#9th Call : Task 3 Web-Based Lesson Plan

Level : Form 2 (Intermediate)

Topic : Which is which

Theme : Social Issue

Time : 50 minutes (two period class)

Language Content : Adjectives, Nouns. 

Objective : Extract information from a website and present the information in complete sentences. 

Learning Outcomes : By the end of a lesson, students should be able to 

1.  identify adjectives in sentences
2. construct full sentences using adjectives 

Educational Emphases : CCTS and ICT skills.

Teaching/Instructional Aids :

• Personal Computer
• Internet Connection
• Web Browser

Website : http://www.english-online.org.uk/games/gamezone2.htm

Procedure : 

Set Induction (5-7 minutes)

1. Teacher asks two person to stand in front.
2. Teacher asks the students to describe the person standing in the front
3. Teacher monitor the answers so that negative description won't surface
4. Teacher introduces the topic which is Adjectives

Development 

Task 1 (20 minutes)

1. Students are asked to form a group of 3-4 people, depending on the number of the students in class
2. Teacher asks the the students to surf/open the following website (http://www.english-online.org.uk/games/findPerson.htm) 
3. Teacher explains the instructions of the games, The Descriptive Detective
4. Students are allocated 15 minutes to play and finish the game in the group.
5. Teacher assists each group in completing the task given.

Task 2 (20 minutes) 

1. Teacher distributes a worksheet to the students and they are asked to complete the worksheet by putting adjectives from the characters they had played just now. 
2. Students are permitted to look at the website for answer.
3. Teacher guides the activity.
4. Students are asked to write new sentences based on the adjectives that that they have filled in the worksheet. 
5. Students are allocated 15 minutes to complete the task given. 
6. Teacher monitors the students' work.
7. Teacher discusses the answers with the students. 

Conclusion (5-7 minutes) 

1. Teacher recaps the lesson. 
2. Teacher informs the students that they can always play the game if they want to at home.
3. Teacher asks the students what have they learnt in the lesson.

Follow-up Activity

1. Students are asked to finish the worksheet at home and email it to the teacher before the next class.

 Appendices


Task 1 

The Descriptive Detective

Task 2

Download the full lesson plan and the task sheets HERE. 

p.s. I had fun playing the game because it's sort of challenging 

8th Call : In class task - Hyperlink

Gandhi was born in Porbandar, India, on October 2nd 1869. His father died when he was still a teenager. At the age of 13 he married Kasturba Gandhi who was three years younger and the marriage lasts for 62 years until her death in 1944.

As a young man Gandhi left India to study law in London. Then he spent two decades working in South Africa securing rights for Indian expatriates. It was during this time that his political reform through non-violence which he called Satyagraha was born. This movement meant resistance of tyranny through mass civil disobedience, firmly founded upon ahimsa, total non violence, which led India to independence and inspired movements for civil rights and freedom across the world. This way, when he returned to India, Mohandas Gandhi emerged as a political and religious leader in the fight for independence from Great Britain and was accorded the country's Father of the Nation. India freed itself from Britain on August 15th, 1947. Five months later, on January 25th, 1948 Gandhi was shot by a conservative Hindu.

#7th Call : Article Review

Click for the article

a.    The title of the article is How to Use Skype in the ESL/EFL Classroom. This article is derived from The Internet TESL Journal, For Teachers of English as a Second Language. It is taken from Volume XVI, No 11, November 2010. Basically this article is newly written and posted in the net which makes it relevant to be reviewed. The author of this article is Dr Sarah Elaine Eaton. She is currently a self-proclaimed educational leader, researcher, author and professional speaker. She manages a blog entitled Language, Literacy and Leadership. She received his PhD in Educational Leadership and a Master of Arts in Spanish from University of Calgary. She also a student of Saint Mary’s University in her native city Halifax. There, she earned her B.A (Hons) in English. She is no ordinary woman as she has been teaching Spanish to adults and college students for 12 years. She taught at both college and university level. She has also worked as in educational administration in various capacities including English as a Second Language, post-secondary language and educational research just to name a few. Apart from that, she also is the author of 101 Ways to Promote Your Language Program: a practical guide for language schools. As of writing, she is residing in Calgary, Canada and works as a private consultant, writer and professional speaker.

