Lesson Plan (re-do)

LEVEL: Form 1 (Advanced)
TIME: 60 minutes
LANGUAGE CONTENT: Preposition of Places
AIMS: By the end of the lesson, students should be better able to:
1- Understand and identify the Preposition of place.
2- Use proper English prepositional phrases to describe an object in a place.

TECHNICAL REQUIREMENTS:
1- One computer per group of 3-4 students.
2- Internet connection.
3- Web browser.

PREPARATION:
1- Locate a suitable website to accommodate the activity.
2- Prepare worksheets based on the information from the website.

WEBSITES:
http://www.youtube.com/watch?v=hx8i-Wq_jtc&feature=related
http://englishflashgames.blogspot.com/2008/06/prepositions-of-place-game.html
http://www.marks-english-school.com/games/mes-prepositions_01.html

PROCEDURES:

Set Induction ( 10 minutes)

1- Teacher asks students whether they have knowledge on "Preposition of place"
2- Teacher introduces the topic by giving a brief explanation
3- Teacher asks students to open YouTube and watch a short clip on preposition of place

Activity 1 ( 25 minutes )

1- Teacher asks students to get into a group of 3-4 students
2- Teacher instructs students to open the website
(http://englishflashgames.blogspot.com/2008/06/prepositions-of-place-game.html)
3- Teacher allocates 10 minutes for studetns to play the game
4- Teacher then distributes worksheets to students
5- Teacher instructs students to complete the activity
6- Teacher discusses the answers with students and gives feedback

Activity 2 ( 20 minutes)

1- Teacher asks students to remain within their respective groups
2- Teacher instructs students to open the website
(http://www.marks-english-school.com/games/mes-prepositions_01.html )
3- Teacher explains how to play the game
4- Teacher asks students to play the game
5- Teacher walks around the class and provides scaffolding when needed

Conclusion ( 5 minutes)
Teacher summarizes the lesson to students

Follow-up Activity:
Teacher instructs students to type 10 sentences using the preposition of place on Microsoft Word and email it to teacher before the next class

PodCast (In-Class Task)

A short conversation about birthday and family click here

Task 3: Lesson Plan

LEVEL: Form 1 (Advanced)
TOPIC: Endangered Species
TIME: 45 minutes

AIMS: By the end of the lesson, students should be better able to:
1- Improve their reading skills.
2- Practise their writing skills by using the information from the website.
3- Prepare a short summary of the sub-topic assigned by the teacher.

TECHNICAL REQUIREMENTS:
1- one computer per group of 4-5 students.
2- Internet connection.
3- Web browser.
4- An email address.

PREPARATION:
1- Find a suitable website to accommodate the activities.
2- Locate one sub-topic for each group for the activity.
3- Prepare worksheets based on the information in the website.

WEBSITE:
http://www.endangeredspecie.com/


PROCEDURE:

Set Induction (5 minutes)

1- Teacher asks students whether they understand the meaning of "Endangered Species"
2- Teacher introduces the topic by giving a brief explanation

Develpoment: Task 1 (15 minutes):

1-Teacher instructs students to get into a group of 4-5 students
2-Teacher distributes different worksheets for each group
3-Teacher encourages students to read the information about the endangered animal and complete the activity
4-While reading, teacher asks students to underline any difficult vocabulary(s) and then explains the meaning to them
5-Teacher discusses the answers with students and gives feedback

Task 2 (20 minutes):

1- Teacher asks students to remain within their respective groups
2- Teacher instructs students to open the following website
(http://www.endangeredspecie.com/)
3- Teacher assigns each group with a sub-topic which are ( Causes of Endangerment Species, Interesting Endangered Species Facts, Laws that protect Endangered Species, Why save Endangered Species, and ways you can help Endangered Species)
4- Teacher instructs students to write a short summary of the sub-topic assigned by using the Microsoft Office Word and email it to teacher
5- Teacher walks around the class and provides scaffolding
6- Teacher discusses the activity with students and gives feedback

Conclusion: (5 minutes)

1- Teacher summarizes the lesson
2- Teacher instills moral values


FOLLOW-UP ACTIVITY:

Teacher assigns students to browse the internet and find any information about Endangered Species and write a one paragrahp summary by using Microsoft Office Word and email it to teacher before the next class

In Class Exercise

Kanafeh is not a traditional Saudi dish yet it is one of the most popular desserts in Saudi Arabia and particularly around Ramadan. Like most favoured Saudi desserts, it is quite sweet and contains ample portions of sugar and melted butter. However this treat will indeed melt in the mouth and is delicious. If you click on the link I highlighted it will take you to a web page with a typical recipe for kanafeh. Kanafeh is widely available in all bakeries and grocery stores but it is also such a special treat that Saudi women will take great pride in making this dessert from scratch in their own homes. It is a middle-eastern dessert consisting of a base layer made of cheese mixed with milk/semolina (or cream) with a crispy layer of dried noodles with a slightly orange-ish colour and is often topped off with some syrup.

TASK2: Article Review (10%)

Title: The effect of interactivity with a music video game on second language vocabulary recall.

Journal-Volume: Language learning and technology, June 2010, Volume 14, Number 2 pp. 74–94

http://llt.msu.edu/vol14num2/dehaanreedkuwada.pdf

By:

Jonathan deHaan, University of Shizuoka

W. Michael Reed, New York University, Radford University

Katsuko Kuwada, Tohoku University

- Jonathan deHaan is an Associate Professor in the Faculty of International Relations at the University of Shizuoka. He earned his Ph.D. in Educational Communication and Technology from New York University. His research focuses on second language learning and teaching with games and simulations.

- W. Michael Reed was a retired professor of Educational Communication and Technology at New York University and the IRB/IACUC Administrator for Radford University in Virginia. His research interests spanned over a 25-year period and focused on educational computing, problem-solving, meta-cognition, and composing processes.

- Katsuko Kuwada is a doctoral student in the International Cultural Studies program at Tohoku University. She investigates language and culture; her current research compares the use of first-person subjects in Japanese and English based on different cultural backgrounds.

Summary of the article:

A- The aims of the research:

Video game has attracted the attention of many people respectively in regard with learning a second language. Thus; the aim of the research is mainly conducted to investigate the effectiveness of the interactivity of video game on the second language learners would assist learners of second language increase their language proficiency or rather be as an obstacle in the improvement of learners of the target language. What is more, the research also aims to examine whether the players and watchers of the video game can remember the vocabulary learnt from the video game.

B- The methodology:

The methodology of the research used the quantitative approach, where participants have to undertake vocabulary tests, prior knowledge tests, and comprehension tests to recall what they have learnt from the video game. The sample of the research is to play and/or watch a video game (Parappa the Rapper2, it is an authentic English Language designed for the commercial North American video game market), about fast food restaurant with various ingredients and cooking.

There are several procedures that participants have to take: 1- participants need to be paired according to their language and video game proficiencies, 2- then the pairs are instructed to ( one pair plays the video game and the another one watches) the video game and learn the words of the rap, 3- they are allowed to play the game in an allocated time of 20 minutes and they may repeat the game up to 5 times, 4- after they are done with the video game, they are required to take a vocabulary written recall tests, and an opinion questionnaire. Then two weeks later, they would be taken the same vocabulary written recall tests.

C- The subject/sample:

A total number of eighty (80) undergraduate Japanese students, from the faculty of computer science. Sixty five (65) males and fifteen (15) females, between the age of eighteen (18) to twenty four (24). Majority of the participants had been exposed to formal English education between six (6) and eleven (11) years. The data collected were analyzed by using the paired sample T-test technique.

D- The finding of the research:

The findings of the research is that both players and watchers of the video game recalled vocabulary from the game, however; the players recall less vocabulary than the watchers because it was difficult for them to concentrate on both the game and the language at the same time whereas it is not really difficult for the watchers to pay full attention to the game as they do not have to physically interact with the game.

For players, the use of physical interactivity will almost certainly increase their mental effort and therefore; it hinders noticing and vocabulary acquisition. Moreover, the interactivity was somehow not conducive for players to learning and thus; it distracted their attention from the vocabulary and made it difficult for them to remember the vocabulary. For watchers, they found the game very useful as it helps in improving their listening and reading skills and they seemed more interested to use the game to study English.

