Goals/Expected Outcomes
Students (Ss) will be able to exchange their finding of one credible
and relevant Web site on the class discussion board.
Performance Objectives
Language learning objectives:
- Ss write a short paragraph of summarizing and evaluating one Web
site that individual S found as homework.
Computer literacy objectives:
- Post their summary and evaluation of the article on the class discussion
board.
- Give feedback to or comments on the others' summary and evaluation
on the discussion board.
Target Audience Level
- ESL/EFL Students in writing/reading class
- Proficiency level: Intermediate to Advanced
Technologies & Materials Required/Facilities Required
According to Egbert(1999), there are eight conditions, which have been widely researched and supported in the literature, that support optimal classroom language learning. This lesson takes into consideration especially the three optimal language learning environment out of eigh. They are;1)learners are involved in authentic tasks, 2)learners are exposed to and encouraged to produce varied and creative language, 3)learners have enough time and feedback.
1) Learners are involved in authentic tasks.
The Ss in this lesson use the authentic materials; on-line articles
for their essay topic. As Egbert says that authentic tasks have the same
types of cognitive challenges as complicated tasks in real world and that
the cognitive demands should be consistent with the cognitive demands in
the environment for which the learner is being prepared. Therefore,
this lesson is designed for having the Ss use English in order to search
the appropriate articles for their needs, not merely learning about English.
2)Learners are exposed to and encouraged to produce varied and creative
language.
Referring to Spolsky's idea that the outcome of language learning depends
on the amount and kind of exposure to the target language, Egbert emphasizes
the importance of diversity of tasks with a variety of sources of language
input as well as output. Thus, this lesson plan use the tasks involving
different learning styles in order for the Ss to use receptive and productive
language skills.
3)Learners have enough time and feedback.
Given the fact of individual differences in ability, motivation and
other factors, this lesson plan has a flexible time line.
Aebersold & Field (1997) emphasize the effectiveness of cooperative learning among Ss. When Ss work in pairs or in small groups, they will help each other, take pressure off the individual leaner, increase motivation to learn through reading, talking, sharing, and arguing with others. All this will be positive and effective learning. Therefore, in this lesson plan the Ss work in pairs at one computer to do the activity.
This lesson plan may be used in various type of classes in terms of the their overall class goals. Therefore, the setting below is just an example, which will give you some ideas how this lesson plan can be used.
Class Setting (example)
For an essay assignment (4-5 pages), the Ss are required to conduct
limited research on controversial issues related to human gene therapy,
genetic engineering and new reproductive technologies. They should find
a minimum of 3 recent on-line articles in addition to the assigned readings
in class. The Ss are expected to explore and come to a fuller understanding
of the importance of and controversy surrounding these technologies. For
instance, the issues related to the potential benefits as well as risks
associated with human gene therapy, and the broader and more controversial
issue of social engineering. The class requires reading skills covered
in previous classes in the ESL program such as scanning and skimming. The
lesson presents these previously learned reading skills as particularly
useful for researching Web sites and reading hypertexts
In the previous lessons:
Today's lesson
Preparation:
The T should
Activity:
The class is in a computer lab and the Ss are seated at computers. The
computer is still off.
The T introduces the class discussion board to the Ss. (15-20 min.)
1) The T explains that the Ss are going to share their summary and evaluation of the on-line articles, which they did as homework, on the class discussion board. Ask Ss whether they have used the discussion board before. Depending on the Ss' responses, the T asks or elicits what they think they can do on the discussion board. The T explains the advantage of using the discussion board for this particular task and tell them that on the discussion board they can do;
The Ss' practice.(35-40 min.)
3) The T distributes the handout explaining how to use the discussion
board and showing each S' account ID and password for each S. The Ss work
in pairs and decide the typers and whose summary and evaluaiton they are
going to post.
The Ss turn on the computer and sign in the discussion board and post
one of their summary and the evaluation result. Since they saved
their summary and evaluation result as homework, they should copy it and
paste it on the discussion board by using the tools of COPY and PASTE it.
4) The T gives the Ss 20 min. to read at least one of the classmate's summary and evaluation posted on the discussion board and respond to it. (the Ss can make brief comment on the other's work.) Depending on the Ss, some pair can read and respond more than one time.
During 3) and 4) the T circulates the classroom and observes the Ss'
activity. Assist them if they have any questions or problems.
Follow-up (10 min.)
The Ss sign out from the discussion board and turn off the monitor.
Alternative Plan
The T askes the Ss how they like sharing their work on the discussion
board; advantage, difficulty, like it or not etc. The T writes down the
points of Ss comments on the balckboard.
For homework, the Ss will decide which on-line articles they are going
to use for their essay. The T encourages them to go back to the discussion
board and refer to others' findings for their homework. The Ss will bring
their selected articles to next class.
If the computers freeze, or if the class can not use the computer lab
on that day, the T may use this alternative plan.
1) T do the same thing as 1) of the original plan.
Practical Considerations
2) Do the same thing as 2) of the original plan by using the over-head
projector. The T will use transparencies which enlarge the function of
discussion board that the T explains.
3) The T distributes the detailed handout of the discussion board.
Since the Ss can not do the activity without computers. The T may assign
the class activity as homework and conduct the lesson, which is prepared
for the next class, or conduct the next lesson in today's class and do
the today's activity in next class.
Q. If the Ss account do not work,
A. The Ts should test it whether the every Ss' accounts work in advance.
If it happens even after the pre-test, the Ss should try another S's account(they
are wroking in pair). The T should fix it during the class if there
is any time or right after the class, so that the S can use the discussion
board for homework.
Q. If the class discussion board does not work,
A. It is always important to do test-try in advance, but the computer
functions could still have problems.. If the class discussion board does
not work, the T should fix it on the spot quickly if it is possible. If
the T can not do it right away, one should take the 'alternative plan'.
Q. If the computer is very slow,
A. Try using computers with AT LEAST 64 MB of memory (RAM) for any
web-based activity.
Q. If the Ss are slow in reading and typing,
REFERENCES
A. The use of discussion board in limited time like this lesson plan
might not be appropriate for their level. Instead, the Ss can use the discussion
board outside of class, where there is no specific time limitation.
The T introduces the discussion board in class and as homework the Ss can
read others' work on the discussion board outside of class time.
Also, it may be helpful if the Ss have practiced skimming readings
before, which allows them to read the other Ss' summary and evaluation
faster.
Aebersold, J. & Field, M. (1997). From reader to reading teacher.
Cambridge: Cambridge Language Education.
Egbert, J. & hanson-Smith, E. (1999). CALL environments. Research,
practice, and critical issues. TESOL.
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