CALL-WWW lesson Plan

Form: 2 Bersih Date: 5th July 2009

Subject: English Time: 7.45 a.m – 9.05 a.m (80 minutes)

Enrolment: /30

Theme: People

Topic: Love

Teaching areas:

1.0 – Language for interpersonal use

i) Responding appropriately to questions by stating and refuting and giving details (Level 2)

iv) Listening and identifying the missing words [past tense verbs] ( Level 2)

2.0- Language for informational use.

v) Jotting down key ideas of a text listened (Level 2)

iv) Using dictionary to find the meaning of unfamiliar words

(Level 2)

Grammar: Simple Past tense

e.g.: were, was, closed

Previous Knowledge: Students have an idea about what is simple Past Tense.

Educational Emphases:

1) Thinking skills (brainstorming)-Students should think of the use of simple past tense.

2) Values and Citizenship (moral values)-Students cooperate and discuss among themselves to get the correct answer.

Instructional Materials: 30 pieces of handouts of lyrics of a song “Love Story” by Taylor Swift, 30 pieces of handouts on Past Tense exercises, Video.

Technical requirements: Computers and Speakers, Internet access.

Learning Outcomes:

By the end of the lesson, students should be able to:

1. Fill in the missing words by listening to the song.

2. Match the base form to the past tense form.

3. Change the base form into simple past form.

Stage/Step/ Time

Content

Teaching Learning Activities

Notes/ Remarks

Set Induction

(10 minutes)

Introduction to the topic of the day

-Teacher tells a story about her past experience to students.

-Teacher asks students to identify the tenses she is using(past tense or present tense)

-Students give answers.

-Teacher corrects if students give wrong answer, the answer should be Past Tense.

-Teacher explains briefly about the use of past tense.

Step 1

(30 minutes)

Listening to the song and identify missing words.

Fill in the blank

-Teacher asks students to open their computers and check whether the speakers are functioning or not.

- Students switch on their computers and speakers.

-Teacher distributes handout 1 to each of the students.

-Teacher asks students to open the web browser( Mozilla Firefox or Internet Explorer)

-Teacher instructs students to open a webpage.

http://www.youtube.com/watch?v=8xg3vE8Ie_E

-Teacher asks students to switch off the monitor and listening to the song to fill in the blank.

-Teacher discusses the answer with students and explains about the use of past tense.

Step 2

(30 minutes)

Exercise:

Past tense

-10 questions on matching activity

-15 questions on changing the base form to past tense.

-cloze passage

-Teacher distributes Handout 2 to each student.

-Teacher asks students to answer the exercises with their partner.

-Teacher discusses the answer with students by asking students to come to the front and write the correct answer.

-Students take turn to answer the questions.

-Teacher explains about past Tense and how to change the words from base form to past tense form.

Pair work

Closure

(10 minutes)

Recapitulates the lesson by highlighting the theme and the use of past tense.

-Teacher recapitulates the lesson of the day.

-Teacher highlights the use of past tense.

-Teacher asks reflective questions about the lesson.

-Students respond by giving answers and opinion.

Follow-up activity-Students are asked to write a short essay of in one paragraph about their previous holidays in past tense.

HANDOUT 1

Love Story by Taylor Swift

We 1)_______ both young when I first 2)____ you I close my eyes And the flashback starts I'm standing there On a balcony in summer air See the lights See the party, the ball gowns I see you make your way through the crowd And say hello, little 3)______ I know That you 4) ______ Romeo, you 5)_____ throwing pebbles And my daddy 6) _____ stay away from Juliet And I 7)_____ crying on the staircase Begging you please don't go, and I 8)_____ Romeo take me somewhere we can be alone I'll be waiting all there's left to do is run You'll be the prince and I'll be the princess It's a love story baby just say yes So I sneak out to the garden to see you We keep quiet 'cause we're dead if they 9)________ So close your eyes Escape this town for a little while 'Cause you 10)_____ Romeo, I 11)____ a scarlet letter And my daddy 12)_____ stay away from Juliet But you 13)_____ everything to me I 14) _____ begging you please don't go and I 15) ________ Romeo take me somewhere we can be alone I'll be waiting all there's left to do is run You'll be the prince and I'll be the princess It's a love story baby just say yes Romeo save me, they try to tell me how to feel This love is difficult, but it's real Don't be afraid, we'll make it out of this mess It's a love story baby just say yes I 16)_____ tired of waiting Wondering if you17) _____ ever coming around My faith in you is fading When I 18)_____ you on the outskirts of town, and I 19)______ Romeo save me I've been feeling so alone I keep waiting for you but you never come Is this in my head? I don't know what to think He 20)______ to the ground and 21)_______ out a ring And 21)_____, marry me Juliet You'll never have to be alone I love you and that's all I really know I 22)______ to your dad, go pick out a white dress It's a love story baby just say yes Oh, oh, oh, oh 'Cause we 23) _____ both young when I first 24)_______ you

HANDOUT 2

Exercise 1: Match the suitable answer from box A to box B.