Reaction:

Undoubtedly, the research has attracted my attention because it touched on a very interesting and useful way of teaching a second language via video game which is in fact neglected in the place where I come from. Indeed, the research was well conducted as it was mainly focused on how video game effects the interactivity of a second language learners on vocabulary recall. Nevertheless; the result of the research was not really amusing to the researchers because those who directly involved in the video game did not benefit much from it but rather the watchers could recall a significant amount of vocabulary and found it useful in improving their listening and reading skills.

With regard to Malaysian context, I do not have much knowledge on how the education system is implemented in schools but through my observation of a couple of schools and the input I have from my friends who did their practicum, I can say that generally, the use of technology in teaching a second language is nowhere found in schools. I believe that the use of technology is implemented in certain schools.

This is actually a sad fact. I always wonder why do not we make use of the technology in teaching a foreign language since it is in our hands. Are we not capable enough to think creatively and make learners enjoy learning the foreign language. I personally did my practicum in a school that is fully equipped with the best technology in which each class is equipped with Smart Board and internet but the sad fact is that most of the English teachers do not make use of it as if it is something difficult for them to do. I could see the bored face of the students. Most of the teacher practice the traditional approach of teaching which is nowadays considered boring and dull.

In a nutshell, the integration of technology and second language will almost certainly create a huge difference in the style of teaching and learning. Students will develop big interests and be more motivated in learning the second language because most of the students nowadays like to interact with technology and by involving it with teaching, I believe the level of intellectuality and proficiency in the foreign language will be observed positively.

Hot Potatoes

Well, as far as learning a second language via computer is concerned, I think this software is very much helpful. It assists teachers with interesting ways to teach the target language. I personally never expected to learn such interesting and fun way of teaching English through the use of Hot Potatoes. In fact, after being introduced to this software, an idea developed in my mind to make use of it. I will almost certainly master this software and learn more on how to make my exercises of (JMatch, JCloze, JMix) more attractive and interesting for my future students. I believe that my students will love and enjoy doing their exercises.

JMatch Exercise

the link is here

TASK1: Website Evaluation (10%)

http://www.englishclub.com/

1- What does the application attempt to “teach”?

No doubt that the website is very rich in information with regard to teaching English. It makes learners dive into an ocean of knowledge in English where it stresses more on the four main skills/components of English “Listening, Speaking, Reading, and Writing”. The website also provides learners with Grammar and Vocabulary. The idea of offering grammar and vocabulary is that to help learners improve their ability in constructing a very organized and correct sentences as well as enriching learners with different words that they may not know, especially for beginners. Moreover, this website can also be used for teachers to assist them ideas and techniques for their lesson plans. So; the website can be beneficial for both learners and teachers. teachers can use this website as a resource materials for them such as providing worksheets to their students. this website can enlighten teachers' mind in providing new ways and techniques which can be implemented in the classroom.

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

by looking at the website, it can be assumed that users of the application are required to browse through the sub-topics they are interested in. there are varieties of options for learners to explore according to their personal needs which are ( listening, speaking, reading, writing, vocabulary, or grammar) as to be able to explore more and do the exercises provided such as quizzes and games. Instructions are given to make the task simple and understandable for learners of different level of proficiency. Learners are required to choose the area of their interests and start exploring it. For each sub-topic, there is explanations of it so that It help users understand the objectives of each sub-topic.

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

The users of the application do not need to be very skillful in computer competency but rather a very basic knowledge in computer is more than enough. What I believe is that learners are required to use mostly the MOUSE in order for them to do the quizzes and games such as “Jumbled Words” the learners need to drag and drop by using the MOUSE. The questions can be easily answered by using the MOUSE. They only need to select/click on the appropriate answers. They also need to know how to use the KEYBOARD for the “crosswords games” because this game requires learners to TYPE the answers. even the person with no knowledge of computer can also be able to use the website without having ant technical problem. in my opinion, there is no need of even having a basic knowledge in computer skill n order to access and explore the website.

4- 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?

