News by Levels · Level 3 · For teachers

Teacher guide & answers

In this lesson: Explain the purpose of digital citizenship and express conditions precisely.

Digital Citizenship Course Expands Its Language Options

How to use these two pages

Give learners the student worksheet. It contains the story and questions, without the answers. Keep this guide for yourself. Use it to lead the activity and explain the answers afterwards.

Student worksheet

A simple 15–20-minute lesson

Before reading · 2 minutes
Show the title. Ask: “What do you think this story is about?”
Read and answer · 8–10 minutes
Give out the student worksheet. Learners read for the main idea, then reread to answer the 2 questions. They can compare answers with a partner.
Discuss and write · 5–8 minutes
Check the answers below together. Ask learners to point to the clue in the story, then finish with the open question.

Adjust the support: Let learners use word help or Level 1 if needed. For a challenge, compare the wording in another level. This activity is not a proficiency test.

Answers to the 2 questions

The question numbers match the student worksheet. Each answer includes a reason and the clue learners can find in the story.

Which classroom activity best fits the course focus described here?
Correct answer: C — Discussing how a recommendation may affect a student’s choices
Why: The course considers technology’s effects on people and decisions, beyond knowing how to operate a tool.
Clue in the story: The course asks educators to examine how algorithms influence choices, how online activity leaves a digital footprint and how to assess information critically. Its case studies and discussions connect these questions with decisions in schools. The focus extends beyond operating an AI tool to considering its effects on people.
Which sentence keeps the meaning of “eligibility depended on completing”?
Correct answer: A — Completion was a condition for eligibility.
Why: “Depended on” marks a necessary condition, not an automatic reward simply for joining.
Clue in the story: Participation was free, while certificate eligibility depended on completing at least 80% of the content and assessments. Readers can consult the course page for current enrolment details.

The open question: accept different answers

Ask learners: Explain why learning to operate an AI tool is different from learning to use it responsibly. Give one hypothetical classroom example linked to the text.

One possible answer: Operating a tool concerns what buttons to use; responsible use also asks how its recommendations affect people. For example, students could examine why a system suggests particular information and whether other views are missing.

This is an example, not the only correct answer. Look for a relevant idea, a reason and the learner’s own words. Learners can answer aloud or write one or two sentences.

Grammar to discuss

Parallel how-clauses

how algorithms influence choices, how online activity leaves a digital footprint and how to assess information critically

The three “how” phrases organise related questions. The first two have a subject and verb; the third uses “how to” plus a verb for a skill. Everyday example: “We discuss how prices change and how to compare offers.”