.task 3 (lesson plan)

LEVEL: Form 2 (Advance)
THEME: People
TOPIC: Can you solve the problem?
TIME: 40 minutes
LANGUAGE CONTENT: Cause and Effect conjunctions

PREVIOUS KNOWLEDGE:

1. Students should have learn on cause and effect conjunctions

EDUCATIONAL EMPHASES:

1. ICT skills
2. Creative and Critical Thinking Skills (CCTS)
3. Multiple Intelligences

AIMS:

by the end of the lesson, students should be able to

1. understand the usage of different cause and effect conjunctions
2. use the appropriate conjunctions in sentences
   
3. understand the importance of cause and effect in problem solving skills in daily life
   

TECHNICAL REQUIREMENTS:

1. One computer per group 2/3 students
2. Internet connection
3. Web Browse

PREPARATIONS:

1. Locate the Crimson Room website
2. Browse through the website to make sure that it is suitable for the language content
3. Prepare worksheet based on the information in the website

WEBSITE:

http://www.fasco-csc.com/works/crimson/crimson e.php


PROCEDURE:

Set Induction (3 minutes)

1. The teacher asks the students what they will do if they are trapped in a room.
2. Teacher links the question with problem solving skills and cause and effect consideration in daily life.
3. Teacher recaps the previous lesson on cause and effect conjunctions.

Activity 1 (18 minutes)

1. Teacher instructs the students to work in a group of two or three students. Each group is allocated with a computer.
2. Teacher instructs the students to surf into the specific website:

http://www.fasco-csc.com/works/crimson/crimson e/php

3. Teacher explains to the students on how to play the crimson room game.
4. Teacher allocates about 15 minutes for the students to play the game.
5. Teacher assists each group if necessary.

Activity 2 (10 minutes)

1. Teacher chooses 2 students randomly to make a sentence from the game that they play by using the cause and effect conjunction that they have learned.
2. Teacher then distributes a worksheet to every student and asks them to complete the worksheet by using the appropriate cause and effect conjunction to complete each sentence.
3. Teacher allocates about 7 minutes for the students to finish their work.
4. Teacher guides the students in their work.

Activity 3 (7 minutes)

1. Teacher selects any student randomly to present the answers.
2. Teacher assists the students towards the correct answers if necessary.
3. Teacher relates the importance of considering "cause and effect" in decision making and problem solving skills in life to the students.

Conclusion (2 minutes)

1. Teacher selects any student randomly to recaps what they have learned in the lesson.
2. Teacher inculcates moral values.

Follow up activity:

Teacher asks the students to write a short cause and effect essay by using all cause and effect conjunctions that they have learned. The teacher assigns the students to e-mail the essay to the teacher before next class.
Teacher also asks the students to continue the game at home.

APPENDIX:



















a) crimson room website
















b) worksheet

.task 2(article review).

TITLE:

Blended Learning and Its Potential in Expanding Vocabulary Knowledge: A Case Study

JOURNAL:

IATEFL Poland Computer Special Interest Group, Teaching English with Technology, A Journal for Teachers of English (2010) , ISSN 1642-1027, Vol. 10, no. 1, pp. 3-30

AUTHORS NAME:

Monika Pazio,
Jagiellonian University
Cracow Poland

monikapazio@yahoo.co.uk

SOURCE:

www.iatefl.org


THE AIMS OF THE RESEARCH:

It is a project that has taken from of a single case study, aimed to explore the effectiveness of blended learning in teaching foreign language by focusing and improving on vocabulary knowledge and linguistic skills. By focusing on the written forms in the integration of e-mail exchanges between the non-native and native speaker, it elicits the likelihood for the foreign language learner to utilize the opportunity of dissimilarity on targeted language and practice new words in writing in replying email. It is also intended to discover the probability of those words to be practiced regularly and remembered. The case study is also to uncover whether the use of e-mail exchanges as a form of blended learning brings other benefits namely, increased motivation and intercultural knowledge to foreign language learner.

THE METHODOLOGY:

The methodology has been divided into two components; online part in a form of e-mail exchanges by two participants and a regular lesson. In the form of e-mail exchanges, the participants are required to choose topics that would evoke controversial argument and those which induce differences of both cultures. The materials were derived from varied sources that were given to the participants according to their interest and are slightly match the non native speaker command of the targeted language. The regular lesson would take place at the end of discussing the related topic and is divided into 2 parts which deliberate on vocabulary practice and discussion. It is aimed to highlight vocabulary learning by creating ways for retrieval and generative use. An interview was also conducted with the non-native speaker to reflect on the exchange, advantages, and disadvantages as well as to know the likelihood of remembering items from those e-mails. A post test was also being ministered after 2 month to measure significant source of vocabulary learning by non-native speaker.

