Form: 4 (advanced) Date: March 2010
Subject: English Day:
Theme: People Time: 70 minutes
Topic: Zodiac Number of students:
SUMMARY OF LESSON
This lesson is an integration of reading and speaking lesson. The teacher will start the set induction by showing a video clip of various constellations in the night sky and later on initiates a brief discussion on the topic. In the first activity, the students will be assigned to log on to http://twelvezodiac.com and find out which zodiac sign each of them belongs to. They will be told to note down important characteristics associated with the people who belong to the same zodiac as they are. From the information they retrieved in the website, the teacher will direct students to do a brief reflection about their own characteristics and compare them with the characteristics described in the website. In the second activity, teacher will ask students to form 12 groups representing each zodiac sign. The students will get into the groups according to their own zodiac sign. Teacher will assign each group to discuss on their own thoughts and opinions based on the reflections they made in order to come up with a conclusion to the characteristics the group members share in common. After that, each group will present the findings from their discussion in front of the class. In the third activity, the teacher will distribute a handout of reading exercise to each student. The students will be assigned to answer the questions based on the text given. In the end, the teacher will conclude the lesson by asking the students to reflect on what they have learnt from the overall lesson.
LEARNING OUTCOMES:
1.0 LANGUAGE FOR INTERPERSONAL USE
1.1 Make friends and keep friendships by
exchanging ideas, information and
opinions on topics of interest. LEVEL:
Level 3
Reading articles and giving opinions in
the following ways:
- agreeing with the writer
- disagreeing with the writer and giving
reasons.
BEHAVIOURAL OBJECTIVES
By the end of the lesson, students should be able to:
i) Retrieving specific information regarding zodiac signs from a website
ii) Discuss their opinions about their own characteristics based on self-reflection activity
iii) Answer all 10 questions correctly in the reading exercise
TECHNICAL REQUIREMENTS
Internet Connection, computers, LCD, and white screen
PREPARATION
1. Teacher needs to log on to www.twelvezodiac.com and plans the lesson. Teacher should also make a few other references to gain better understanding of the topic.
2. Teacher needs to construct worksheets for students.
3. Teacher needs to book the computer lab in advance and ensures that there are sufficient computers for all the students as well as checking the internet connection.
PREVIOUS KNOWLEDGE
Adjectives, and Subject-verb agreement in forming sentences.
LANGUAGE SKILL(S)
Speaking, reading, and writing.
LANGUAGE CONTENT(S)
Revision on adjectives
Sound Systems:
1.0 Consonants
1.5 x / z / - xylophone; anxiety
Vocabulary :[To be used in the speaking and reading activities]
Inhumane, innate
TEACHING AID(S)
Computer lab (computer with internet connection), handouts.
MORAL VALUE(S)
Gratitude, Respect, and Rational
LEARNING EMPHASES:
THINKING SKILL(S): making hypothesis, making inferences, analyzing
Multiple Intelligence
ACTIVITIES
Set Induction (± 5 minutes)
i. Teacher shows interesting video clip of beautiful constellations in the night sky.
ii. Teacher initiates discussion about star constellations and zodiac based on the video clip.
Activity 1(± 15Minutes)
Thinking Skill:Multiple Intelligence, Analyzing
Moral Value:gratitude, rational
Procedure:
i. Teacher assigns students to log on to http://twelvezodiac.com and find out which zodiac sign each of them belongs to.
ii. Teacher tells students to note down the characteristics associated with the people who belong to the same zodiac as they are.
iii. Teacher directs students to do a brief reflection about their own characteristics and compare them with the characteristics described in the website.
Activity 2 (± 30minutes)
Thinking Skill:making hypothesis, making inferences, analyzing
Moral Value:Respect
Procedure:
i. Teacher asks students to form 12 groups representing each zodiac sign. The students will get into the groups according to their own zodiac sign.
ii. Teacher assigns each group to discuss on their own thoughts and opinions based on the reflections they made in order to come up with a conclusion to the characteristics the group members share in common.
iii. Teacher asks each group to present the findings from their discussion in front of the class.
