, family and acquaintances (especially those far away). This activity can be held in different ways:
      1. Pair work (5 minutes maximum). Students discuss with the person next to them how they (personally) communicate with other people, and they take down notes. A few students chosen at random will be asked to share.
      2. Whole class discussion (10 minutes maximum). This can be integrated within the brainstorming activity. The teacher will ask random students to share how they personally communicate with their friends, family and acquaintances, and a list of communication devices will be compiled that way. 
   3. Continue the discussion – Has anything changed in the way we communicate / talk to each other?. This is intended to invite the students to reflect on how communication has changed over the years. Encourage the students to come up with answers before giving a few examples (as listed in the presentation). The list of  suggested videos can be used to accompany this discussion.
   4. Using the information provided in the presentation, or the list of suggested educational videos, briefly explain the role of satellites in connecting people globally.

• Establishing key vocabulary – in order to prepare students for the writing task, it is important to establish key vocabulary. This can be done over a series of lessons, including during the brainstorming session (Point 1), and the speaking task. Vocabulary should be presented in context for better retention and understanding.

• Writing task – Write a non-chronological report about a means of communication of your choice. 

• Students can choose from the list provided in the document. However, the teacher can also invite them to suggest any relevant additions to the list, given that the list is non-exhaustive.

•  This writing task should ideally be preceded by a lesson/section of a lesson which focuses on analysing and range of non-chronological reports, identifying their different features, so that the students are aware of the typical structure. This can be done, for instance,  through a reading comprehension of the teacher’s choice (not provided in this resource pack). 

• A simple explanation and checklist related to non-chronological reports is provided in the Writing task and the Presentation to be used in class (source: https://eskola.edu.mt/english-primary-materials – ENGLISH LEVEL 5 WRITING GENRE RESOURCE PACK 2020 V2). However, it should be supplemented with other materials provided by the teacher.

N.B. The above activities may take place either within 1 lesson or spread out over several lessons, at the teacher’s discretion, in order to take into account time constraints and natural progress from receptive to productive skills.