THE SUBJECT/SAMPLE:

The subject for the case study was a non-native speaker of 25-year-old intermediate learner from Poland corresponding with a 26-year-old native speaker of English.

THE FINDINGS OF THE RESEARCH:

The findings were gathered from three sources; the correspondence, the interview and the post test. The non-native speaker admitted that e-mail exchanges enhanced her vocabulary knowledge mainly by imitating the non-native speakers’ structures, reduce spelling mistakes by motivation and noticing native speakers’ performance to improve accordingly, and upgrade style of writing into a formal and sophisticated style resemblance of the native speakers writing style. The post test also disclosed that non-native speakers still recall the majority of vocabulary chosen. It was proved that blended learning brings positive input and output within authentic context. In addition, the interview that was conducted revealed that blended learning placed opportunities to employ foreign language in real context which foster her motivation and confidence to use foreign language in real and natural setting.

THE REFLECTION:

Yes, the research definitely interests me. One of the main reasons is because the research integrates the use of e-mail exchanges which emphasize language learning in a real context. Language learning cannot only be learnt through textbooks usage in isolation. I agree that rules and ways for language acquisition can be derived from books. Nevertheless, learning a new language need a person to incorporate a first-hand experience on the language itself which means a learner need authentic access to learn the language. Authentic conversation ‘refers to students’ active and creative engagement with the foreign language (Swann et al., 2004, p.19). It is a face to face communication pattern where the language learners learn through conversation exchange. Through the use of e-mail exchanges, the learner will know how to use the language correctly, particularly through vocabulary practice and grammar correction. The learner will also identify common mistakes and improve them instantly.

Several topics given to trigger the learner interest in maintaining conversation for further expanding vocabulary knowledge in the targeted language are helpful in a sense that it also boosts their confidence and cultural knowledge. The used several methods to study the effectiveness of e-mail exchanges to non-native speaker also show that the research really indicates whether blended learning is useful for foreign language learner. However, I believe that it would be much better if the research use bigger samples to analyze its effectiveness. Hence the data collection would be much more detail and accurate so that the researchers would really know exactly how blended learning can affect someone’s language learning in terms of linguistic approach.

The research is significant to ESL teaching and learning. As this research is focusing on blended learning, particularly the use of e-mail exchanges, it gives insights of how it channels learners into another language learning alternative from the traditional classroom method. One of the problems that is faced by ESL learners besides speaking skills is expanding vocabulary knowledge and improved the difficulty in writing. It is rather boring and interesting to teach learners on new words and writing skills in normal classroom experience. Blended learning which covers authentic learning materials would enhance the likelihood of a learner to maintain interest in learning. It is a new pedagogical tool that can be used by language teachers in which it offers a range of learning tools and experience such as WebQuests or blogs which fit the learning style for all learners. Whatever it is, the teachers have a wide series of choices to help language learners and integrate blended learning to ensure optimum benefit for them. I believe that the key to blended learning is in deciding the best medium to drive students’ best outcome.

reference:

Swann, J., Deumert, A., Mesthrie, R., & Lillis, T. (2004). A Dictionary of Sociolinguistics, Edinburgh: Edinburgh University Press.

.in class task 4: hypertext and hypermedia

In Winter's Arm by Hazelmarie Elliott

Winter holds me with his arms of icy white,
and kissed my breath with frost upon the pane.
Subdued by touch of winter's frigid hand,
I pray for spring to find me once again.

O'wind, you whistle to the winter's tune.
Your melody is heard 'pon day and night,
but one day spring will come to rescue me,
and wisk away your song of winter's blight.

O'tree, you're frozen in the winter's dream.
Your leaves have left you 'neath a moon of white,
but when my prayers are answered 'pon spring's dawn,
you'll thaw beneath its sun with warm delight.

O'field, your harvest has been reaped and spent ~
and winter blankets you 'neath snowy mounds.
Yet one day soon in springtime's rising mist
you'll feel the greening of your earth rebound.