Well, in regard to this matter, I had never thought of using ESL website as a source of learning until the year of 2005 where I developed an interests in learning English. I was advised by my English teacher to go through any ESL website as a source of gaining more knowledge in English. I did actually access to different ESL websites in order to improve my proficiency in the language and it was very useful indeed. It helped me in improving my pronunciations as well as Listening skill. I did and still accessing to ESL website for self-study and my favorite website is “englishforarabs.com”. I also encouraged my students to do the same as I did to assist them and improve their language.

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

By browsing through the website, I came to realize the application of the theory I recently learnt in semester 6 which is the deductive theory. The deductive theory works from the more general to the more specific. Sometimes , it is called “top-down” approach. So; when learners are introduced to any topic or any segment of grammar, teachers explain the roles of that particular segment and then follow it by giving examples to ensure the understanding of the learners. In every sub-topic of each skill (listening, speaking, reading, writing) there will be explanations as to help learners to understand completely and then begin to do their quizzes. I am more into the deductive way of teaching and I think it is one of the best way of teaching another language.

On the other hand, the use of cognitive approach where it emphasis onto two main streams which are the memory system is an active organized processor of information and , prior knowledge plays an important role in learning . it is true because users of the websites are actually required to have prior knowledge in the language so that it will assist them to learn faster as they already have little knowledge and experience of the language.

6- How well is the constructivist theory of learning applied to the chosen website(s)?

The constructivist theory is concerned more on how well learners can learn by themselves and how profound their knowledge will be when they learn from experiences. A major theme of the theoretical framework of constructivists is that learning is an active/ongoing process in which learners construct new ideas or concept based on their past/current knowledge (J.Bruner). in my humble opinion, the constructivist theory is actually applied in the website in which learners do not need any help from teachers or peers as it is a student-centered learning. Therefore, users of the application are required to have already existed knowledge of the language so that they can be able to apply their knowledge (experience) to answering the quizzes given.

7- In 1980’s and early 1990’s, there was a major debate on whether a computer was a “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?

Without a drop of doubt in my mind, computer can never be a replacement for teachers because dealing with machines is totally different from dealing with humans. Students need to have two-way communication with teachers in which the computer mostly does not offer this service. For this particular website, students may learn from the website as it provides explanations and then testing their understanding. This can be a tool for learning but it can never be the main source of learning. What if the users understood the explanations provided for them and could not fully answered the quizzes? As I mentioned earlier, computer is very useful and a good friend of humans and it can assist users in learning their target language, however it cannot be replaced with teachers because the impact that learners can get from teachers is more sufficient and solid than they get from computer.

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

I will definitely make use of this ESL website because it attracted my attention and it is rich in information that a learner of ESL will benefit and expand his/her knowledge in English. I believe that my future students will be very much interested in learning from this website as well as other ESL websites because for them, it is a new way of learning English. Generally speaking, students in my country do only learn from teachers (traditional way of teaching) which is in this era considered a very BORING and DULL for students as the teachers only use the drilling method of teaching. on the other hand, learners can easily access to the website with no charge. It is a very simple and interesting way of learning as it has to do with technology. Most of students if not all tend to use computers to fulfill their needs as a way of having fun, so by introducing this website to my students, it will also fulfill my needs for achieving at least the slightest of my goals to make them learn and improve their language. There is no harm is trying *­­­­­,*

Suggestions/recommendations:

I would like to inject my humble suggestion which I think it will improve the proficiency of the website. From the first time I explored the website, I got confused and blurred due to the unorganized structure of the website. It looked too congested with information and pictures. The website can be better improved and well organized so that users will not experience difficulties in selecting they topics of their interests, otherwise, some will not bother to explore the website but rather search for another website. The website seems very formal which sometimes makes the users feel bored, for this case to be solved, it would be very interesting if the design changed into creative ones with a careful selection of colors. As a matter of fact, languages should be taught in a fun and interesting way, therefore, the way of designing the website will play a major role in attracting the learners interests in learning.

References:

http://en.wikipedia.org/wiki/Learning_theory_(education)

http://tip.psychology.org/bruner.html

http://www.socialresearchmethods.net/kb/dedind.php