Activity 3(± 15 minutes)
Thinking Skill:making hypothesis, analyzing
Procedure:
i. Teacher assigns students to work individually.
ii. Teacher distributes handout of reading exercise on the same topic (zodiac) and comprehension questions to each student.
iii. Teacher directs students to complete the task given.
iv. Teacher discusses the answers to the comprehension questions with the students.
Closure(5 minutes)
Teacher recaps the lesson by asking students to reflect on what they have learnt in today’s lesson. Teacher concludes the lesson by highlighting the overall objectives of the lesson.
Follow up Activity:
teacher assigns students to log on to http://twelvezodiac.com and gather zodiac information of one person they care most. The information will be used in the writing activity in the next lesson.
Reflection:
Supervisor’s comments
Wednesday, March 24, 2010
Article Review - "The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills"
Title: The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills
Journal: Malaysian Online Journal of Instructional Technology, Volume 1, No. 2, December 2004
Author: Rafiza A. Razak and Adelina Asmawi, Department of Language and Literacy Education, Faculty of Education, University Malaya, Malaysia.
Summary of Article
In Malaysian context of education, the use of technology is still considered as a new approach in teaching and learning in the classrooms. Therefore, educationists are encouraged to explore and understand the benefits of integrating technology in enhancing students’ interest and skills, particularly in Malaysian ESL classrooms.
The article was written as a literature review on the use of technology in ESL classrooms in Malaysia. The main objective of the article is to provide the information regarding the benefits of the use of dialogue journals through e-mail technology; firstly, on the potentials of e-mail technology as an attractive medium in ESL teaching-learning to generate students’ interest in learning writing, and secondly, on how dialogue journals through e-mail helps in improving students’ writing skills in English. The article as a whole aims to explain on how the application of dialogue journals through e-mails can enhance the teaching and learning of English in Malaysian secondary schools based on three major theory of language learning including:
i. Vygotsky’s Learning Model
Zone Proximal Development supports gradual process and scaffolding in learning any skill, in this context, writing skills. The dialogue journal activity fits the ideal of this learning model as it encourage learners to develop their writing skills gradually, parallel with their cognitive development, with the guidance or collaboration with more capable peers. Dialogue journal is viewed as an effective language practice as it combines the language skills with other cognitive skills such as the higher order thinking skills.
ii. The Constructivist Theory
As the constructivist theory of learning centralizes the importance of conducive learning environment and positive habit formation, dialogue journal offers an effective means to optimum language learning for ESL students. Dialogue journal through e-mail technology promotes a complex learning environment that incorporates authentic language learning. It is also more student-centered, giving the students more opportunities and autonomy in their own writing development. Aside from that, the students will be exposed to multi perspectives from reading each other’s journal. Moreover, the use of e-mail technology would foster positive social interactions between both teachers and students.
iii. Computer Mediated Communication (CMC)
CMC covers a wide scope of communication via computers. In this article, it focuses solely on the use of e-mail technology in ESL teaching and learning. E-mail enables communication in written form; it is also asynchronous, which allow interactions at different times. Warschauer (1995) states that electronic communication facilitates communication, gives students a sense of achievement, empowers students, and enhances learning. E-mail promotes natural and real communication between individuals. It is motivating for the students as they will be anticipated to have authentic audience responding to them. E-mail technology provides opportunities for communication, collaboration, and information for the students and teachers. The use of e-mail technology in teaching of writing is not only as an integration of modern technology into ESL classroom, but also one way to promote effective self-learning among students.
The article discusses on several researches on the use of e-mail in teaching of ESL writing. The researches generate almost similar findings which suggest that e-mailing activity improves ESL students’ writing abilities as it provides practice in reading and writing using the target language to express ideas and opinions to real audiences in authentic settings.
Besides that, there is also a significant discussion on several studies conducted regarding the use of dialogue journal writing and sharing of dialogue journals via e-mail. From the studies conducted, it is evident that dialogue journal writing via e-mail could serve as a tool for students to practice the target language
It is concluded in the article that dialogue journal through e-mail technology is an effective tool for developing students’ interest and writing skills as it serves as a meaningful writing activity. Nevertheless, only few studies done to investigate the application of dialogue journal through e-mail technology, especially in Malaysian ESL classrooms.
