Transcript LESSON PLAN

WELCOME!

April 18, 2002 CLAUDIA ACERO

SOUTHERN NEW HAMPSHIRE UNIVERSITY MS-TEFL. COMPUTER ASSISTED LANGUAGE LEARNING EFL 537 LESSON PLAN To: Professor LYRA RIABOV By: CLAUDIA ACERO April 18 th , 2002

April 18, 2002 CLAUDIA ACERO

MY FAVORITE FAMOUS PERSON

An Integrative Approach: Language and Technology

April 18, 2002 CLAUDIA ACERO

?

DOES IT CHANGE OUR MINDS?

April 18, 2002 CLAUDIA ACERO Education “lite”

April 18, 2002 Education “lite” CLAUDIA ACERO

DOES SHE UNDERSTAND THE NEW GENERATION?

MY FAVORITE FAMOUS PERSON An Integrative Approach: Language and Technology

LA SABANA UNIVERSITY AND COLLEGE STUDENTS IN COLOMBIA AI

April 18, 2002 CLAUDIA ACERO

OVERVIEW

I.

II.

DESCRIPTION OF THE CLASS MATERIAL AND RESOURCES III.

LESSON PLAN A.Objectives

B. Procedure 1. IT Room Activities 2. Classroom Activities IV. FINAL THOUGHTS

April 18, 2002 CLAUDIA ACERO

I. DESCRIPTION OF THE CLASS

April 18, 2002 CLAUDIA ACERO

A. CLASS DESCRIPTION

CLASS SIZE AND AGE

18-25 students 45% women 55% men 17-25 yrs old 3 rd , 4 th or 5 th semester students; or new students

BACKGROUND

Business Administration Hospitality Psychology Medicine Engineering Social Communication ss April 18, 2002 CLAUDIA ACERO

B. LANGUAGE PROFICIENCY

LSU ORAL PROFICIENCY

Learners: handle successfully a variety of uncomplicated, interactive communicative tasks and social situations.

participate in simple conversations and topics beyond a basic level.

WRITTEN PROFICIENCY

Learners: understand main ideas and some facts from connected texts which are not complex linguistically.

Meet a number of practical needs such as letters, postcards, simple narratives.

April 18, 2002 CLAUDIA ACERO

C. PREVIOUS COMPUTER WORK

Learners are familiar with RI the computer the WWW

From their first semester they have a computer literacy class.

The search engines and data bases the MS Word, and MS PP the idea of plagiarism and references April 18, 2002 CLAUDIA ACERO

D. PREVIOUS LANGUAGE WORK

LSU

Learners have studied how to give

PRESENT, PAST, FUTURE, SOME MODAL VERBS

Personal information and history Information about future plans and arrangements April 18, 2002 CLAUDIA ACERO

II. MATERIALS AND RESOURCES

COMPUTER NEEDS

Hardware

student) (1 computer per

Internet Access Printer Teacher’s Notebook 

OTHER (BACK UP PLAN)

Handouts Library  Paper Board OHP Transparencies April 18, 2002 CLAUDIA ACERO

III. LESSON PLAN

April 18, 2002 CLAUDIA ACERO

A. OBJECTIVES

GENERAL OBJECTIVE

Learners will develop a PP presentation about their favorite person by including facts about his/her past, present and future life.

INTEGRATIVE APPROACH

April 18, 2002 CLAUDIA ACERO

A. OBJECTIVES

(CONT.) SPECIFIC OBJECTIVES* INTEGRATIVE APPROACH 1. Language Objectives

To skim and scan different texts about their character using the WWW to extract relevant information about the person’s life. To write a biography including facts about the personage’s present, past and future.

To develop an interactive PP presentation to be presented to the class.

April 18, 2002 CLAUDIA ACERO

A. OBJECTIVES

(CONT.) 2. Social Objectives

Students will be able to: Participate in classrooms

COOPERATIVE LEARNING APPROACH

discussions by sharing information and suggesting ideas.

Work with their partner to solve problems, take decisions, and self evaluate their job.

April 18, 2002 CLAUDIA ACERO

B. PROCEDURE

The lesson plan includes: PRE COMPUTER ACTIVITIES COMPUTER ACTIVITIES POST COMPUTER ACTIVITIES Classroom Activities IT room Activities April 18, 2002 CLAUDIA ACERO

1. PRE-COMPUTER ACTIVITIES

DAY 1 Classroom

Teacher explains: the objectives of the next 2 weeks of work.

how the class will achieve the objectives.

PLANNING

the purpose of using WWW for the development of the project.

the way the project will be evaluated.

April 18, 2002 CLAUDIA ACERO

1. PRE-COMPUTER ACTIVITIES (CONT.) DAY 1 How the class will achieve the objectives

Reviewing

language problems.

Using the WWW to search for information.