Winter holds me with his arms of icy white,
and kissed my breath with frost upon the pane ~
but deep within I somehow always know,
that spring will come and find me once again

reference: www.poemhunter.com

.task 1(website evaluation)

Website: http://www.rong-chang.com

moderator: Ron C. Lee, PhD
Email: leerc8rong-chang.com

1. What does the application attempt to ‘teach’?

The ESL website that is created in the year 1994 is such an informative and educational website which covers listening and speaking skills that includes well known sites and online radio news such as BBC World News, reading skills which comprises of the reading strategies and public domain books to be download and access and writing skills which contain format styles, writing exercises and common mistakes done by ESL writers. Furthermore, it also brings in grammar and vocabulary training to enhance students’ in the language. This site is such an interesting website as it also attracts students to engage in learning English through other sources such as from podcasts, proverbs, idioms, and games. In addition, it also provide opportunities for ESL learners to gain more knowledge by providing lists of bilingual and well known dictionaries, acronym, homonym and thesaurus to be access, information and resources for encyclopedias and ESL magazines that are very educational for the English language learners. The most important point is that this ESL website is regularly updated from time to time to help the learners to be at the forefront and get the best benefit of it.

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

This website is created to prepare students to be independent learners. It provides ways to learn English not only but accessing the four language skills to be acquire but also to be concerned on other learning sources such as from dictionaries, newspapers, magazines and encyclopedias. Students are given the chance to choose their own way of learning and it suits for all levels either for adults or children. Furthermore, the user are also likely to anticipate the usage of learning English that is not only for educational purposes but also for lifelong learning as it incorporates authentic materials for them. With that, the English language will be regarded as a fun subject to be learned, hopefully.

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

The application user is expected to be able to use Internet, mouse and keyboard to access the application provided in the web. The user must also be capable of using speakers to access on BBC World News or Voice America Webcasts which users Special English in listening skills. Moreover, I believe they must also know how to download and attach to linked files. I definitely sure that the exercises and activities are moderate and easy to understand and all users will be able to operate the application in handy.


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

During my practicum semester, bringing a dictionary to the English class was a compulsory to the students. It has been a habit and the dictionary must be used during the class hour. I managed to ask the students to use it when they encountered any difficult words, synonyms, acronyms and learn ways to construct correct sentences based on the parts of speech that I have given. It is more or less the same as the online dictionary in the website. Furthermore, when I saw idioms and proverbs published in the website, I remembered one time when I instructed my students to learn idioms’ game just like the Wheel of Fortune. It was fun and they had a great time. My students are excellent students and they managed to guess almost all the idioms that I have prepared and they can ‘read between the lines’. The most essential objective is that they integrate the value of what they have learnt and apply them in daily life. I was surprised when I discovered that they have troubles with grammar though they were quite proficient in speaking. My mentor claimed that it is always the case with good students. Nonetheless, I always remember to bring the real world to the class and make them learn from what they have sensed and experienced. I found it easier to teach grammar and they agreed.

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

I think that the website underlie the theory of language learning from Stephen Krashen’s theory of second language learning. The application interprets the meaningful interaction in the targeted language which is natural communication. Learners are introduced with various sources of authentic materials that can be used for second language learning as well as interaction with native speakers to improve speaking and pronunciation skills. The conscious learning of the language such as by grammatical rules and drilling is less concerned as the learners convey the language learning through understanding.


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

I strongly believe that this website has embedded the constructivist theory of learning to the learners. The website engages the users to be active learners by using sensors and to construct meaning from it. It transforms the learners from being passive and acceptance to building a character of being committed and keen towards the subject matter. Furthermore, it also incorporates reflective activity in which hands-on activities and physical actions to be included in learning besides activities which engages the students with mind. In addition, the website also relates the learners with outside world which shows that learning is also a social activity. Learners are given the opportunities to interact with the outside world by slot in authentic materials such as news papers and magazines. On top of that, the learners are being independent and autonomous user where they are the one who constructs the knowledge as they learn. There is no specific area or exact order that they need to adhere in learning English as a second language. I believe that at the end, interest and awareness of the importance of English language will come in handy if freedom of learning is being modeled.

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?

I believe that in this case there is no such thing as computer being an obedient servant to students. It is more or less a replace for teachers. In this sense, it is actually a positive way to inculcate the value of knowledge not only for future undertakings but also as a lifelong learning. Technology has developing rapidly and there is nothing we can do to pause it. Nevertheless, it has placed significant contributions as a new way of learning. With computer and technology, nothing is impossible. I seemed to comprehend that by using computers, learners are taught to be student-centered prior to the fact that, most teachers incorporate teacher-centered in language teaching. Learners need to do something to gain the knowledge and not to be at ease with spoon feeding. It gives an interesting and diverse way of learning such as games and podcast that enhance the students to be more interactive. The role of teachers as the facilitators must not be forgotten though computers and technology is accessible to the learners. With a thorough guidance by the teachers we can curb negative acts from the students especially in the schools.

