Task 3: Web Based Lesson Plan

Form: Four
Level: Intermediate
Time: 40 minutes
Theme: Science and Technology
Topic: Types of Computers

Language Content: Vocabulary: Synonyms and antonyms

         Grammar: Nouns, present tense

Aims: To practice reading (scheming and scanning information).
           To learn synonyms and antonyms

           To practice writing through information transfer from the websites into written task.

           To practice information searching through web browsing.

Previous Knowledge: Students have learned on the reading skills (scheming and scanning).

Technical requirements and Teaching Aids:

1)              One computer per 2 students

2)              Internet connection

3)              Web browser

4)              Work sheet

5)              Marker pen

6)              Whiteboard

7)              LCD projector

Websites:

1)      Google (http://www.google.com/)

2)      Youtube (http://www.youtube.com/& http://www.youtube.com/watch?v=70Jha72FuqM)

* Prepare the downloaded video in case the school policy denied the access.

3)      Longman English Dictionary Online (http://www.ldoceonline.com/) or Thesaurus-Merriam-Webster Online (http://www.merriam-webster.com/netdict.htm)

Preparation :

1)      Teacher locates the websites.

2)      Teacher prepares the teaching aids and the work sheet.

3)      Teacher checks the availability of computer access, internet connection, sites and the classroom condition before the lesson.

Procedures:

Set Induction (5 minutes)

1)      Teacher gives time for students to settle down in the computer lab.

2)      Teacher greets Students.

3)      Teacher recaps last lesson by asking students questions related reading skills (scheming and scanning).

Development (30 minutes)

Activity 1 (15 minutes)

1)      Teacher shows the video on Youtube (http://www.youtube.com/watch?v=70Jha72FuqM)

2)      Teacher asks about their understanding of the video and a little bit about types of computers they know.

3)      Teacher explains about the upcoming activity.

4)      Teacher gives students the first work sheet to be completed in pairs (the work sheet is about the information on types of computers). 
5)  They are to scheme and scan the reading passage to find the answer. They are allowed to discuss and check the meaning that they do not know through the dictionary websites prepared or using Google.

6)      Teacher discusses the answer with students.

Activity 2 (15 minutes)
 1)    Teacher teaches on synonyms and antonyms.

2)       Teacher explains about the upcoming activity.

3)      Teacher gives the worksheet.

4)      Students are to find the synonyms and antonyms in the worksheet through the websites.

5)      Teacher may help if the students are facing some difficulties.

6)      Teacher discusses the answer with the students.

Conclusion (5 minutes)

1)      Teacher recaps what has been learned during the lesson with the students.

2)      T give S the follow-up activity before ends the lesson.

Follow-up Activity: Students must find reading passage about technology (mobile phones, computers, etc.) and list around 15 to 20 synonyms and antonyms (example: synonyms for 5 words,  antonyms for 10 words)  for the words in the passage.

 APPENDICES

The work sheets:

The work sheet can be downloaded from here: work sheet activity 1 and 2

In-class Assignment: JMatch Hot Potato

Here is the link to the task.thank you...  Jmatch (Hot Potato)

Task 2: Article Review

This review is based on the article of Student Agency and Language-Learning Processes and Outcomes in International Online Environments, written by Olga Basharina from University of New Mexico. The article is from Volume 26, No. 2 (January 2009). The link: Task 2 Article

Background

To improve greatly on foreign students’ English as their second language, they need to interact and communicate internationally with others instead of merely practicing among their closed group. In old times, it was nearly impossible to interact other people whose are in different places, let alone from different country. But nowadays, with the rapid development of technology, it becomes easier since then.

There are many ways to interact internationally. In this article, telecollaborative is used. It is under international computer-mediated communication (I-CMC) on the targeted subjects.

Summary

The aim of the research is focusing on the kinds of learning afforded by asynchronous international computer-mediated communication (I-CMC) the role of student agency in learning. The purpose of the project is to improve their English language proficiency and intercultural awareness.

There were four forums. The students were participated in one of them which were balanced for culture and gender. There was one instructor for each of the forums. The instructor functioned as a moderator along the forum. By the end of the project the students posted 3,022 messages, with an average of 700 messages in each forum. In the project, five major elements were implemented to determine the effectiveness of learning; social interaction, critical reaction, asking questions to members of target culture, reporting factual or personal information and phatic communication

The sample of study was taken from 52 Japanese exchange students in a university in southwestern Can­ada, 37 Mexican students in a university in northern Mexico, and 46 Russian students in a university in northeastern Russia. The age of the participants was between 18 and 22 years old. The overall level of written English proficiency among all three cultural groups was approximately similar and mostly at the intermediate level.

 The findings were triangulated through pre- and post- questionnaires and interviews. It was found out that there was some decrease of improvement at the end of the study, but it was on some elements and on some cultural groups only compared to the majority. It means that there was an improvement as time goes by.

