ENGLISH · GRADE 9 · UNIT 4 · GENERATION LIKE · MEDIA · SOCIAL MEDIA · GAMING
📱 Unit 4: Generation like
A guided English course about digital life, screen time, social media, selfies, advertising, gaming, online risks, discussions and responsible media use.
🌟 Welcome to Unit 4: Generation like
This unit is about your digital world: phones, games, selfies, profile pictures, social media, advertising, online habits and the question: How can we use digital technology without being controlled by it?
You will read, listen, speak, write, discuss, analyse ads, think about screen time and create your own media product. You will also learn how to talk about mistakes in the past using conditional sentences type 3.
📒 Notebook Entries: Generation like
Copy these entries neatly into your English notebook. They help you focus on the most important words, ideas, grammar and discussion phrases from Unit 4.
📌 Entry 1: Generation like
Heading: What is Generation like?
“Generation like” describes young people who grow up with digital technology, social media, smartphones, online videos, games, selfies and likes. Digital media can connect people and give information, but they can also distract, manipulate or put pressure on teenagers.
📌 Entry 2: Screenagers
Heading: Screenagers
A screenager is a teenager who spends a lot of time in front of screens. Screenagers often multitask: they chat, watch videos, play games, do homework and use social media at the same time.
Pros: fast information, communication,
entertainment, creativity.
Cons: distraction, less
sleep, pressure, addiction, less real-life contact.
📌 Entry 3: Digital Habits
Heading: Talking about digital habits
I usually use my phone for …
I spend about … hours online every
day.
I often chat with …
I sometimes watch …
I think I use my
phone too much when …
I could improve my digital habits by …
📌 Entry 4: Profile Pictures and Selfies
Heading: Online identity
A profile picture shows something about a person’s online identity. It can be a standard photo, group photo, action picture, pet photo, avatar, arty picture or favourite-things picture. Before posting a picture, you should ask yourself: Would I be happy if everyone could see this?
📌 Entry 5: Advertising
Heading: Ads targeting teens
Advertisers target teenagers because teens have money, want to fit in and influence trends. Ads use tricks: stars, music, repetition, beautiful people, cool styles, free samples, hidden information and influencers or vloggers.
📌 Entry 6: Conditional Sentences Type 3
Heading: Talking about past mistakes
We use conditional sentences type 3 to talk about things in the past that did not happen and their imagined result.
Form:
If + past perfect, would have + past
participle.
Example:
If Leah had been more careful,
everything would have been OK.
📌 Entry 7: Discussion Phrases
Heading: Taking part in a discussion
In my opinion, …
I think / I feel that …
I agree with you
because …
I see what you mean, but …
Sorry, I don’t agree
because …
For example, …
Don’t forget that …
📌 Entry 8: Media Responsibility
Heading: Responsible media use
Responsible media use means thinking before posting, protecting private data, checking information, respecting other people, taking breaks, sleeping enough and asking for help when something goes wrong online.
🎯 Your goals in this course
- I can talk about what is cool or not cool.
- I can describe my digital habits and compare them with others.
- I can understand texts about screenagers, selfies and ads.
- I can analyse how advertising targets teenagers.
- I can use conditional sentences type 3 to talk about past mistakes.
- I can read and discuss a story about gaming and media influence.
- I can express my opinion in a discussion.
- I can create a responsible media product in English.
📚 Book Path: How this Moodle course follows Unit 4
This Moodle course follows the book unit and turns it into a clear learning path.
1️⃣ Generation like
Start with pictures, likes and dislikes. Discuss what is cool or not cool and do a class survey.
Output: class survey: “What is cool?”
2️⃣ Screenagers
Read about teenagers and screens. Collect pros and cons of digital technology.
Output: pros-and-cons chart.
3️⃣ Perfect profiles
Work with profile pictures, selfies and online identity. Think carefully about what pictures say about people.
Output: profile picture talk.
4️⃣ Targeting teens
Read about advertising strategies, coolhunters, influencers, hidden tricks and how ads target teenagers.
