WORKSHEET FOR LESSON PLAN

TASK 3

CYBER SANDWICH


LEVEL : Form 1 (beginner)

TIME : 30 minutes

AIMS :
1) To practice extracting information through videos from the world wide web
2) To enhance writing, reading and listening skills using visual instructions

TECHNICAL REQUIREMENTS:

One computer per pair, with an Internet connection, a Web Browser, worksheets

Websites:
http://www.youtube.com/
http://www.youtube.com/watch?v=7sssuIRgRhE

PREPARATION :

1. Find sites that are related to food and making sandwiches
2. Check sites before lesson.

PROCEDURE:

1. Ask students about their favourite food and write their answers on the board
2. Discuss with students on food they know how to prepare themselves and ask volunteers to describe to the class
3. Distribute worksheet regarding ‘How to make a sandwich’
4. With a pair to one computer, ask students to enter the website http://www.youtube.com/
5. Students are to search for one video on how to prepare any sandwich of their choice and using that video to complete the worksheet.
6. Show an example of one video followed by giving an example on how to extract information and write it in the worksheet ( http://www.youtube.com/watch?v=7sssuIRgRhE )
7. Students are allowed to watch the video that theyhave chosen as many times as they want in order to complete the exercise
8. Randomly select a few groups to present the procedure of the sandwich they choose to the class and explain why they have chosen that particular sandwich


FOLLOW-UP ACTIVITY:

1)Students are to email the teacher, sharing any creative recipe and its procedure of a food they know how to prepare on their own

2) The teacher will print out the top three creative recipes and paste it on the class board



Website sample:

Worksheet sample:

HYPERTEXT AND HYPERMEDIA

Micheal Joseph Jackson (August 29, 1958 – June 25, 2009) was an American singer, dancer, and entertainer. Referred to as the King of Pop , he is recognized as the most successful entertainer of all time and one of the most influential. His contributions to music, dance and fashion, and a much-publicized personal life made him a global figure in popular for over four decades.

Micheal Jackson is credited with having transformed music videos fom a promotional tool into an art form. His videos for Beat It and Thriller made him the first African American artist to amass a strong crossover following on MTV. He popularized a number of complicated dance techniques, such as the robot and the moonwalk. His distinctive musical style, vocal style, and choreography continue to transcend generational, racial and cultural boundaries.

TASK 2- ARTICLE REVIEW

Title: THE EFFECTS OF CAPTIONING VIDEOS USED FOR FOREIGN LANGUAGE LISTENING ACTIVITIES
Language Learning and Technology online Journal, Volume 14, Number 1 pp. 65–86, February 2010

Source: http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf
Author: Paula Winke, Susan Gass, and Tetyana Sydorenko
Michigan State University
Year of Publication: February 2010

The aim of this research is to find out the effects of L2 learners’ use of captions while watching videos in a foreign language and doing activities following it. The researchers investigate how far does the captions support or aid their understanding of content and vocabulary rather than the videos without captions. They would also like to find out when a video is viewed twice, would it be more effective for learners to have the aid of captions on the first or second time viewing. Furthermore they would like to investigate if the proficiency of participants are affected by the captioning order. The methodology used was gathering participants to watch three different videos with each video twice. Once with captions and another one without captions. For each target language, one group saw captions on the first time viewing and the other group the second time viewing. Videos for this project were prepared from three short English-language documentaries with the captions added to the videos. Following the video, the participants were required to answer comprehension and vocabulary tests. Out of one hundred and fifty participants who participated in this study, twenty six volunteered to be interviewed after the tests to know their reactions. The subjects were taken from a large Midwestern University in the United States of America. They were either the second or fourth year learning Spanish, Russian, Arabic or Chinese. The findings however show that learners who saw the videos with captions both times performed significantly higher on the vocabulary test with written input, as well as the vocabulary test than those who saw the videos without captions both times. Learners who saw captions during the first viewing performed significantly higher on the aural vocabulary test than those who saw captions on the second viewing. The effect of order was not significant for the written vocabulary or comprehension test. Learners who viewed captions first obtained slightly higher scores on the written vocabulary test than those who saw captions second, but this difference was not significantly different and learners with captions first obtained approximately the same scores on the comprehension test as those who saw captions second. With the question of whether proficiency differences affect any benefits related to the ordering effects of captions, the results show there were no significant interactions among language, year, or captions ordering for any test. The researches used an inductive approach to analyze the interview conducted and identified five factors which are learners have a need for multiple input modalities, they reinforce and confirm what is taken in aurally, they affect learners’ attention to the input aid with the decomposition and/or analysis of language and captions are sometimes viewed as a support.