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

Yes, I will definitely use the application in my future work. Since I want to be a teacher or a lecturer one day, I believe that the use of website in teaching English as a second language to the learners will help me in so many ways. Applications in the website suit all age levels and can be used for all. Besides focusing on English language skills (i.e listening, speaking, reading and writing), I can also inculcate the English language usage in daily life. For example, as we seem to agree on the fact that students are lacking in reading especially in English due to certain problems like difficulties in understanding the meaning, this website might help counter the issue. Since this ESL website have lists of authentic reading materials from newspapers and magazines, I can help the students by browsing the reading materials in the web and search for the meanings at the same time. On top of that, I would not have to print pile of worksheet to the students since they can browsed in the website for more interesting activities and have fun in learning.

9. Suggestions/Recommendations

Sad to say that though the content of the website is beneficial to the learners, nevertheless the web is quite dull and boring. I prefer if the moderator can play with more colors; preferably pastel colors and inserts more pictures and images to make it more appealing and attractive. Perhaps, the moderator can also organize the web by arranging them into levels; beginner, intermediate and advance so that it would be easier for the user in future.

.in class task 3: entry blog.

For your next blog entry please answer the following questions:




1. Why do you think evaluation of CALL courseware, websites, materials etc important?

Honestly, I rarely used CALL courseware, websites and materials etc for my language learning. There was only a few times when I have to search for language practices and exercises for language learning that urged me to do such effort (me tgh geleng kepala..ishh..) . I am used to traditional method in which teachers are regarded as the means of learning. Thus, when I was asked to evaluate courseware or website for the first task, I was quite anxious of what to expect. Surprisingly, i found it challenging but yet, very educational. I think that the evaluation of either websites or courseware are essential for students engagment in learning. We will know whether the courseware of website or materials are suitable for the learners based on their age level and standard. Lists of new ways to improve learning will be found and it would be a great chance to explore for more. And I believe that through evaluations it would help you to understand what suits you the best in language learning.







2. How do you think Hot Potatoes JCloze may help your students learn English?

During the first CALL class, it was my very first time listening to Hot Potatoes (me blushing...:) ) i have no idea about the usage and its advantages to English learners. But when Dr Izaham showed a few applications using the hot potatoes, I was amazed. Saying to myself... napela aku tak study potato nie for practicum ?!...sigh* The application would surely reduce teachers’ work but the best part is it makes the language learning more fun!! As I tried the application of Hot Potatoes Jcloze in the previous class, I learnt that we can discover our own learning by being independent. They have to do it by their own and seek for answers from their scemata knowledge by ‘hints’ or ‘clues’ provided. This means that they are challenging themselves of whether they understand the subject matter chosen. It also gives immediate feedback to the students which means they can learn and correct their mistakes there and then. I done it myself and i had so much fun playing with the colors and create my own language practices. (though i have issues understanding the details, bengang!!)

.draft Task 1 (ESL website evaluation)

salam Dr Izaham. Please have a look at my first draft so that I can make further amendments, ok.
thank u. have a nice day :)

Website: http://www.rong-chang.com

moderator: Ron C. Lee, PhD
Email: leerc8rong-chang.com

1. What does the application attempt to ‘teach’?

The ESL website that is created in the year 1994 is such an informative and educational website which covers listening and speaking skills that includes well known sites and online radio news such as BBC World News, reading skills which comprises of the reading strategies and public domain books to be download and access and writing skills which contain format styles, writing exercises and common mistakes done by ESL writers. Furthermore, it also brings in grammar and vocabulary training to enhance students’ in the language. This site is such an interesting website as it also attracts students to engage in learning English through other sources such as from podcasts, proverbs, idioms, and games. In addition, it also provide opportunities for ESL learners to gain more knowledge by providing lists of bilingual and well known dictionaries, acronym, homonym and thesaurus to be access, information and resources for encyclopedias and ESL magazines that are very educational for the English language learners. The most important point is that this ESL website is regularly updated from time to time to help the learners to be at the forefront and get the best benefit of it.

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

This website is created to prepare students to be independent learners. It provides ways to learn English not only but accessing the four language skills to be acquire but also to be concerned on other learning sources such as from dictionaries, newspapers, magazines and encyclopedias. Students are given the chance to choose their own way of learning and it suits for all levels either for adults or children. Furthermore, the user are also likely to anticipate the usage of learning English that is not only for educational purposes but also for lifelong learning as it incorporates authentic materials for them. With that, the English language will be regarded as a fun subject to be learned, hopefully.