Output: ad diary or ad report.
5️⃣ Social media: what can go wrong?
Read about a gatecrash party and use conditional sentences type 3 to think about what could have been different.
Output: “If I had …” reflection.
6️⃣ Gamer
Read a dystopian story about a future world, gaming, poverty, advertising, survival and manipulation.
Output: email to the author.
7️⃣ Speaking Course
Learn to express opinions, agree, disagree, give reasons and take part in a class discussion.
Output: class debate: “Video games are good for you.”
8️⃣ Stop! Check! Go!
Revise media vocabulary, conditionals, reviews, gadgets, technology-free writing and Generation Y/Z comparison.
Output: final media portfolio.
🧩 Learning Modules: From likes to media responsibility
Work through these modules step by step. Each module gives you one product for your dossier.
👍 Module A: What’s cool and what’s not?
Pick images, explain your reactions and compare opinions in class. Then create a mini survey about trends, gadgets, music, styles or films.
Task: present your survey results.
📱 Module B: My digital world
Read about screenagers and discuss your own digital habits. Think about screen time, multitasking, communication and sleep.
Task: write a text about your digital world.
🖼️ Module C: Perfect profiles
Compare profile pictures and selfies. Think about online identity, privacy, creativity and pressure.
Task: prepare a 1–2 minute talk about a profile picture.
📢 Module D: Are you ad-savvy?
Analyse how ads target teenagers. Look for tricks such as stars, music, repetition, beautiful people, cool products and hidden information.
Task: create an ad diary or ad report.
⚠️ Module E: What can go wrong?
Read about a party invitation on social media that goes wrong. Think about privacy, mistakes and responsibility.
Task: write four sentences with conditional type 3.
🎮 Module F: Gamer
Read a futuristic story about gaming, street kids and advertising. Work with characters, setting, mood and message.
Task: write an email to the author.
💬 Module G: Taking part in discussions
Practise expressing your opinion, agreeing, disagreeing, asking questions and giving reasons.
Task: take part in a class discussion.
🌍 Module H: Generations Y and Z
Compare two generations: shopping, money, videos, sport, communication, social media and worries.
Task: create a comparison table in German or English.
🧠 Language Focus: Conditional Sentences Type 3
In Unit 4 you talk about mistakes in the past and imagine how things could have been different. This is why conditional sentences type 3 are the main grammar focus.
1️⃣ Meaning
Conditional type 3 talks about an unreal past situation. Something happened, but you imagine a different result.
Example:
Leah invited too many people
online.
If Leah had been more careful, the party would not have
gone wrong.
2️⃣ Form
If + past perfect, would have + past participle
If I had studied more, I would have got better marks.
3️⃣ Negative form
If I had not chatted for so long, I would not have missed the bus.
If Leah had not posted the invitation online, fewer people would have come.
4️⃣ Your turn
Complete the sentences:
- If I had gone to bed earlier, I would have …
- If I had saved my password, I would have …
- If I had asked for help, I wouldn’t have …
- If I had checked the message, I would have …
✏️ Grammar mission
Write five sentences about digital mistakes. Use conditional sentences type 3.
Example: If I had taken a screenshot, I would have seen the problem at once.
📢 Ad-Savvy Lab: How advertising targets teens
In this unit you learn how ads work. Advertisers want teenagers to feel that a product is cool, exciting, popular or necessary.
🎵 Music
Ads often use jingles or songs so that you remember the product.
⭐ Stars
Ads use celebrities or influencers to make products look attractive.
🔁 Repetition
Ads repeat product names and slogans again and again.
😎 Coolness
Ads suggest that you will be cool, happy or popular if you buy something.
🙈 Hidden truth
Ads often hide disadvantages, for example sugar, costs or risks.
📲 Vloggers
Products in videos or posts can also be advertising.
🏆 Choice task
- Ad diary: Count ads for one day and analyse where you saw them.
- Ad report: Collect ads and explain the tricks they use.
- Poster presentation: Show how one ad targets teenagers.