Critical Reaction
I am very interested in this article especially because it discusses on the use of dialogue journal through e-mail technology in enhancing students’ interest and skills in ESL writing. Writing is known as the most complicated language skill to be mastered, even by native speakers of the target language. For ESL students in Malaysia, developing their writing skills is something difficult and even de-motivating.
For years, dialogue journals have been integrated in ESL classrooms as an interactive activity for writing practice. I personally favor the dialogue journal activity to be integrated in teaching of ESL writing as it gives learners freedom to express and share their ideas with peers and teachers in a friendly and authentic setting. The primary goal of writing dialogue journal is to practice the target language in a communicative setting. Thus, there should be no pressure for the learners in forming grammatically correct sentences; as long as the meaning is conveyed, the dialogue journal is considered as successful. Especially because dialogue journal entries are not graded, it motivates ESL students to write down their ideas and exchange opinions with each other in virtual cyber space. Learners would feel more confident and optimistic in practicing the target and developing their writing skills, hence, allowing them to explore their own interests, strengths, and weaknesses in writing. In a way, the whole process of writing a dialogue journal is a self-reflection process, or Meta learning for the ESL students.
On top of that, the integration of e-mail technology is a brilliant way to enhance the effectiveness of dialogue journal writing in ESL classroom. In my opinion, the use of e-mail technology is an effective mean of interaction between teachers and students. E-mails enable teachers and students to exchange information and feedback anytime and anywhere they want. Communication in education is made easy and convenient for both teachers and students. Aside from being an up-to-date teaching aid, can also be a strong element to enhance students’ motivation and participation in activities that aim to develop their interest and skills in writing. ESL students in Malaysia nowadays are very fond of electronic communication; hence, the students will be motivated and anticipated to write their journal and sending them via e-mail to their peers and teachers. Especially for the shy students, this is a great opportunity to learn without being too afraid of making mistakes in front of other people.
The use of dialogue journal through e-mail technology is undeniably an effective way to improve ESL students’ interest and skills in writing. This is also a very relevant approach to be applied in Malaysian ESL classrooms nowadays. The use of electronic communication enables students to access to various language learning opportunities; hence, promoting globalization in education. However, we have to admit that not all Malaysian ESL classrooms are able to integrate the use of technology such as e-mail in teaching and learning of writing. The main shortcoming that hinders the application of technologically-advanced writing activity is the limited access to the computers and internet in some schools in Malaysia. As the result, some students in certain schools do not have the opportunities to obtain the experience in developing effective writing through electronic communications. I personally think that this shortcoming is really costly in a way that it might lead to low standard of English mastery among students. The poor access to computers and internet also deprive ESL students in Malaysia from receiving the kind of learning experience they deserved in this era of advanced information technology. Henceforth, the responsible parties should take this matter more seriously in order to ensure the effectiveness of teaching and learning of English as second language in Malaysian classrooms.
As a conclusion, the article has successfully explained on how the use of dialogue journals through e-mail technology benefits ESL students’ interest and writing skills. This article encourages teachers to explore new things to optimize the students’ language learning. It also makes readers realize that in teaching and learning of writing in ESL classroom, the most essential thing is to provide a conducive, authentic, and meaningful communicative settings for the students to practice the target language.
REFERENCES
Rafiza A. Razak & Adelina Asmawi. (2004). The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills.
http://pppjj.usm.my/mojit/articles/pdf/1204/The%20Use%20of%20Dialogue%20Journal%20Through%20Email%20Technology.pdf Accessed on 14 February 2010
Kamaruzzaman Jussoff, Siti Akmar Abu Samah, & Posiah Mohd. Isa. (2008). Inculcating Values and Ethics in Higher Education E-Learning Drive: UiTM i-Learn User Policy. International Journal of Human Sciences.
