WWW Lesson Plan

For the set induction

Task 1: In pairs, ask the Free Fortune Teller

Task 2: handout for the students

Example of suggestion for Follow-up activity

_____________________________________________________________

FORM : 2 Intermediate)

TIME : 8.30am-9.40am

TOPIC : E-Crystal Ball

THEME : People

LANGUAGE CONTENT : Grammar – Future tense

EDUCATIONAL EMPHASES: ICT Skills, Multiple Intelligences.

PREVIOUS KNOWLEDGE : During the previous lesson, teacher already taught the students about future tense.

AIMS : By the end of the lesson, students will be able to:

- Compose creative questions

- Learn the use of future ‘will’.

- Apply their informational skills using technology

TECHNICAL REQUIREMENTS:

- Computers ( One per 2 students)

- Internet connection

- Web Browser

PREPARATION : 1) Type the ~ Free Fortune Teller at the Google Web

2) Browse through the website to make sure the content is suitable for the students and matches the topic of the lesson

3) Prepare a worksheet based on the information available in the website

WEBSITE : http://www.goddessflight.com/crystal_ball.html

PROCEDURE :-

- Set induction

o Teacher shows a picture of a fortune teller to the students

o Ask students what she does. What other things can she use to tell the future (cards, palm reading, tea leaves etc)?

o Asks them whether they ever been to a fortune teller before

o Introduce or ask the students about these vocabularies: crystal ball, earring, fog/cloud, fortune teller etc.

o Teacher introduces today topic “E-Crystal ball”

- Step 2

o Teacher asks students to work in pairs

o Asks them to surf the internet and go the website which will be display on the board

o Next, students must read the instruction on the website.

o Each pairs must ask their partner 5 yes/no questions and write it on a piece of paper. The questions must start with will, do/does, can, etc.

o Before students ask questions to their friend, teacher reminds them to ask creative, funny, and interesting questions.(Work, school, love, family, health, dream, etc)

- Step 3

o Then, each student from every pair must type every questions they ask to their friend

o The fortune teller of the crystal ball (on the website) will answer every question and the students will write the answer on the paper.

- Step 4

o Teacher will then ask every pair to read aloud their questions posted as well as the answer.

o The most creative pair which judge and choose by the audience (students) is the winner of the dayJ

o Teacher gives handout for the students (exercise)

- Conclusion

o Teacher gives advice to the students not to easily believe in something which are not relevant or appropriate ( Must be wise so that they will not easily cheated by others)

- Follow-up Activity

o Teacher wants the students to find other website similar like what they have done today and ask another 5 questions about themselves and share it with others in the next class. Teacher can suggest one of the application in Facebook to the students (for those who have FB and post it on their wall)

CALL in Reading-Hypertext

NELSON MANDELA

Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.

ARTICLE REVIEW - TASK 2

The title of the online research is Communication via E-Mail in ESP, in which I obtained from the link provided in the TSL 641 blogspot ~ http://www.iatefi.org.pl/sig/call/iarticle23. This research was done by Galina Kavaliauskiene from Mykolas Romeris University, Vilnius, Lithuania and Vihhelmina Vaiciuniece from Vytautas Magnus University, Kaunas, Lithuania.

1(a) This research was basically described about how using E-mail in the target language can actually offer effective pedagogical benefit of communicative interaction to the process of learning. The purpose of choosing E-mail as the tool in learning is that, they believe and want to investigate the e-partners’ ability to negotiate, exchange ideas, critically analyze, emphasizes their ability in searching information online, and at the same time able to select reliable information by giving the students (pairs) a task to do. In the project, every partner was expected to become more self-directed and autonomous in their learning.These two researchers actually conducted a pilot study to prepare two different specialization profile classes for a professional presentation. The project aimed to place students in a real situation, where they could carry out a series of negotiation tasks with their e-partner. What the students need to do is they have to contact their e-partner through e-mail and must continuously maintain the communication by sharing their ideas, negotiate and adjusting views with one another. This pilot study involved 24 participants – 12 from each class and there are six topics assigned at random to each pair in both classes. The results and discussion of the research were divided into three categories. The first one is Analysis of E-Mail Messages. Based on the 52 e-mails received, it shows that the frequency of correspondence between partners was differed greatly. There was information or data regarding the topic discussed between the students but they seldom discussed about how to deal and meet the specific questions addressed. Example of styles in replying the e-mails mainly stating the intro, suggest, agree and disagree on the chosen material, how to deliver the presentation, technical aspects, and possible difficulties with PowerPoint. But though they were discussed in such ways, this actually promotes the students’ autonomy and collaborative responsibility. Next is the learning effect. Both researchers believe that the overall performance of the students can be coded as successful communication, but at the same time, there were variety of writing errors occurred. Each learner does make mistake such as grammatical, lexical, and syntactic errors. Even though there were spelling errors, but it did not take into consideration because it did not caused any misunderstanding in communication. This quantitative research also aimed at the comparison of the performance of male and female. The result is males seemed to make fewer errors than the females. The third discussion is analysis of E-mail language style. In the writing assignment, some students tend to use informal language which they familiar using in their oral communication. For example, no greeting and just straight talking about the main ideas or purpose replying. The other result fall under this discussion is that females were more compliments and apologies in expressing their feeling. It is proven to support not just in the real oral communication but also through email writing communication.

2(a) This online research really interest me because though it might look simple as part of learning activity but again the product of the task is not the big matter but the process of doing it is important for the sake of the students skills in learning especially in group work. Students are not aware of this so called hidden talents in collaborate or cooperative with others by writing. Such academic tasks basically evaluated from the angle of oral communication or face to face conversation. Therefore by doing group work but not in the real oral conversation but only through E-Mail ( Electronic Mail) is very challenging and will surely will have more meaningful results. Well, I don’t think the research is not well conducted but it would be better if there are many more participants or classes involved. I think the result will be more significant and interesting. We are actually lack of the skills in letting our students learn by themselves. This may result the students to be passive and not active. Teachers must know and have a good understanding of the term learner-centered. How well does this concept have been integrated in our education context? And what role does the teacher play in order to instill the collaborative and cooperative learning skill in the classroom or outside the classroom? But before we start anything regarding activities such as mentioned in the research, we must aware that ~creating collaborative classroom can be wonderfully rewarding opportunity especially for the students but it is also full of challenges and dilemmas (Smith and McGregor, 1992). For example the involvement of the students (if is it referring to task, especially outside the classroom) and for some task, students will inevitably encounter difference, and they must struggle with recognizing and working with it. The ability of all students to learn to work cooperatively with others is the root to build and maintain stable academic performance as well as the social skills that students can practice in their future. However, teachers who intended to use or to try using technology tools such as using E-mail will have to consider this while not neglecting the interpersonal and social skills of the students. Teachers must aware that this type of tools and others such as chat room and web forum is useful in helping students interact actively with their source of information and at the same time giving them the opportunity to develop and master their interpersonal and social skills.