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

The application user is expected to be able to use Internet, mouse and keyboard to access the application provided in the web. The user must also be capable of using speakers to access on BBC World News or Voice America Webcasts which users Special English in listening skills. Moreover, I believe they must also know how to download and attach to linked files. I definitely sure that the exercises and activities are moderate and easy to understand and all users will be able to operate the application in handy.


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

During my practicum semester, bringing a dictionary to the English class was a compulsory to the students. It has been a habit and the dictionary must be used during the class hour. I managed to ask the students to use it when they encountered any difficult words, synonyms, acronyms and learn ways to construct correct sentences based on the parts of speech that I have given. It is more or less the same as the online dictionary in the website. Furthermore, when I saw idioms and proverbs published in the website, I remembered one time when I instructed my students to learn idioms’ game just like the Wheel of Fortune. It was fun and they had a great time. My students are excellent students and they managed to guess almost all the idioms that I have prepared and they can ‘read between the lines’. The most essential objective is that they integrate the value of what they have learnt and apply them in daily life. I was surprised when I discovered that they have troubles with grammar though they were quite proficient in speaking. My mentor claimed that it is always the case with good students. Nonetheless, I always remember to bring the real world to the class and make them learn from what they have sensed and experienced. I found it easier to teach grammar and they agreed.

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

I think that the website underlie the theory of language learning from Stephen Krashen’s theory of second language learning. The application interprets the meaningful interaction in the targeted language which is natural communication. Learners are introduced with various sources of authentic materials that can be used for second language learning as well as interaction with native speakers to improve speaking and pronunciation skills. The conscious learning of the language such as by grammatical rules and drilling is less concerned as the learners convey the language learning through understanding.


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

I strongly believe that this website has embedded the constructivist theory of learning to the learners. The website engages the users to be active learners by using sensors and to construct meaning from it. It transforms the learners from being passive and acceptance to building a character of being committed and keen towards the subject matter. Furthermore, it also incorporates reflective activity in which hands-on activities and physical actions to be included in learning besides activities which engages the students with mind. In addition, the website also relates the learners with outside world which shows that learning is also a social activity. Learners are given the opportunities to interact with the outside world by slot in authentic materials such as news papers and magazines. On top of that, the learners are being independent and autonomous user where they are the one who constructs the knowledge as they learn. There is no specific area or exact order that they need to adhere in learning English as a second language. I believe that at the end, interest and awareness of the importance of English language will come in handy if freedom of learning is being modeled.

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?

I believe that in this case there is no such thing as computer being an obedient servant to students. It is more or less a replace for teachers. In this sense, it is actually a positive way to inculcate the value of knowledge not only for future undertakings but also as a lifelong learning. Technology has developing rapidly and there is nothing we can do to pause it. Nevertheless, it has placed significant contributions as a new way of learning. With computer and technology, nothing is impossible. I seemed to comprehend that by using computers, learners are taught to be student-centered prior to the fact that, most teachers incorporate teacher-centered in language teaching. Learners need to do something to gain the knowledge and not to be at ease with spoon feeding. It gives an interesting and diverse way of learning such as games and podcast that enhance the students to be more interactive. The role of teachers as the facilitators must not be forgotten though computers and technology is accessible to the learners. With a thorough guidance by the teachers we can curb negative acts from the students especially in the schools.

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

Yes, I will definitely use the application in my future work. Since I want to be a teacher or a lecturer one day, I believe that the use of website in teaching English as a second language to the learners will help me in so many ways. Applications in the website suit all age levels and can be used for all. Besides focusing on English language skills (i.e listening, speaking, reading and writing), I can also inculcate the English language usage in daily life. For example, as we seem to agree on the fact that students are lacking in reading especially in English due to certain problems like difficulties in understanding the meaning, this website might help counter the issue. Since this ESL website have lists of authentic reading materials from newspapers and magazines, I can help the students by browsing the reading materials in the web and search for the meanings at the same time. On top of that, I would not have to print pile of worksheet to the students since they can browsed in the website for more interesting activities and have fun in learning.

9. Suggestions/Recommendations

Sad to say that though the content of the website is beneficial to the learners, nevertheless the web is quite dull and boring. I prefer if the moderator can play with more colors; preferably pastel colors and inserts more pictures and images to make it more appealing and attractive. Perhaps, the moderator can also organize the web by arranging them into levels; beginner, intermediate and advance so that it would be easier for the user in future.

.in class task 2 : pinky sheet.

this is my electronic worksheet. i named it the pinky sheet :))