Neo, K.N., Neo, M,. & Kwok,J.W.J. (2009). Engaging Students in a Multimedia Cooperative Learning Environment: A Malaysian Experience.
http://www.editlib.org/d/29659/proceeding_29659.pdf accessed on 20 February 2010
Journal: Malaysian Online Journal of Instructional Technology, Volume 1, No. 2, December 2004
Author: Rafiza A. Razak and Adelina Asmawi, Department of Language and Literacy Education, Faculty of Education, University Malaya, Malaysia.
Summary of Article
In Malaysian context of education, the use of technology is still considered as a new approach in teaching and learning in the classrooms. Therefore, educationists are encouraged to explore and understand the benefits of integrating technology in enhancing students’ interest and skills, particularly in Malaysian ESL classrooms.
The article was written as a literature review on the use of technology in ESL classrooms in Malaysia. The main objective of the article is to provide the information regarding the benefits of the use of dialogue journals through e-mail technology; firstly, on the potentials of e-mail technology as an attractive medium in ESL teaching-learning to generate students’ interest in learning writing, and secondly, on how dialogue journals through e-mail helps in improving students’ writing skills in English. The article as a whole aims to explain on how the application of dialogue journals through e-mails can enhance the teaching and learning of English in Malaysian secondary schools based on three major theory of language learning including:
i. Vygotsky’s Learning Model
Zone Proximal Development supports gradual process and scaffolding in learning any skill, in this context, writing skills. The dialogue journal activity fits the ideal of this learning model as it encourage learners to develop their writing skills gradually, parallel with their cognitive development, with the guidance or collaboration with more capable peers. Dialogue journal is viewed as an effective language practice as it combines the language skills with other cognitive skills such as the higher order thinking skills.
ii. The Constructivist Theory
As the constructivist theory of learning centralizes the importance of conducive learning environment and positive habit formation, dialogue journal offers an effective means to optimum language learning for ESL students. Dialogue journal through e-mail technology promotes a complex learning environment that incorporates authentic language learning. It is also more student-centered, giving the students more opportunities and autonomy in their own writing development. Aside from that, the students will be exposed to multi perspectives from reading each other’s journal. Moreover, the use of e-mail technology would foster positive social interactions between both teachers and students.
iii. Computer Mediated Communication (CMC)
CMC covers a wide scope of communication via computers. In this article, it focuses solely on the use of e-mail technology in ESL teaching and learning. E-mail enables communication in written form; it is also asynchronous, which allow interactions at different times. Warschauer (1995) states that electronic communication facilitates communication, gives students a sense of achievement, empowers students, and enhances learning. E-mail promotes natural and real communication between individuals. It is motivating for the students as they will be anticipated to have authentic audience responding to them. E-mail technology provides opportunities for communication, collaboration, and information for the students and teachers. The use of e-mail technology in teaching of writing is not only as an integration of modern technology into ESL classroom, but also one way to promote effective self-learning among students.
The article discusses on several researches on the use of e-mail in teaching of ESL writing. The researches generate almost similar findings which suggest that e-mailing activity improves ESL students’ writing abilities as it provides practice in reading and writing using the target language to express ideas and opinions to real audiences in authentic settings.
Besides that, there is also a significant discussion on several studies conducted regarding the use of dialogue journal writing and sharing of dialogue journals via e-mail. From the studies conducted, it is evident that dialogue journal writing via e-mail could serve as a tool for students to practice the target language
It is concluded in the article that dialogue journal through e-mail technology is an effective tool for developing students’ interest and writing skills as it serves as a meaningful writing activity. Nevertheless, only few studies done to investigate the application of dialogue journal through e-mail technology, especially in Malaysian ESL classrooms.
Critical Reaction
I am very interested in this article especially because it discusses on the use of dialogue journal through e-mail technology in enhancing students’ interest and skills in ESL writing. Writing is known as the most complicated language skill to be mastered, even by native speakers of the target language. For ESL students in Malaysia, developing their writing skills is something difficult and even de-motivating.