(A) Base form (B) Past Tense

Eat • • Drank

Drink • • Became

Swim • • Ate

Become • • Swam

Take • • Reached

Reach • • Slept

Sleep • • Learned

Hear • • Look

Learn • • Bought

Buy • •Heard

Exercise 2: Change the words below to Past Tense

Some verbs are changed to past tense when you add ‘d or ‘ed.

You have to change the spelling and sounds of some verbs

You have to change these verbs, too

1.Learn:

6. Eat:

11. is :

2.Hear :

7.Drink :

12.are:

3.Reach :

8. Swim :

13.has :

4.Visit :

9.Bring:

14.may :

5.Taste :

10.Take :

15.do:

Exercise 3: Make suitable changes to the verbs below.

I (1)_______ (have) an exciting time last week. I (2)_________ (go) to Miri, Sarawak. First, my cousin and I (3)_________ (explore) the Niah Caves. We nearly (4) ______(lose) our way when the bulbs in our torchlight (5)_________(fuse).We (6)_______(can)not see in the dark. Luckily some tourists (7)________(hear)our shouts. Next, we(8)_____________(walk) in the jungle for three days to reach the Bario Higlands. We(9)______(stay) in a Kenyah longhouse. That’s where I (10)______(learn) a lot about Kenyah customs.

Tuesday, March 2, 2010

ARTICLE REVIEW.......

TSL 641: COMPUTER ASSISTED LANGUAGE LEARNING

ARTICLE REVIEW

TITLE: IMPROVING ONLINE READING AND VOCABULARY DEVELOPMENT.
TAKEN FROM: KASELE bulletin , No. 35, pp.181-188.
AUTHOR’S NAME AND BACKGROUND: John Paul Loucky, Seinan JoGakuin University.

The aim of this study was to find ways to improve online reading and vocabulary learning. Various new types of online reading comprehension and vocabulary development programs and tests were compared in this study to consider how useful they may be for guiding individual or classroom L2 vocabulary instruction. It explored how these programs seek to test and teach new L2 vocabulary learning and reading comprehension strategies more innovatively and accurately. Several programs are reviewed, compared and combined within a comprehensive, recycling model of second language acquisition (SLA), in an attempt to help maximize effectiveness in teaching and testing these areas. The research also aimed to provide them with more true and complete versions of historical events than may be presented in most national texts. These online reading courses also teach Japanese college students how to use many vocabulary and language learning web tools and programs that can make their online reading of English articles written at any level much more effective and enjoyable by making them more accessible and comprehensible. The teachers and students are shown how to use Vocab Profile and Academic Word list Profiler to do a quick corpus analysis of any online reading texts. They are shown more difficult vocabulary in three ways when they are making progress. Those three are making online flashcards, quizzes and collaborative conversations. The subject of the research are 4 graduate students (43 males,2 females) at a national university in Kyushu do Free/Extensive Reading and many such online Reading Labs during a one-semester,90’ weekly course .in order to enhance their comprehension ,enjoyment and effectiveness of online reading texts and activities, the use of Text-to-Speech for Listening support is often used. From the findings it can be conclude that various vocabulary development programs and tests have been presented in this and previous studies and their different stages of development and pedagogical use demonstrated. How useful they are in guiding individual or classroom vocabulary instruction has been compared, especially by showing tests of these programs with various groups of intermediate to advanced high school and college learners in Japan. By combining these different online and paper test instruments we have been able to get a much more holistic picture of many of the most important aspects of lexical processing strategies and acquisition behaviors of these undergraduate and graduate students tested from several East Asian backgrounds.
In my opinion, this research really interests me although I face some difficulties in order to understand the research. This is due to the complexity or the wide used of technological terms. However, I found it is interesting to conduct a research on the used of CALL program in learning second language(L2).Although the background of the study is not based in our country, Malaysia I think that the significance of the research is still relevance. The use of technology is widely promoted in our borderless world .I believed this research bring good to the learners or even the teachers to evaluate the program that they are using. I think that this research is not well conducted because the number of participant is not equal between male and female respondents. I think that the respondents should be equal between male and female because there is difference between how male and female perceive the knowledge. Moreover, I think that the research should also be conducted in a form of survey regarding the students and teachers opinion of using the program. This is because the findings were only based on the performance of the respondents. The opinions from the users are very useful to improve the program. This research helps English Language teachers in Malaysia to choose appropriate online learning program so that they can enhance the students’ performances as well as their interest to learn L2.This research also help to give the overview to the educators whether the use of online program influence the learners’ performance or not. Moreover, it also helps to evaluate the best online program to be carried out the classroom. This research will help educators to change the traditional classroom environment into more utilize learning environment through the use of technology. In conclusion, this research really benefits us, language teacher in order to improve our skills in teaching reading and vocabulary in different way than traditional classroom setting.





Taken from: Loucky,J.P.(2007)Improving online reading and vocabulary development.

www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED502662
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