b.    The article brings forth the idea of using Skype, a software application that allows user to make phone calls to one another, to diversify teaching and learning practices by empowering ESL/EFL teachers and tutors to incorporate it in the classroom by giving presentations and workshops. The use of Skype too can be perceived as a stepping stone to using more sophisticated technology in the classroom. This paper discusses about experimenting the use of Skype in language and learning classroom as it is very effective to minimize the risk of being wrong for teachers who are not IT savvy and are novice in integrating technology in classroom. The author suggests that those who are not “fluent” in a more sophisticated technology to actually try integrating Skype in the classroom since it requires no complicated tools to operate it. She further explains that by using a progressive approach to incorporating technology into the classroom is an effective way for ESL/EFL teachers to update their teaching technique at their own pace, building confidence and skills as they progress. She advises those who are afraid to integrate technology into the classroom to try using a simple tool such as Skype to make sure that they are familiar and later comfortable with it thus making them confident in bringing more advanced tools in the classroom. The author outlines some advanced features of Skype that can be used for teaching English.

c.   Integrating technology in a language classroom has been perpetually debated and experimented over the years. However, many teachers are skeptical of the technology for a couple of reasons. Perhaps the most prominent reason would be because of the teachers themselves are not very much IT savvy. Thus, they are afraid in making mistakes if they were to integrate technology into their teaching. In the context of Malaysia, the use of technology in a classroom is rarely happening. This is perhaps due to the lack of exposure to the teachers about the conspicuous advantages of integrating technology in the teaching and learning. Students nowadays, in my opinion, are more high-tech compared to the teachers. They can easily access the technology as it is ubiquitous and easily found. Therefore, this is also can be considered as one of the reasons why teachers are afraid of integrating technology in the classroom. I am myself is a novice when it comes to using technology.

      I have found this article to be rather informative and engaging as it highlights the use of Skype in ESL classroom. Skype is one of the simplest tools compared to other advanced tools. It is very user friendly and most importantly it is free from any charges. This is can be wisely utilized by the teacher to create a new and fresh conducive environment of learning. Myriads of activities can be conducted pertinent to this matter. If it wisely utilized, students are able to learn the language in a very different environment. The sole reason for incorporating Skype in the lesson plan is for novice teachers who are afraid of making wrong turns to actually give it a try as it is simple and requires no extra works. This is to make the teachers connected to the technology and make them familiar, as they can build their own confidence, at their pace without anyone’s pressure. Skype can be very beneficial as it will produce a fruitful lesson if it were to be integrated in the classroom. It provides an immense assistance not just to the students but also to the teachers who are lacking in confidence and high levels of anxiety.

      I personally believe that most of students in Malaysia are very much familiar with Skype. This can come in handy when introducing the tool in the classroom as they can actually view it in a different perspective. If they were still clueless about how they can devise a lesson plan using Skype, they can easily access to http://www.teachingdegree.org as it provides 50 awesome ways to use Skype in the classroom. Eaton (2010) too mentioned that Skype helps ESL/EFL teachers improve their technology literacy and increase their confidence using technology in the classroom hence it is without doubt that students can benefit from this.

      

     To conclude, in my opinion this article illuminates those who are still uncertain about integrating technology in the classroom to actually consider and begin by using Skype as an ignition to a more advanced and sophisticated tools. However, I do believe that it is not easy as it seems because teachers should consider the students’ interest and the surroundings of the classroom too before they can launch the plan. Nonetheless, what harm can it bring if teachers actually give a chance to Skype to be integrated in the classroom and it appeals to the students? 

even Domo uses Skype 

:p

Click for the Microsoft Word's Version

p.s. I haven't signed in my Skype account for quite a while -_-

#6th Call : JCross

I am a cartoon addict. Especially when it comes to Superheroes. Ask me anything about X-Men, Spiderman, Superman and etc I'll answer the question in just a split second. Therefore my theme for this exercise is Superheros and Villains. Enjoy. 