            Between the Forum A and Forum B, the overall improvement in Forum A was more distinct than forum B. Based from the majority;

For the Mexican students, the main objective is to learn other cultures while Mexican students wanted to improve their English. The Rus­sian students thought equally on practicing English and learning cultures.

However, only minority of Japanese students wanted to improve their English, the expectations of comparing cultures, and the willingness to become more intercultural. The researcher deduced that the factor might be because they were located in Canada, where they were exposed to native English speakers and were in a constant state of comparing cultures (Basharina, 2009).

            Even with the different result between the three cultures, they shared the other goal which they wanted to communicate and to find friends. Overall, the analysis of the post-survey showed that the project helped students gain more knowledge about other cultures rather than to improve their proficiency in English.

With I-CMC, users are able to interact authentically in the target language, which in this case, English. Thus, they are able to improve their transnational, exchange cultural issues and knowledge. Plus, it is available at all times; they are able to communicate at their own time and pace. For the shy persons, it is easier for them to participate without the attention is too focusing on them.

Some researchers explored on the interaction process and the types of cultural contact provided by the technological medium (Basharina, 2009). It was found that it may lead to some problems.

1.    Slow internet connection (time consuming), students are unable to understand questions or even being evasive and missed communication.

2.    The limitation also depends on the cultural usage. It was uncommon for some countries to have so much or easier access to the internet. For example, the usage of internet in Malaysia especially in rural area is limited compared with other countries.

3.    The usage is not in broader context. Therefore, the rate of successfulness to document the diverse factors influencing learning is not achieved.

             

My Point of View

            This research does interest me. It implies on the application of sociocultural communication in the project. Instead of learning by the traditional way of ‘chalk and talk’ or lecture, this is a better practice for them to strengthen their L2 and social skills too.

The research was well conducted enough. However there were some improvements that need to be done to make it better.

Students  have variety of confidence level, some of them too conscious of making mistake, which hinders them from voicing out their opinion; intimidate by others who they think is more superior, which they are not. For some students, they might feel awkward to communicate, let alone open up to someone that they do not know. Besides, they are afraid of provoking others by their questions or statements, which limit their freedom of expressing themselves. Thus, it was important to continuously encouraging them so that they can overcome these limitations.

Besides that, the subject discussed might not be students’ interest. It can be whether because the subject itself is not interesting or it is not something that they have much knowledge about. Therefore, the subject chosen for discussion should be interesting or at least suitable with their level of knowledge and maturity.

The moderator also needs to be creative to make the forum more interesting and different if possible in each session. He/she too as a person needs to be passionate about his/her task so that it can influence the participants to be active as well.

In Malaysian context, it can be applied. However, it will be a bit hard if a teacher wants to get it into practice especially in rural area like I’ve mentioned earlier. The usage of internet is still new in our Malaysian context. Hence, he/she needs to be more creative and resourceful if he/she still wants to do it.

We have brain, please use it wisely

Well, it was quite late for me to comment. This happened on Monday morning actually, but I just found out 'bout it quite late in the evening that somehow made me feel troubled. Many might not realized it especially to my classmates as we had class early in the morning. But the rest... I think some of you know 'bout the 'Hari Poligami Sedunia' issued by a very 'clever' and 'considerate' lady to Hot fm during a slot of...something 'bout 'Hari Sedunia' thingy. Seriously, I'm not against poligamy. But please, for those out there who wanted to do so, please think thoroughly. What is your real intention. If it is for your own personal gain, then please saved all that nonsense 'sunnah' n 'payung emas' stuff. You will just shamed your religion and our Prophet. Shame to the religion as our God has clearly giving the guideline about this matter. Shame to our Prophet as his intention was sincere and he could afford it. Plus, you are just being cruel to yourself (like I care much as you bring it to yourself). But what  I cannot tolerate more is you are being cruel to others, innocent children especially because of the lust rather than rational thinking. If you can be FAIR, you are RICH and CAN AFFORD to have more than 1 wife, than go ahead. Alhamdulillah even I uttered if you married the ones in  need, the poor, widow and suchlike rather than a girl much younger, almost the same as your daughter's age. Again, I am not against this issue. Who am I to say no to 'hukum Allah'. but remember,

for the wives, be a 'isteri solehah' (in any way) as best as you can (a reminder to myself too for the future).
For the girls, look closely on the guy you want to make as a husband, the one who will be your soul mate, your lover, the family anchor, as well as the person who can guaranteed you to enter Jannah easily. If he is 'lelaki soleh', and he wants to engage into poligamy, he will do it in proper way, not cheat behind his wife, marry you in 'Sempadan Thailand' or whatnot. If on the beginning he is already showing this kind of obvious irresponsibility, how can you rely on him to be a family leader, your 'pembimbing' dunia akhirat (duniawi and religion) let alone the one who can pull you away from stumbling into hell. For the single girls who wants to share, do it  properly, not forcing your boyfriend to divorce his wife or asking the wife to file a divorce, like what the lady in hot fm that i mentioned earlier did