Overall the research was interesting because the samples were taken from different language backgrounds therefore the results were more valid than just having one language group. It made a discovery that captions are beneficial because they result in greater depth of processing by focusing attention, reinforce the acquisition of vocabulary through multiple modalities, and allow learners to determine meaning through the unpacking of language chunks. Nonetheless, the research lacked in standardization. Not all target languages were conducted equally. Spanish learners were the only participants who had two additional groups. They had the opportunity to watch the videos both with captions and another group both without the captions. It would be better if all language learners had the privilege to have equal groups for the researcher to study on. Furthermore, the subjects were taken from year two and year four learners and the distribution of total subjects was not equal between the two levels. In addition to this, a broader level of proficiency level among the participants should be have been included, such as the year 1 and year three students to help retrieve a wider rage of findings. Another flaw in this research is that the total of volunteers that were interviewed was too little. From one hundred and fifty participants, only twenty six were interviewed. It would be a better and accurate finding if all participants were interviewed. Implications of the research in the teaching in and learning of ESL in the Malaysian context would be that it would be a good suggestion to conduct a class by watching videos with captions as it helps reduce listener anxiety, activate selective as well as global listening strategies and promote automaticity in processing. Captions however are not to be confused with subtitles. Subtitles translate to the native language while captions are still in the form of given language. Therefore It does not necessarily mean that it would make students become less attentive while listening, however it helps enhance both reading and listening skills in one situation.

(783words)

Blog entry 3- Short and sweet answers :)

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

In my own opinion when anything at all is or are being evaluated, it is for crucial reasons. Some of them being: making sure the contents are relevant, suitable and effective to the target group intented. Logically we need to know if the students profficiency match the task at hand. Too easy or too hard activities will not help make the lesson effective. Moreover we need to evaluate if the exercises would meet your objectives of what you want to teach to students. It would be pointless asking them to do any CALL activities which at the end of the day students do not aquire anything out of it or any justice to the syllabus they have to follow.


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

Honestly i have mixed feelings when using Hot Potatoes JCloze or perhaps most of the CALL materials. Apart of me thinks it is a new fresh way of teaching as now we have moved into a technological era. Thus i have learned through experience during my practicum, students appreciate it when teachers teach using materials other than textbooks and white boards.

However when looking at the Hot Potatoes JCloze software, i cannot help but to think it may make students more lazier or less profficient in terms of writing. When we write in exercise books, we take account the grammar, spelling and structure of the sentence which when copying them down, will help improve or further strengthen students' english. They even have to copy down instructions. However when doing the cloze passage, everything is ready for you. You only need to fill in the blanks. Therefore writing is absolutely minimized. Reading is more utilized here.

Another thing to point out is, the answers for each questions is already programmed. Should students who just keep randomly type answers from A-D, it could lead to students becoming lazy. They do not have think hard for the most suitable aswer. They only have to guess the answer and if it is wrong, they just type the next alphabet until they get it right.

Nonetheless, the graphic and colours of the materials are very attractive if you decorate it approapriately. It would attract the students' attention and can enhance a better participation in class. Students would definitely like using the keyboard and typing the answers instead of copying the whole exercise down in their exercise books.

TASK 2 - CORRECTED VERSION

TASK 2- ELECTRONIC WORKSHEET

TASK 1

1) Please introduce yourself.

Well hello there 2010!!.. :) Im Intan Darlila but you can call me Ella in short. I am going to be 26 this year but i'll always be 16 years old at heart. Gombak is my hometown where the shoe factory is 'kasut gombak' as they say (although i can almost swear i've never seen it). My hopes and dreams for this year is to complete part 8 with flying colours, get married and have lots of babies. AMIN!!

2)How would you rate yourself in terms of your computer skills and why? (e.g. expert, novice, savvy, geek, illiterate etc)

How would i rate myself? I would say I am no geek or tech savvy when it comes to computer skills however i do have sufficient enough knowledge to create a presentable computer based tasks. I always believe if it looks presentable, it would be good enough for me. :)

3)What computer software and hardware knowledge do you have?

I am profficient with everything that is in microsoft office : words, excel, powerpoint,publisher and outlook :) hehe

4)Have you experienced learning via the computer (online, etc)?

I have actually learned quite a few things via the computer/online. I am amazed on how easy you can learn anything just by a click of a button especially on you-tube. I think You -tube is a good platform for any means of learning because it is visual. I personally like to search for troubleshooting regarding my computer or just simply looking for food recipees and methods of preparing them. You can find and learn just about anything on you-tube :). Other than that, during my practicum, I realized have used alot of interesting ideas from tasks sheets on language teaching taken from the internet. I found the ideas were very interactive and fun for students to do.

5) Did you try to incorporate technology in some of your lessons during your practicum? Was it a success or a failure? If you did not what was/were the reason(s)?

I did incorporate alot of technology during my practicum session. I was lucky enough to have always been able to occupy the 'Lingua centre' where any language teachers are allowed to use for classes. The room was fully equipped with a computer, an LCD projector, audio system and a printer. Most of the time I used this room since other teachers do not need to use its facilities. I must say it was a great success. I played alot of interactive games with them such as snakes and ladders using the LCD projector.

6) What is your opinion on the use of computer/technology in language teaching?

Considering we are now living in an era filled with technology, I do think it is very relevent to use it. Tasks and activities can become more interactive and fun rather than having students learning with books, pen and paper. I have witness during my practicum that any materials I used which had visuals on the projector screen, audio, colours and interactiveness were an attention grabber to the students. For an example, in relation to the snakes and ladders I created as an aid to teach grammar to my students, I found the response and participation was overwhelming. I witnessed even the weaker students who were usually passive got up and was not shy to participate. Sometimes even the task of pressing any key on the keyboard would be exciting enough for students.

7) What are your expectations from this course?

My personal expectation is to learn much more and broaden my skills especially to incorporate technology with my language learning and future teachings. I also hope that I will learn many tasks that I used to do manually will in future would only take a click of a button :)