Click Here 

p.s. May the force be with you.

#5th Call :J Cloze

This is a perfect mashed potato that looks so mouthwatering and very exquisite. However, my knowledge of using Hot Potatoes isn't this 'ripe'. 

Check mine HERE

The theme of my passage is about "Insanity".

A passage is extracted from a book by one of my favourite authors/writers Paolo Coelho. The book is Veronika Decides to Die. An excellent read if you want to excavate and scrutinize an issue that some may consider as mundane which is insanity. 

p.s. seriously craving for a nice delicious creamy mash potatoes.

#4th Call : Website Evaluation.

The website that I evaluated is http://www.learn-english-today.com.

           #What does the application attempt to teach?

Looking at the title of the web which stated Learn-English-Today and by scrutinizing the pages and different contents of the web, I believe that it tries to cover all aspects of English language. It consists of 6 columns with each entitled to its own subjects which are :

+ Lessons

+ Vocabulary

+ Idioms

+ Proverbs 

+Wordgames

+ Quotations. 

Under every subject, it excavates deeper. For example under the column Lesson, there are myriads choices of tutorials about grammar. The tutorials provide the user with explanation and hands-on exercises. This is essential because after the user finishes reading about the explanations, he can easily access to the exercises provided adjacent to the explanations. I also noted that this web is divided into 2 major English which is English Business. However, even though there are 6 functional columns that the website offers, the main focus of the web falls under the column Lessons. The other  columns act as an additional and optional subjects. 

#What sorts of things is the application user expected to do with regards to learning the content?

            Users who wish to try the application is advised to have a consistent thought of what to learn because the application has a plethora of tutorials and exercises. Thus having a clear goal and focus will help to guide the user in accessing the application. The application doesn’t require any difficult task that needs to be done so I guess it’s a rather user-friendly. The activities too are rather easy and suitable for beginners. Since this site uses British English as its medium, users too are expected to be familiar with the different context of the language that both British and American English posses.

#What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

            This application, just like I have stated earlier, is user-friendly. It requires neither advanced nor any meticulous method to access the application. Users don’t need to be skillful in any skill to access the application. It requires the basic skills of handling a computer or a laptop and users should be able to access the internet. The cursor is the prime thing that does all the works in the application. Thus, I believe users will not have any problem in navigating the application because the cursor is the simplest and easiest thing compared to all the computer skills. Users just need to navigate the cursor to any column they wish to tackle. Personally, this is a very good approach because younglings can actually utilize the application as it doesn’t require any particular computer skills.

#While you are “playing”/”accessing”/”assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self study?

            For this question, I would answer based on the Lessons column because I think that’s the main subject most users will click. In this column, there are explanations and tutorials/exercises that are provided. The column focuses on Grammar and I think it does remind me of something that I did in my classroom. This is solely because of the explanations part of the exercises. The explanations are put first instead of the exercises which I believe is rather deductive. Deductive approach is the common approach used by most of the teachers in teaching grammar. For that matter, I was quite disappointed regarding this because I think the deductive approach isn’t what I expect the web to be. Although the explanations are very easy to fathom, the part where the explanations are placed before the exercises is a definite turn off to me. However, what’s good about this application is the simplicity and the vibrant feeling I had when I was accessing it, especially the Lesson column. Personally, the examples and explanations are the usual examples that a teacher would use in a classroom, thus it reminds me of a lesson I did in the class. The column wordgame, idioms and proverb too remind me of things that I did in my classroom even though there are no exercises that can be done.

#Can you pinpoint some theories of language learning and/or teaching underlying the application?

