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WELCOME!

WELCOME!. 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. MY FAVORITE FAMOUS PERSON. An Integrative Approach: Language and Technology. DOES IT CHANGE OUR MINDS?. ?.

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WELCOME!

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  1. WELCOME! CLAUDIA ACERO

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

  3. MY FAVORITE FAMOUS PERSON An Integrative Approach: Language and Technology CLAUDIA ACERO

  4. DOES IT CHANGE OUR MINDS? ? Education “lite” CLAUDIA ACERO

  5. DOES SHE UNDERSTAND THE NEW GENERATION? Education “lite” CLAUDIA ACERO

  6. MY FAVORITEFAMOUS PERSONAn Integrative Approach: Language and Technology LA SABANA UNIVERSITY AND COLLEGE STUDENTS IN COLOMBIA AI CLAUDIA ACERO

  7. OVERVIEW • DESCRIPTION OF THE CLASS • MATERIAL AND RESOURCES • LESSON PLAN A.Objectives B. Procedure 1. IT Room Activities 2. Classroom Activities IV. FINAL THOUGHTS CLAUDIA ACERO

  8. I. DESCRIPTION OF THE CLASS CLAUDIA ACERO

  9. CLASS SIZE AND AGE 18-25 students 45% women 55% men 17-25 yrs old 3rd, 4th or 5th semester students; or new students BACKGROUND Business Administration Hospitality Psychology Medicine Engineering Social Communication ss A. CLASS DESCRIPTION CLAUDIA ACERO

  10. 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. B. LANGUAGE PROFICIENCYLSU CLAUDIA ACERO

  11. C. PREVIOUS COMPUTER WORK Learners are familiar with RI • the computer • the WWW • The search engines and data bases • the MS Word, and MS PP • the idea of plagiarism and references From their first semester they have a computer literacy class. CLAUDIA ACERO

  12. D. PREVIOUS LANGUAGE WORK LSU Learners have studied how to give • Personal information and history • Information about future plans and arrangements PRESENT, PAST, FUTURE, SOME MODAL VERBS CLAUDIA ACERO

  13. COMPUTER NEEDS Hardware(1 computer per student) Internet Access Printer Teacher’s Notebook OTHER (BACK UP PLAN) Handouts Library  Paper Board OHP Transparencies II. MATERIALS AND RESOURCES CLAUDIA ACERO

  14. III. LESSON PLAN CLAUDIA ACERO

  15. GENERAL OBJECTIVE Learners will develop a PP presentation about their favorite person by including facts about his/her past, present and future life. A. OBJECTIVES INTEGRATIVE APPROACH CLAUDIA ACERO

  16. A. OBJECTIVES (CONT.) INTEGRATIVE APPROACH SPECIFIC OBJECTIVES* 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. CLAUDIA ACERO

  17. A. OBJECTIVES (CONT.) COOPERATIVE LEARNING APPROACH 2. Social Objectives Students will be able to: • Participate in classrooms discussions by sharing information and suggesting ideas. • Work with their partner to solve problems, take decisions, and self-evaluate their job. CLAUDIA ACERO

  18. B. PROCEDURE The lesson plan includes: • PRE COMPUTER ACTIVITIES • COMPUTER ACTIVITIES • POST COMPUTER ACTIVITIES • Classroom Activities • IT room Activities CLAUDIA ACERO

  19. 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. • the purpose of using WWW for the development of the project. • the way the project will be evaluated. PLANNING CLAUDIA ACERO

  20. 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 for information to identify main points. • Self-evaluating the project. • Preparing the final presentation and report. • Defining IT Room and Classroom classes. CLAUDIA ACERO

  21. 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” CLAUDIA ACERO

  22. 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 (luciaacero@hotmail.com; claudiaacero@aol.com) • Any other technological device (OHP, Video, CD Rom) • Time Requirements CLAUDIA ACERO

  23. 2. RECALLING PRIOR KNOWLEDGE AND VOCABULARY BUILDINGLYRA’s • Grammarrevision on tensesGRgr • Present Continuous • Simple Past • Future (Will/Going to) • Present Perfect • Simple Modals DAY 2 IT ROOM CLAUDIA ACERO

  24. Ss will recognize famous people (handout 1)  Ss will recall vocabulary to write about famous people (handout 2)  2. RECALLING PRIOR KNOWLEDGE AND VOCABULARY BUILDING (CONT.) DAY 2 HOMEWORKSearch on www  What is a biography? 5 names of possible personages CLAUDIA ACERO

  25. DAY 3 3. CLASS DISCUSSIONCD • What a biography is and kind of information to include. • What possible categories. • Analyzing a biography model. • What they will search and how to structure their projects.CD • Deciding on their personage. • Start filling K-W-LStrategy sheet part K IT Room Activities CLAUDIA ACERO

  26. 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 ? 4. RESEARCHING ON THE WWW DAY 3 HOMEWORKWrite some questions in the W section K-W-L Strategy Sheet Continue searching on the www CLAUDIA ACERO

  27. 5. SHARING DAY 4Classroom • Individual Task • 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 • Students share with the class some questions or sites or ideas. Questions to be used next www research CLAUDIA ACERO

  28. 6. NEW www SEARCH AND PEER SHARING DAY 5IT 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 • Individual Free-writing HOMEWORKSearch some facts about their famous personageThink about how they will develop their biography and PPP CLAUDIA ACERO

  29. The pair shares their free-writing copies. They attempt to write a first version. They self evaluate it. se 7. BIOGRAPHY WRITINGAND PPP PLANNING DAY 6CLASSROOM HOMEWORKThey e-mail this first version to the teacher for suggestions CLAUDIA ACERO

  30. Pairs switch diskettes to peer evaluate their biography. They use “Insert Comments” function and “Tools Track Changes” The pair receives back their biography and revises Further revisions Start Working on the PPP 8. PEER FEEDBACK DAY 7IT room HOMEWORK The pair finds an external person who provides feedback  Inter-classes (e-mail) CLAUDIA ACERO

  31. Students continue revising their biography and planning their PPP Teacher provides a mini-conference to each pair. 9. FINAL REVISIONS AND MINI CONFERENCES DAY 8CLASROOM CLAUDIA ACERO

  32. SELF- ASSESSMENT PEER ASSESSMENT ASSESSMENT Oral Presentation Rubrics Biography DAY 9-10IT Room/Classroom with Computer and Slide Projector 10. ASSESSMENT CLAUDIA ACERO

  33. 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 11. HANDING IN DOCUMENTS CLAUDIA ACERO

  34. 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. CLAUDIA ACERO

  35. THANK YOU FOR YOUR TIME HAVE A GREAT AFTERNOON. CLAUDIA ACERO

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