Scanning and Skimming identify main points.

Preparing the for information to Self-evaluating the project.

final presentation and report.

Defining IT Room and Classroom classes.

April 18, 2002 CLAUDIA ACERO

1. PRE-COMPUTER ACTIVITIES (CONT.) DAY 1 How the project will be evaluated

Self-evaluation by using a “ self evaluation list ” Between groups evaluation by using a “peer evaluation list” Evaluation of the Oral and Written report by using the “ evaluation list ” April 18, 2002 CLAUDIA ACERO

1. PRE-COMPUTER ACTIVITIES (CONT.) DAY 1 How to prepare the final presentation and report

Students have to use either MS Power Point Intranet Web page (The University or Teacher’s) E-mail ( [email protected]

CD Rom) Time Requirements ; [email protected]

) Any other technological device (OHP, Video, April 18, 2002 CLAUDIA ACERO

2.

RECALLING PRIOR KNOWLEDGE AND VOCABULARY BUILDING

LYRA’s

1.

Grammar revision on tenses Present Continuous Simple Past Future (Will/Going to) Present Perfect Simple Modals

GR gr DAY 2 IT ROOM

April 18, 2002 CLAUDIA ACERO

2. RECALLING PRIOR KNOWLEDGE AND VOCABULARY BUILDING (CONT.) DAY 2

Ss will recognize famous people (handout 1)  Ss will recall vocabulary to write about famous people (handout 2) 

HOMEWORK Search on www

 

What is a biography?

5 names of possible personages

April 18, 2002 CLAUDIA ACERO

DAY 3

3. CLASS DISCUSSION

CD

What a biography is and kind of information to include.

IT Room

What possible categories.

Activities

Analyzing a biography model .

What they will search and how to structure their projects.

CD

Deciding on their personage. Start filling

K-W-L

Strategy sheet part K April 18, 2002 CLAUDIA ACERO

4. RESEARCHING ON THE WWW DAY 3

Students A will search on some sites different to the ones his partner has A and B will skim and scan through the sites and articles to find relevant information for them A and B fill in the K part 

?

HOMEWORK Write some questions in the W section K-W-L Strategy Sheet Continue searching on the www

April 18, 2002 CLAUDIA ACERO

5. SHARING

DAY 4 Individual Task Classroom

Students record their own knowledge in the

K

part.

Pair Work

Students A and B use their K part to share information and generate more questions for the W part.

Class Work Questions to be used next www research

Students share with the class some questions or sites or ideas.

April 18, 2002 CLAUDIA ACERO

6. NEW www SEARCH AND PEER SHARING

DAY 5 IT room

The pair finds answers to the questions in the W part.

Students share some ideas with partners of other pairs. Individual Final search using search engines

HOMEWORK

Individual Free-writing

Search some facts about their famous personage Think about how they will develop their biography and PPP

April 18, 2002 CLAUDIA ACERO

se

7. BIOGRAPHY WRITING AND PPP PLANNING

DAY 6

The pair shares their free-writing copies.

CLASSROOM

They attempt to write a first version.

They self evaluate it.

HOMEWORK They e-mail this first version to the teacher for suggestions

April 18, 2002 CLAUDIA ACERO

8. PEER FEEDBACK

Pairs switch diskettes to peer evaluate their biography.

They use “ Insert Comments Changes” ” function and “Tools Track

DAY 7 IT room

The pair receives back their biography and revises Further revisions Start Working on the PPP

HOMEWORK

The pair finds an external person who provides feedback

Inter-classes (e-mail)

April 18, 2002 CLAUDIA ACERO

9. FINAL REVISIONS AND MINI CONFERENCES

DAY 8 CLASROOM

Students continue revising their biography and planning their PPP Teacher provides a mini-conference to each pair.

April 18, 2002 CLAUDIA ACERO

10. ASSESSMENT

SELF- ASSESSMENT PEER ASSESSMENT ASSESSMENT Oral Presentation Rubrics Biography

DAY 9-10 IT Room/ Classroom with Computer and Slide Projector

April 18, 2002 CLAUDIA ACERO

11. HANDING IN DOCUMENTS

Students hand in their project portfolio : Diskette with K-W L strategy sheets, drafts, PPP, biography E-mail to the teacher with attachments: PPP and Biography ANALYSIS OF THE EXPERIENCE April 18, 2002 CLAUDIA ACERO

IV. FINAL THOUGHTS

Learners and teacher gain experience through this learning process.

The combination English and Computers helps learners to gain knowledge about important people in their fields. The integrative approach leads learners to use the language for different purposes. Reflection and analysis on the experience will determine improvement.

April 18, 2002 CLAUDIA ACERO

THANK YOU FOR YOUR TIME

April 18, 2002

HAVE A GREAT AFTERNOON.

CLAUDIA ACERO