            One of the theories that I believe exists in the application is Cognitive Load Theory of Multimedia Learning. This was pioneered by John Sweller who believed that the load on working memory during instruction. This is because the application provides explanations for the exercises that users need to keep in their memory in order to answer the questions. This is referring to the exercises from the Lessons column. Another underlying theory that I believe exists in the application is Discovery learning. This one was proposed by Jerome Brunner, who he believes that learning is a method of inquiry-based instructions that it is best for the learners to discover facts and relationships for themselves. This one is obvious in which the application provides the users with an online dictionary or vocabulary which they can search and learn any word themselves. In fact, the games such as the wordgames are meant for this type of learning. Users need to be independent as they are required to learn by themselves. The activities that the application provides too are meant to be answered independently but with explanations attached to every question. This is why I think the application attempts to teach its users via Discovery learning which I think is quite similar with constructivist theory of learning.

#How well is the constructivist theory of learning applied to the chosen website?

            

From the rate of 1 to 10-one being the lowest and 10 the highest- I would rate the implementation of constructivist theory as being 8. Constructivism brings about the belief that learners to construct knowledge for themselves. This application has somehow managed to prove that constructivist theory of learning is applied in the website by looking at all the applications, the columns, the activities and etc. All of these necessitate the users to create the own lessons. The grammar exercises for instance, consists of numerous exercises and explanations that the users can choose depending on what he/she wants to learn. This too requires experiences and direct contact of the real world because constructivist theory of learning suggests that learners need to create their own understanding of certain subjects.

#In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?

           

In my personal view, even though I graded the website as being 8 in terms of having constructivist theory of learning, I believe that it is somehow more to being an obedient servant to the students/users more than being a replacement for teachers. This is because I think this application will serve better as a teaching aid. Students will benefit this more if teachers implement or utilize this application in their classes. I believe that this application will act as a supplementary as what the students have in their lesson because some of the lessons provided in the application needs audio and visual method. What I am is some of the lessons in the application can’t really stand on their own even with the explanation given because it doesn’t cater the needs of students who learn via audio and visual. This type of students may have difficulties if they were to access the website.  

#Would you like to use the application yourself in your future work?

            One of the flaws that I can trace in this website is it’s lacking of visual and may be perceived as boring to some students. The presentation of the website is rather uninviting. This little and trivial thing like the design and lacking of visual is something that should be taken into consideration if I were to use it in my future work. However, I would say that this application is an option for me to use it because of the simplicity it conveys. The various explanations and simple exercises would assist my students-If I were to be a teacher some day-in learning the language. This website would be a very nice homework for the students and also as supplementary to learn the language because of the fun activities and games it offers.

#Suggestions:

            I am suggesting this by trying to imagine myself as a teacher and what I expect this website to be. First of all, what needs to be improved is the usage of visuals and audio. Students have different learning skills. Some of them learn best with the aid of visual such as photos and pictures. While some students like learning kinesthetically, some of the students prefer to have audio as their skills. This is what I would suggest for the betterment of the website. What it has now doesn’t cater to all type of students who have different skills in learning.

           

Another aspect that can be looked into consideration is regarding the idioms and proverbs sections. These two aspects are very essential in learning the language so this section would be better if it is provided with exercises as well instead of just mere explanations. Practice makes perfect and usually the students or learner will grasp the meaning of something by doing it themselves. What can be upgraded is hands-on exercises that can bring about the students’ understanding of every idioms and proverbs they encounter. This is rather practical rather than having a vague explanation on things that can contribute to ambiguity such as idioms and proverbs. Certain people have their own understanding and interpretation of the subjects so I think it is very nice to see the learners’ diverse perceptions.

           

In conclusion, if these suggestions can be turned into realization, I personally think that it would be much better to serve the users.

p.s. You can download the draft HERE

#3rd Call : Microsoft Excel

I believe that most of my friends would tackle subjects like Grammar, Reading, Literature and etc that would mostly cater the adolescents, I decided to opt for a younger generation.

My Excel task focuses on children because I have always believed this computer related learning should be introduced and emphasized to the younglings hence my theme for the exercise which is Dora The Explorer.

Click HERE for the sheet.

I myself was taken aback of my triumph to complete this task.

It went smoothly and effortlessly.

p.s. A tad proud of myself after manage to complete the task :)