 http://soundcloud.com/hotfm-hangat/hari-poligami-1

so that you can have him by yourself. You are not safe you know, ruining someone else's marriage (meruntuhkan masjid org kata). If not now, in the hereafter. Eventually, karma will find you back.
As for the guys, please consider the decision very carefully. If you have just one wife but barely able to navigate your family, just forget the intention really. If you want to do so (I know some of my male classmates are debating about this), please consider many other things, not just for your own benefit only. You will hurt many people with the reckless action. 1) do you have enough money? - please don't say that women should not be greedy, satisfied with apa yg ada. your intention is greedier already (for those who have insincere intention) 2) are you sure you can be fair to your wives and your children? 3) are you able to lead them (you are the family leader, the anchor you know)? 4) are you tough enough physically, emotionally..... 5) are you ready to take the responsibility as well as the sins done by your wives and your children? 6) and many other considerations.

the responsibility is very, very, VERY high that can weigh you down if you cannot manage it. make sure that you can shoulder it before you make the decision so that you can answer to our Creator when He asks in the hereafter.

*P/S: I almost can guarantee that I will dream about this a little bit at least when I go to sleep after this.

In-class Assignment [hot potato]

This is the link of my in-class assignment using hot-potato software. I apologized for the rawness of the product. Wouldn't dare to do much creative/extreme work for afraid that it might backfired. Thank you..
http://www.mediafire.com/view/?ez79q7pph9gw1an

Task 1

ESL WEBSITE EVALUATION

This ‘ESL Website Evaluation’ is based from the website of ‘Activities for ESL Students’. The web address is http://a4esl.org

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

            The application attempts to teach on the development of English for the non-native speakers. It also focuses on the improvement as well as the enrichment of the language as well. This website is mainly for the benefit of the students as it contains of activities, games and exercises; contributions from many teachers who sure have so much experience in teaching that enable them to post variations of activities into the website.

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

There are 3 levels of exercise; easy, medium and difficult. The user needs to have basic knowledge of English at the very least, especially on the part of vocabulary, grammar and crosswords in the website. Even on the easy mode, they need to understand the instruction of what they have to do in each type of activities.

If the user’s knowledge of English is very basic, he/she may start from the easy one. The instruction is very straightforward, using simple language. The questions also assist the learner by giving the true answer if he/she answers wrongly.

There were several sections in the website; crosswords, grammar, vocabulary, bilingual exercise with different level of difficulty. The user could do the exercise by choice on which one of the section and level of difficulty that he/she prefers. All that he/she needs to do is by clicking and typing the answer on the space provided.

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

            The user needs to have basic computer literacy in order to navigate through the website. He/she should know on how to use the mouse and the keyboard as the tasks assigned in the website are based on clicking and typing on the answer. Besides that, he/she also needs to have some idea on how to surf on the internet as well.

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?

            While going through the application, it reminds me on the knowledge that I have gained along from the learning. The knowledge that I have are based from many resources; learning in classroom, from my friends, self-study, reading and many other sources. Therefore, when I tried browsing around the application, I was able to practice on things that I already know by doing the drill on the activities prepared in it. On top of that, it helps to strengthen my memory and knowledge by giving the correct answer when I answered the questions wrongly. Thus, I was able to learn more based from my mistakes.

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

            The application is using on certain theories of language. Roughly, it focuses on drilling. In the learning process, the user will answer questions that strengthen his/her knowledge by answering them correctly or learning by mistakes. Second is from the Monitor Model by Krashen; on input hypothesis (comprehensible input).

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

            There is indeed the theory is applied in some ways. Users will be able to experiment by applying their knowledge, trial and error and learned when they make mistakes. The activities can be done in collaborative ways with more capable peers. However, it does not provided on the interaction between learners and teachers; no teachers as deductors in the application. Therefore, teacher’s help is needed when students are not understand when they are doing the exercises on the application

7. 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?

Along my trial with the website, I found that I have to disagree with the statement/perception that computer is a replacement for teachers. It is merely an aid in learning, not becoming the ultimate teaching by itself. For example, a teacher may know the suitable approach to teach students or what is/are the problem/s that his/her students are going through while going through the teaching process is taking place whereas computer is not able to do so. It also simply stated the answer of the user is wrong without giving any explanations. It just provided the answer for the activities. Moreover, teachers will be able to explain in ways their students may understand based on their level of competency unlike computer. So, computer simply helps the teachers and students to make the teaching and learning process easier and more interesting.

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

            Yes. I could use the application in terms of getting the idea of the drill to give to my students in my classroom. Plus, it can help me to do many types of activities (hands-on, kinaesthetic, reading, etc.) by reconstruct them based from the activities provided in the website. Hence, the learning will not merely on the typical ‘chalk-and-talk’ method.

            However, I will have to make other applications as my references in my future work as well. This is due to some limitations in types of activities in it. Furthermore, the colour and background of the website is pretty bland that I need additional references to help me in my teaching material. It also simply stated the answer of the user is wrong without giving any explanations. It just provided the answer for the activities.

All in all, this is still a good website to make use of.