For years, dialogue journals have been integrated in ESL classrooms as an interactive activity for writing practice. I personally favor the dialogue journal activity to be integrated in teaching of ESL writing as it gives learners freedom to express and share their ideas with peers and teachers in a friendly and authentic setting. The primary goal of writing dialogue journal is to practice the target language in a communicative setting. Thus, there should be no pressure for the learners in forming grammatically correct sentences; as long as the meaning is conveyed, the dialogue journal is considered as successful. Especially because dialogue journal entries are not graded, it motivates ESL students to write down their ideas and exchange opinions with each other in virtual cyber space. Learners would feel more confident and optimistic in practicing the target and developing their writing skills, hence, allowing them to explore their own interests, strengths, and weaknesses in writing. In a way, the whole process of writing a dialogue journal is a self-reflection process, or Meta learning for the ESL students.
On top of that, the integration of e-mail technology is a brilliant way to enhance the effectiveness of dialogue journal writing in ESL classroom. In my opinion, the use of e-mail technology is an effective mean of interaction between teachers and students. E-mails enable teachers and students to exchange information and feedback anytime and anywhere they want. Communication in education is made easy and convenient for both teachers and students. Aside from being an up-to-date teaching aid, can also be a strong element to enhance students’ motivation and participation in activities that aim to develop their interest and skills in writing. ESL students in Malaysia nowadays are very fond of electronic communication; hence, the students will be motivated and anticipated to write their journal and sending them via e-mail to their peers and teachers. Especially for the shy students, this is a great opportunity to learn without being too afraid of making mistakes in front of other people.
The use of dialogue journal through e-mail technology is undeniably an effective way to improve ESL students’ interest and skills in writing. This is also a very relevant approach to be applied in Malaysian ESL classrooms nowadays. The use of electronic communication enables students to access to various language learning opportunities; hence, promoting globalization in education. However, we have to admit that not all Malaysian ESL classrooms are able to integrate the use of technology such as e-mail in teaching and learning of writing. The main shortcoming that hinders the application of technologically-advanced writing activity is the limited access to the computers and internet in some schools in Malaysia. As the result, some students in certain schools do not have the opportunities to obtain the experience in developing effective writing through electronic communications. I personally think that this shortcoming is really costly in a way that it might lead to low standard of English mastery among students. The poor access to computers and internet also deprive ESL students in Malaysia from receiving the kind of learning experience they deserved in this era of advanced information technology. Henceforth, the responsible parties should take this matter more seriously in order to ensure the effectiveness of teaching and learning of English as second language in Malaysian classrooms.
As a conclusion, the article has successfully explained on how the use of dialogue journals through e-mail technology benefits ESL students’ interest and writing skills. This article encourages teachers to explore new things to optimize the students’ language learning. It also makes readers realize that in teaching and learning of writing in ESL classroom, the most essential thing is to provide a conducive, authentic, and meaningful communicative settings for the students to practice the target language.
REFERENCES
Rafiza A. Razak & Adelina Asmawi. (2004). The Use of Dialogue Journal Through E-mail Technology in Developing Writing Interest and Skills.
http://pppjj.usm.my/mojit/articles/pdf/1204/The%20Use%20of%20Dialogue%20Journal%20Through%20Email%20Technology.pdf Accessed on 14 February 2010
Kamaruzzaman Jussoff, Siti Akmar Abu Samah, & Posiah Mohd. Isa. (2008). Inculcating Values and Ethics in Higher Education E-Learning Drive: UiTM i-Learn User Policy. International Journal of Human Sciences.
Neo, K.N., Neo, M,. & Kwok,J.W.J. (2009). Engaging Students in a Multimedia Cooperative Learning Environment: A Malaysian Experience.
http://www.editlib.org/d/29659/proceeding_29659.pdf accessed on 20 February 2010
ESL Website Evaluation
WEBSITE EVALUATION
Web Site Description
This web site is for people studying English as a Second Language (ESL) or English as a Foreign Language (EFL). There are quizzes, word games, word puzzles, proverbs, slang expressions, anagrams, a random-sentence generator and other computer assisted language learning activities. Even though the primary focus is for ESL, native English speakers may also find some interesting things on this site. This site is non-commercial and has no advertising. TESL/TEFL teachers may want to recommend this site to their students.