🎮 Text Mission: Gamer
“Gamer” is a dystopian story about a future city, street kids, hunger, advertising, virtual fighting and the question whether games help or control people.
🔍 Before reading
- What risks can computer games have?
- Can games influence real-life behaviour?
- What could a future city look like?
- What might happen if ads and games are everywhere?
📖 While reading
- Find information about Scott.
- Collect details about the city.
- Describe the street kids.
- Explain what Virtual Kombat is.
- Find examples of advertising in the story.
🧭 Character work
Make notes about two characters:
- name and age
- personality
- appearance
- what they do
- what you think of them
✉️ Email to the author
Write 100–120 words to the author. Say what you think of:
- the story,
- the main characters,
- the setting,
- the mood,
- gaming and why it can be bad.
💬 Speaking Course: Taking part in discussions
In this part you learn how to take part in a discussion respectfully. You listen, react, agree, disagree and give reasons.
Step 1: Prepare arguments
- Choose your side: for, against or not sure.
- Find at least three arguments.
- Think of examples.
- Prepare useful phrases.
Step 2: Take part
- Raise your hand if you want to speak.
- Repeat what the last speaker said.
- Agree or disagree respectfully.
- Give reasons and examples.
Step 3: Reflect
- What did you do well?
- What was difficult?
- Which argument was strongest?
- What will you improve next time?
🗣️ Discussion statements
- Social media is dangerous — you have to be careful.
- Digital technology is the best invention ever.
- Phones shouldn’t be allowed in teenagers’ bedrooms at night.
- Phones should be allowed in schools.
- Gaming is great, it trains you for life.
- Gaming is a waste of time, you don’t learn anything.
✅ Stop! Check! Go! Revision Station
Use this area to revise the unit and prepare your final product.
1️⃣ Media Buddies
Revise vocabulary about internet safety, cyberbullying, passwords and online advice.
2️⃣ If I had known …
Practise conditional type 3 with online problems and digital mistakes.
3️⃣ Reviews
Read short reviews of books, films and games and match them with comments.
4️⃣ One week without technology
Write an email to take part in a technology-free camp.
5️⃣ Talking about photos
Describe a photo and talk about what people should or shouldn’t do with mobiles.
6️⃣ Generations Y and Z
Compare money, shopping, videos, sport, communication and worries.
🏆 Final Project: My Media Responsibility Portfolio
At the end of Unit 4, create your own media responsibility portfolio. It should show that you understand digital habits, social media risks, advertising tricks, gaming debates and responsible online behaviour.
📱 My Digital World
Write about your digital habits, favourite gadgets and screen time.
🖼️ Profile Picture Guide
Create a guide: What should you think about before posting a picture?
📢 Ad-Savvy Report
Analyse one ad and explain the tricks it uses.
⚠️ If I had known …
Write five conditional type 3 sentences about online mistakes.
🎮 Gamer Response
Write an email to the author or a review of the story.
💬 Discussion Reflection
Reflect on a class discussion about social media, phones or gaming.
✅ Your portfolio must include:
- a clear title page,
- at least ten useful words from Unit 4,
- one text about your digital habits,
- one ad analysis or ad diary,
- five conditional type 3 sentences,
- one opinion text or discussion reflection,
- one creative media safety product,
- one final reflection.
💭 Final Reflection
Complete at least four sentence starters:
- I learned that digital media …
- One good thing about smartphones is …
- One problem with social media is …
- Before I post a picture, I should …
- Ads can influence teenagers because …
- If I had known more about online safety, I would have …
- In a discussion, I can now say …
- Responsible media use means …
👩🏫 Teacher note
This course turns Unit 4 “Generation like” into a complete media-literacy learning path. It combines book-based tasks, notebook entries, digital habits, screenagers, profile pictures, selfies, advertising analysis, conditional sentences type 3, story work, discussions and a final media responsibility portfolio.
The unit can be used as a Moodle learning path, station work, project phase, media education module, speaking course or preparation for a class debate. It connects English learning with real digital life and responsible online behaviour.
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