- What does the application attempt to ‘teach’?
As a fun study site for ESL learners, the objective of the whole application is to create a fun learning experience that allows young learners (aged 10-15 years old) to practice all the components of language they need to acquire in order to master the language. It attempts to teach ESL learners to develop their language skills by practicing their existing knowledge of the language. The application comprises of 7 main features in language learning including listening, speaking, reading, and writing, as well as other important components of language such as grammar, vocabulary, slang, and proverbs.
- What sort of things are the application user expected to do with regards to learning content?
- What sort of computer skills are the application user expected to have in order to operate/access/use the application?
Though the application involves a lot of language games and activities, it does not need elaborated computer skills from the users to access the application. It only requires users to master the very basic computer skills such as typing and using other electronic application in the computer (e.g. Windows Media Player). Hence, the application is very user-friendly and motivating, especially for young ESL learners.
- 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 playing, accessing, and assessing the application, I found that the application is more of a self-study material. The application provides activities that give learners the opportunity to practice and polish up on their language skills. The application does not really remind me of classroom activities conducted by teachers; though there are several activities that are usually integrated in classroom lessons as cooperative language games (e.g. word puzzle and matching quizzes). Instead, the activities featured in the application encourage self-access learning by individual learners. Learners get the opportunity to practice a language skill and learn by correcting their own mistakes as they work on the activities.
- Can you pinpoint some theories of language learning applied to the chosen website?
There are two primary theories of language learning applied in this chosen website. Firstly, the behaviorist theory of language learning; the activities in the application mostly aims to reinforce learners’ existing knowledge and skills in English. Most of the activities, especially for listening and speaking skills, promote learning by habit formation in attempt to strengthen learners’ skills. Secondly, the constructivist theory of language learning is another underlying theory for the activities in the website. The activities allow learners to gain and practice the language as they complete the tasks given. For instance, in grammar and vocabulary activities, learners are given the chance to try and error their knowledge. By doing so, either directly or indirectly, learners pick up all the intended learning outcomes of the activities.
- How well is the constructivist theory of learning applied in the chosen website?
The constructivist theory of learning is a prominent theory applied in the chosen website. From the learners’ engagement in the activities to the learners’ attempt in completing the tasks given, the constructivist theory of learning has been very well applied. As the website is more of a self-study application, it encourages learners to learn via their own experience in accessing to the knowledge embedded in each activity. The website also promotes a positive learning environment and supports the 3S learning concept – Self-Access, Self-Directed, and Self-Paced. Learners have the opportunity to learn on their own, as well as being aware and responsible of their own learning. In other words, it will enhance their
- In 1980s and early 1990s, there was a major debate on “whether the computer was ‘master’ of or a ‘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 the students?
In my opinion, in relation to my evaluation, I agree that computer is a very efficient tool that enhances learners’ progress, in this context, learners’ progress in language learning. Nonetheless, I do not think that computer will ever be a replacement for teachers. Most electronic applications of language learning can only perform the role of ‘reinforcing’ learners’ existing knowledge by giving learners platform to practice their basic language skills. However, computer cannot teach students the way teachers do. It will not be an effective agent to deliver complex knowledge about language, especially because a language needs to be learnt in a cultural, communicative environment. We often see electronic language learning applications merely involve individual language tasks, hence, depriving learners from interactive, communicative language learning.
- Would you like to use the application yourself in your future work?
Yes? Give reasons:
No? Give reasons:
Yes. I personally think that the website is a very efficient site to be integrated in language teaching in ESL classrooms. I would like to use the application when I am teaching in the school later. It promotes the 3S learning concept that allows learners to access and assess their own learning progress. Apart from promoting independent learning, I believe that the application has fulfilled both the E-factors and the A-factors suggested by Thornbury (2004) in attempt to conduct a meaningful teaching and learning process for teachers and students. The application is helpful for the teacher, as well as interesting for the students; this will lead to effective language teaching and learning.
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